Language: German

ISSN: 0342-7145

Language: Finnish

Published: Helsinki, Finland: Helsingin yliopisto, 2002

Language: Italian

ISSN: 2532-1692

Abstract/Notes: In the 19th century the references concerning the education in the early years of infants took 2 different orientations. One uses an “educational mother” as the model. Between the love and limits that she offers her child, she brings a moral education. In the other reference, the educator, very respectful to the dynamic of the child, intervenes as little as possible. The objective is that he conquers autonomy and learns a sense of responsibilities. Two educated women are representative of these 2 tendencies: On one hand Pauline Kergomard (preschool inspector 1838–1925), author of “the motherly education at school”, in her teaching to school principals, presents as a reference the “comprehensive and devoted mother” taking care of the physical intellectual and moral development of children. In this case she represents more the dimension of “care”. On the other hand, Maria Montessori, (Italian pedagogue, 1870-1952) author of "scientific education”, is going to impute little by little her ideas based on the fact that the child has the necessary qualities to grow on his/her own. So according to the educator with just creating a high-quality environment in order to enable the child to find the extract to grow up and be the autor of their own evolution. We consider her to represent the concept of education, resulting from a method. We have presented the essence of both authors convictions. Alter restoring them in their context, we will confront them to see in what degree these methods are opposed or not, in the sense of seeing how they complete and intervene with each other. Our idea is to make use of the analysis of both orientations and develop to what point care is indispensable to the quality and the education of child and more over at the present time. Au XIXe siècle les références concernant l’éducation de la petite enfance ont pris deux orientations différentes. L’une donne comme modèle la mère éducatrice. Dans l’autre référence, l’éducatrice très respectueuse de la dynamique de l’enfant, intervient le moins possible. Deux femmes pédagogues sont représentatives de ces courants : D’une part, Pauline Kergomard (inspectrice des écoles maternelles, 1838-1925) auteur de « L’éducation maternelle à l’école » présente comme référence « la mère intelligente et dévouée » ; elle représente plutôt la dimension « soin ». D’autre part, Maria Montessori (pédagogue italienne,1870-1952) auteur de « La pédagogie scientifique » va peu à peu imposer ses idées basées sur le fait que l’enfant possède les qualités nécessaires pour grandir par lui-même. Nous la considérons comme représentant le concept d’éducation fruit d’une méthode. Notre propos est de nous servir de l’analyse de ces deux orientations pour dévoiler combien les soins sont indispensables à la qualité de l’éducation même.

Language: French

ISSN: 1283-8594

Abstract/Notes: Il contributo intende sondare alcuni tratti della pedagogia e del metodo Montessori di interesse per ripensare gli attuali contesti educativi escolastici sempre più interdipendenti ed eterogenei (Zoletto, 2012). L’individualizzazione nell’apprendimento e la differenziazione sono tensioni costanti nel pensiero di Montessori e si concretizzano nel ruolo dell’ambiente preparato dall’adulto a misuradi ogni bambino, in cui sono organizzati materiali di sviluppo non condizionati daappartenenze culturali (PescieTrabalzini, 2007) e nella pluralità linguistica assunta quale tratto strutturale del contesto (Consalvo, 2020), come avviene in molte scuoledi metodo che stanno sperimentando progetti bilingui. È dall’ambiente secondo Montessori (2000) che i bambini prendono il linguaggio, le abitudini e le caratteristiche della comunità a cui partecipano e per questo gli ambienti scolastici e le atmosfere relazionali costruiti sulla base della unicità e differenza di ognuno sono interculturali (Pesci,2006). Il contributo propone le prime riflessioni scaturite dal lavoro di indagine sull’attualità interculturale di Montessori in prospettiva plurilingue, che èuno dei filoni di ricerca del PRIN (2017) Maria Montessori from the past to the present(Unitàdi ricerca: Bologna, Milano, Roma, Aosta). / This paper will explore some aspects of the Montessori method and pedagogy that are pertinent in rethinking today's increasingly interdependent and heterogeneous educational and school contexts (Zoletto, 2012). Personalized learning and differentiation are constant tensions in Montessori thinking, taking shape in the environment prepared by the adult specifically for each child, where the developmental materials offered are not conditioned by cultural affiliations (Pesci e Trabalzini, 2007) and linguistic plurality is a structural feature of the context (Consalvo, 2020), as occurs in many method schools that are experimenting with bilingual projects. According to Montessori (2000), children acquire language, habits and the characteristics of the community they are part of from the environment, and for this reason school environments and the relational atmospheres based on the uniqueness and differences of each individual are intercultural (Pesci, 2006). The paper offers some initial reflections starting from an investigation of Montessori's intercultural relevance in a multilingual perspective, one of the PRIN (2017) research areas Maria Montessori from the past to the present (Research Units: Bologna, Milan, Rome, Aosta).

Language: Italian

DOI: 10.6092/issn.2420-8175/13899

ISSN: 2420-8175

Abstract/Notes: The purpose of this dissertation will be to survey and analyze American writings on Maria Montessori and her educational system, in order to show how the idea of Montessori education has interacted with some changing American ideas and social forces. These changes in social and intellectual currents can be likened to a shift from centrifugal to centripetal force; or to the expansion and then the contraction of a universe. The central metaphor is the same. It is applicable to, and illustrative of, much about the changing social and educational scene in America. The writings on Montessori, examined against this framework, should provide a new view on certain changes in American educational thinking.

Language: English

Published: Kent, Ohio, 1973

Language: Italian

Published: Roma, Italy, 1949

Abstract/Notes: Mendalami ilmu pendidikan anak usia dini tidak dapat dilakukan apabila hanya mengkaji pemikiran satu tokoh saja. Tujuan penelitian ini adalah mengetahui (1) pemikiran, (2) persamaan dan perbedaan pemikiran Ki Hajar Dewantara dan Maria Montessori tentang pendidikan anak usia dini. Metode yang digunakan kualitatif dengan jenis penelitian kepustakaan yang mengkomparasikan pemikiran kedua tokoh. Data dianalisis dengan pendekatan deskriptif. Penelitian dilaksanakan selama dua bulan mulai januari sampai februari 2020. Sumber data terdiri dari data primer dan sekunder. Hasil penelitian menunjukkan (1) pemikiran pendidikan anak usia dini menurut Ki Hajar Dewantara adalah pendidikan yang diberikan pada anak 0-7 tahun dengan pemberian pendidikan yang memperhatikan unsur alami anak dengan materi melatih panca indera menggunakan metode lahiriah dan batiniah dilakukan di lingkungan keluarga, sekolah dan masyarakat dengan tujuan mengembangkan cipta, rasa dan karsa pada anak. Menurut Maria Montessori pendidikan anak usia dini adalah pendidikan yang diberikan untuk anak 0-6 tahun dilakukannya dilingkungan sekolah dengan materi keterampilan sehari-hari menggunakan metode lahiriah dan batiniah yang memberikan kebebasan anak untuk memilih aktivitas dan media yang ingin digunakan. (2) persamaan dan perbedaan pemikiran Ki Hajar Dewantara dan Maria Montessori tentang anak usia dini terletak dari aspek nama dan filosofi sekolah, setting lingkungan, dasar pemikiran PAUD, metode dan tugas pendidik. [The science of early childhood education cannot be understood from one’s thought. This research intended to know (1) the thoughts (2) the similarities and differences of early childhood education thoughts by Ki Hajar Dewantara and Maria Montessori. The method used was qualitative with library research which compared two experts’ thoughts. The data was analyzed by descriptive approach. This research was done within two months, january to february 2020. The data were from primary and secondary data. The results revealed (1) Ki Hajar Dewantara states that early childhood education is an education given to 0-7 year old children and emphasizes on natural factors by training five senses through outward and inward method around family, school and community environments to develop creativity, feeling and intention. While Maria Montessori says that early childhood education is an education given to 0-6 year old children through daily skills in school environment and uses outward and inward method which let them choose activity and media they want. (2) the similarities and differences of Ki Hajar Dewantara and Maria Montessori thoughts were school’s name and philosopy, environment, ECE basic thoughts, learning method and educator’s duties.]

Language: Indonesian

DOI: 10.26877/paudia.v9i1.5610

ISSN: 2598-4047, 2089-1431

Abstract/Notes: Dalla rivista "Vita dell'Infanzia", Roma, anno I, n. 5-6-7, maggio-giugno-luglio, 1952. [From the magazine "Vita dell'Infanzia", Rome, anno I, n. 5-6-7, May-June-July, 1952.]

Language: Italian

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

Abstract/Notes: The essay analyses the figure of Maria Montessori as a teacher and the teaching that she conducted in her career. A historical perspective is adopted, with reference to some fundamental moments in Montessori’s teaching life, described with the help of her own early writings (often unpublished), and the testimonies of some of her colleagues and students. M. Montessori began her career as a teacher in 1899 at the “Higher Institute of Teaching for Women” and then she continued at the “Pedagogical School” of the University of Rome. The analysis presented in this article shows that Montessori considered it essential to combine theory and practice, to promote students’ active participation, linking what is learnt in the classroom with the outside world. From her earliest experiences as a teacher, it became fundamental for Montessori to place her teaching against the background of social and civil commitment, open it up to comparison, and to integrate her experience with work and empirical research. / Prezentowany esej jest analizą sylwetki Marii Montessori jako nauczycielki oraz jej kariery nauczycielskiej. W analizie przyjęto perspektywę historyczną, z odniesieniem do wybranych, kluczowych momentów w karierze nauczycielskiej M. Montessori, opisanych z pomocą jej własnych, wczesnych pism (często niepublikowanych), oraz wspomnień jej współpracowników i studentów. Maria Montessori rozpoczęła swoją karierę jako nauczycielka w 1899 roku w „Wyższym Instytucie Edukacji dla Kobiet”, a następnie kontynuowała pracę w Szkole pedagogicznej Uniwersytetu Rzymskiego. Przedstawione rozważania ukazują, że M. Montessori uznawała za kluczowe: łączenie teorii z praktyką, wspieranie aktywnego udziału studentów, łączenie tego, czego się nauczyli w klasie szkolnej z działaniem w świecie zewnętrznym. Na podstawie swoich wczesnych nauczycielskich doświadczeń M. Montessori fundamentem swojego nauczania uczyniła zaangażowanie społeczne i obywatelskie, a także otwarcie się na porównanie i integrację zdobytych doświadczeń z pracą i badaniami empirycznymi.

Language: English

DOI: 10.14632/eetp.2017.13.47.17

ISSN: 1896-2327, 2353-7787