Language: German

DOI: 10.5169/seals-535953

ISSN: 0036-7443, 2297-8186

Language: Italian

Published: Firenze: Giunti-Bemporad Marzocco, 1970

Language: German

ISSN: 0944-2537

Language: Spanish

ISSN: 0480-0974

Language: German

Published: Berlin, Germany, 1961

Language: Italian

Published: Firenze: Giunti-Bemporad Marzocco, 1970

Abstract/Notes: Dal testo del discorso commemorativo tenuto dal Prof. Nazareno Padellaro in occasione della cerimonia svoltasi a Roma, in Campidoglio, nel maggio 1962 nella ricorrenza del decennale della morte di Maria Montessori. [From the text of the commemorative speech given by Prof. Nazareno Padellaro on the occasion of the ceremony held in Rome, in Campidoglio, in May 1962 on the 10th anniversary of the death of Maria Montessori.]

Language: Italian

Published: Roma, Italy: Comitato italiano dell'OMEP, 1967

Abstract/Notes: The coronavirus which began to spread in early 2020 changed the world order (new normal), it also had a direct impact on the education aspect. In Indonesia, there is a policy to conduct online learning. Not all learning can be done online due to signal constraints and costs. So we need a solution, in the form of a theoretical concept that reveals the importance of independent learning and self-study to hone sensory-motor development in children. This concept is found in Maria Montessori's constructivism learning theory. Using a qualitative approach through reading through philosophical hermeneutics, which the author excavated from Maria Montessori's parent books, this research is to find (1) What are the big ideas of Maria Montessori's constructivism learning theory? (2) How is the application of constructivism learning theory for children during the Covid-19 period? with the aim of research to uncover and apply constructivism learning theory from Maria Montessori's perspective for children during a pandemic.This study concludes: (1) Children can self-construct, sensitive period, absorbent mind and certain developmental laws in their learning (2) Application of the Montessori method which includes activities to provide sensory, motor, and language stimulationat home. This understanding is important so that parents use constructivism learning theory in children and use it as the basis for parents' beliefs during this new normal era of learning. / Virus corona yang mulai menyebar awal tahun 2020 mengubah tatanan dunia (new normal), hal tersebut juga terdampak langsung pada aspek pendidikan. Di Indonesia, muncul kebijakan untuk melakukan pembelajaran online. Faktanya, tidak semua pembelajaran bisa dilakukan secara online karena terkendala signal dan biaya. Maka perlu sebuah solusi, berupa konsep teoritis yang mengungkapkan pentingnya pembelajaran mandiri dan belajar sendiri untuk mengasah perkembangan sensori motorik pada anak. Konsep ini ditemukan dalam teori belajar kontruktivisme milik Maria Montessori. Menggunakan pendekatan kualitatif melalui pembacaan secara hermeneutika filosofis, yang penulis gali dari buku-buku induk karya Maria Montessori, penelitian ini untuk mencari (1) Bagaimana gagasan besar teori belajar konstruktivisme Maria Montessori? (2) Bagaimana penerapan teori belajar kontruktivisme untuk anak dalam masa Covid-19? dengan tujuan penelitian untuk mengungkap dan menerapkan teori belajar konstruktivisme perspektif Maria Montessori untuk anak di masa pandemi. Penelitian ini menyimpulkan: (1) Anak memiliki kemampuan self construction, sensitive period, absorbent mind dan hukum perkembangan tertentu dalam belajarnya (2) Penerapan metode Montessori yang meliputi kegiatan untuk memberikan stimulasi sensorik, motorik dan bahasa di dalam rumah. Pemahaman ini penting, agar orang tua menggunakan teori belajar kontruktivisme pada anak dan digunakan sebagai dasar keyakinan orang tua di saat pembelajaran era new normal ini.

Language: Indonesian

DOI: 10.21154/ibriez.v6i2.164

ISSN: 2548-4176, 2548-3447

Language: German

Published: Münster, Germany: Lit, 2017

ISBN: 978-3-643-12157-8 3-643-12157-1

Series: Impulse der Reformpädagogik , 20

Abstract/Notes: L’intérêt que continue de susciter, un siècle après son invention, la méthode d’éducation conçue par la médecin et pédagogue italienne Maria Montessori est étonnant. Le foisonnement de publications de toutes natures (journalistique, vulgarisatrice, pédagogique, scientifique), mais aussi la création d’écoles qui se revendiquent de cette célèbre méthode et la multiplication des activités connexes (édition, fabrication de jouets et de matériel didactique) nourrissent la vogue actuelle du montessorisme. Ce dernier, en France, fait débat. Ce qui est heureux. Mais les données qui circulent sur Maria Montessori sont souvent biaisées par les enjeux éducatifs d’aujourd’hui. Certaines relèvent de l’hagiographie, voire d’un quasi-culte. D’autres, en vue de disqualifier son œuvre et l’actualité dont elle bénéficie, s’apparentent à des jugements « idéologico-politiques » sur la figure iconique de la fondatrice. Maria Montessori est dite, tour à tour, positiviste, spiritualiste, cléricale, théosophe, sympathisante du fascisme, au service des familles privilégiées, etc., etc. Afin de démêler le vrai du faux ou, tout simplement, combler nos lacunes, la recherche historique est plus que nécessaire. En France, elle ne fait que commencer comparé, par exemple, aux travaux accumulés par nos collègues italiens... [The interest that continues to arouse, a century after its invention, the method of education designed by the Italian doctor and pedagogue Maria Montessori is astonishing. The proliferation of publications of all kinds (journalistic, popular, educational, scientific), but also the creation of schools that claim to follow this famous method and the multiplication of related activities (publishing, manufacture of toys and teaching materials) feed the current vogue for Montessorism. The latter, in France, is debated. Which is happy. But the data circulating on Maria Montessori is often biased by today's educational issues. Some are hagiographical, or even quasi-cult. Others, with a view to disqualifying her work and the topicality from which it benefits, are similar to “ideological-political” judgments on the iconic figure of the foundress. Maria Montessori is said, in turn, positivist, spiritualist, clerical, theosophist, sympathizer of fascism, at the service of privileged families, etc., etc. In order to disentangle the true from the false or, quite simply, to fill in our gaps, historical research is more than necessary. In France, it has only just begun compared, for example, to the work accumulated by our Italian colleagues...]

Language: French

DOI: 10.3917/etsoc.175.0009

ISSN: 0014-2204