Abstract/Notes: The goal of this thesis is to describe teachers' communication with toddlers and pre- schoolers from mono- and bilingual families in Montessori schools or schools inspired by the Montessori method. The thesis consists of two parts. The first part is theoretical and contains chapters on children's communication and communication with children, its forms and specific aspects; language and language acquisition, bilingualism, the founder of Montessori education, the Montessori education per se and communication with children according to its principles. The second part is practical and presents an analysis of the pragmatic component of teachers' communication with children through audio recordings or hand-written notes taken during participant observation. It focuses on the characteristics and specific features of teachers' communication with children in Montessori pre- schools. It includes the description of communication environment which complements the teachers' communication with children. It also contains semi-structured interviews with teachers and photographs in the attachment. / Cílem této diplomové práce je charakterizovat komunikaci učitelek s dětmi batolecího a předškolního věku z mono- i z bilingvních rodin, v zařízeních typu Montessori nebo v zařízeních touto pedagogikou inspirovaných. Diplomová práce je tvořena dvěma částmi - první, teoretickou část, představují kapitoly o komunikaci dětí a s dětmi, jejích formách a specificích, o jazyku a jeho osvojování, o bilingvismu, o zakladatelce pedagogiky Montessori a jejích metodách a o komunikaci s dětmi v tomto výchovném směru. Druhá, praktická část, prezentuje analýzu pragmatické složky komunikace učitelek s dětmi, skrze audio nahrávky či písemné záznamy komunikace ze zúčastněného pozorování. Zaměřuje se na charakteristiku a specifické rysy komunikace učitelek s dětmi v Montessori zařízeních předškolního typu. Věnuje se také popisu komunikačního prostředí, který doplňuje komunikaci učitelek s dětmi, stejně tak jako polostrukturované rozhovory s učitelkami a fotografie, jež uvádíme v příloze.

Language: Czech

Published: Prague, Czechia, 2022

Abstract/Notes: The penetration of Maria Montessori’s ideas in Switzerland is a typical case of a pedagogical transfer process. Since 1908, when the kindergarten inspector of Canton Ticino (italianspeaking Switzerland) Teresa Bontempi came in direct contact with Maria Montessori, there was a Montessori-network based on Ticino’s kindergarten system and on the Società Umanitaria (a socialist philanthropic foundation which organised the first Montessori-kindergartens in Milan). Teresa Bontempi’s early contacts with the Società Umanitaria made possible the introduction of Montessori’s method in all kindergartens in Ticino, and allowed the Umanitaria to have a good training for its kindergarten-teachers (trained by Teresa Bontempi herself). In 1913 the Institut Jean-Jacques Rousseau (Geneva) joined the network. People moved then between different parts of the network, e.g. from the Institut Jean-Jacques Rousseau to Teresa Bontempi’s courses in Bellinzona (Ticino), or from Ticino to the Umanitaria’s kindergartens in Italy. The network extended its influence also to german-speaking Switzerland. Maria Montessori herself was in direct contact with the network; in different moments, however, her attitude towards it changed deeply. In a first time, for example, she considered Teresa Bontempi a trustful partner for the penetration of her ideas in Switzerland; later she considered her a concurrent and blamed her for not using with fidelity the Montessori method. In 1932 Maria Montessori visited Switzerland for several public lessons, totally neglecting her consolidated local network. In the same year she founded, with the help of other, more orthodox but not locally anchored people, the Swiss Montessori Association. The Montessori method, after having a big number of followers, was soon marginalized and never regained the importance it had in the period from 1908 to 1931.

Language: English

ISSN: 1723-9672, 2612-6559

Language: Korean

Published: Seoul, South Korea, 2000

Language: English

Language: German

Published: Münster, Germany: LIT, 2008

ISBN: 978-3-8258-0850-1

Series: Impulse der Reformpädagogik , 19

Language: Dutch

Published: [Amsterdam, The Netherlands]: Vereeniging de Amsterdamsche Montessorischool, 1931

Abstract/Notes: This is part 2 of a 3-part article.

Language: French

Abstract/Notes: This article present some observations about the Montessori's conception of science, indicating the centrality and the evolution in her pedagogy.

Language: Italian

DOI: 10.13128/Studi_Formaz-18019

ISSN: 2036-6981

Language: English

Published: Cork, Ireland, 1990

Language: Swedish

ISSN: 1103-8101