Language: English

ISSN: 1071-6246

Language: English

Language: English

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: It is important that people who want to perform their duties in a global and uncertain reality are prepared for changes. Therefore, education can play a significant role in supporting the development of active, competent citizens. The superior task of the contemporary school is to provide an educational environment which would be a source of various experiences with the material, social and cultural world (Todd et al. 2019). The model solution in this regard is offered by the school environment organized according to Maria Montessori’s pedagogical principles. The guiding standard for such an environment is support of the individual’s potential. This is also the key rule on which the lifelong learning paradigm is based (Fleming, 2021). The aim of the paper is to evidence that the Montessori environment favors the development of skills necessary for lifelong learning and to verify empirically the affective significances of the educational experiences of Montessori school graduates. In order to discover the emotional significance of school experiences, the partly modified Hermans’s Confrontation With Yourself method was applied (Hermans, Hermans-Jansen, 2000). The educational experiences of Montessori school graduates are characterized by one type of emotional climate – strength and union (+HH) – in which the fulfilment of both basic motives of human behavior (of self-enhancement and contact with others) evokes positive feelings. Montessori school former pupils possess intra- and interpersonal skills, necessary in lifelong learning. The Montessori model of education supports the development of the ability to harmonize one’s interests with the goals of other people as well as personal and social responsibility. / Ważne jest, aby ludzie, którzy chcą wykonywać swoje obowiązki w globalneji niepewnej rzeczywistości, byli przygotowani na zmiany. Dlatego edukacja może odegrać znaczącąrolę we wspieraniu rozwoju aktywnych i kompetentnych obywateli. Nadrzędnym zadaniemwspółczesnej szkoły jest zapewnienie środowiska edukacyjnego, które byłoby źródłemróżnorodnych doświadczeń, nabywanych w kontaktach ze światem materialnym, społecznymi kulturowym. Modelowym rozwiązaniem w tym zakresie jest środowisko szkolne zgodne z zasadamipedagogiki Marii Montessori. Ideą przewodnią jego organizacji jest wspieranie potencjałujednostki. Jest to również kluczowa zasada, na której opiera się paradygmat uczenia sięprzez całe życie. Celem artykułu jest wykazanie, że środowisko szkoły Montessori sprzyja rozwojowiumiejętności niezbędnych w procesie uczenia się przez całe życia oraz empiryczna weryfikacjaafektywnych znaczeń doświadczeń edukacyjnych absolwentów szkoły Montessori. W celu określenia afektywnych znaczeń doświadczeń szkolnych zastosowanoczęściowo zmodyfikowaną Metodę Konfrontacji z Sobą Huberta J.M. Hermansa.Wyniki: Doświadczenia edukacyjne absolwentów szkoły Montessori charakteryzuje jeden typklimatu emocjonalnego – siły i jedności (+HH), w którym zaspokojenie obydwu motywówpodstawowych ludzkiego działania (umacniania siebie oraz kontaktu i jedności z innymi) wywołujeuczucia pozytywne. Absolwenci szkoły Montessori posiadają umiejętności intra- i interpersonalne, niezbędnew procesie uczenia się przez całe życie. Model edukacji Montessori wspiera rozwój zarównoumiejętności harmonizowania własnych interesów z celami innych ludzi, jak i odpowiedzialnościosobistej i społecznej.

Language: English

DOI: 10.17951/lrp.2023.42.4.113-130

ISSN: 0137-6136

Abstract/Notes: The linguistic environment of preschools in South Africa is considerably under-researched. In this study, research was undertaken to discover how South African Montessori preschool teachers approach the issue of multilingualism in their classrooms and their perceptions of the value of speaking multiple languages. Teachers working in Montessori schools in Cape Town were interviewed about their experiences and ideologies of multilingualism in the classroom. Data was analysed through a Bakhtinian lens to uncover the tensions surrounding these beliefs and experiences of South African multilingualism. It was found that although many teachers supported the idea of multilingualism, they faced significant practical and administrative barriers to its implementation in the classroom. Furthermore, it was notable that much of the work to teach or introduce additional language in the preschool space was performed by underpaid, undertrained, and under-valued non-teaching staff, such as cleaning staff and classroom assistants.

Language: English

Published: Stellenbosch, South Africa, 2023

Abstract/Notes: Learning with nature is increasingly popular in Malaysia. However, there are challenges when designing kindergarten outdoor physical environments to assist learning with nature in Malaysia. Previous studies have looked into the types of necessary nature interaction and spaces needed for learning with nature. However, there is a gap in understanding the factors influencing the methods to include nature in the kindergarten outdoor areas. This research aims to investigate the methods of incorporating nature in the outdoor physical environment of kindergartens to facilitate learning with nature. This research is a multiple case study using maximum variation sampling. The main findings suggest that each school’s design is unique as their curriculums and philosophy are different, and the way children interact with nature depends on it. Gibson’s Theory of Affordances, which is when the environment and surroundings allow for the interaction we intended, can help design kindergarten outdoor areas to cater to the curriculum. Integrating nature and man-made materials in the design can create a conducive environment for learning with nature. External factors namely the size of available outdoor areas, terrain conditions, and others will influence how nature is incorporated in the design.

Language: English

ISSN: 2289-7410

Language: English