Language: Spanish

ISSN: 0480-0974

Abstract/Notes: Little humans have great potential, develop optimally by involving teachers, parents and children. Teachers and parents contribute to early childhood education (PAUD) services applying various lessons and curricula according to their basis. In this study, it examines the idea of ​​existentialism according to Maria Montessori in Early Childhood Education. This study used a library research method which refers to the data sources on Montessori existentialism in early childhood education. Research is empirical and theoretical by examining theories on objects and phenomena that are the focus of research from rational expressions of ideas. The results of the study describe the thoughts of children that have an impact on the training of daily life skills, sensory training, and children's language development. then in the concept of PAUD existentialism according to Maria Montessori emphasizes learning and curriculum through children's experiences that naturally involve the roles of teachers, students, and parents. The impact of Montessori existentialist thinking is respect for the child, the mind that absorbs the child, and the environment that is ready. This has an impact on the substance of Montessori-based existentialism.

Language: Indonesian

ISSN: 2985-3915

Abstract/Notes: Il numero monografico sul tema Maria Montessori, i suoi tempi e i nostri anni. Storia, vitalità e prospettive di una pedagogia innovativa è parte delle iniziative di ricerca collegate al Progetto di Rilevante Interesse Nazionale (PRIN) dal titolo Maria Montessori dal passato al presente. Accoglienza e implementazione del suo metodo educativo in Italia nel 150° anniversario della sua nascita, finalizzato alla ricostruzione della figura e dell’opera della scienziata di Chiaravalle e della penetrazione del suo metodo educativo in Italia a partire dall’istituzione della prima Casa dei Bambini nel 1907 e all’analisi delle esperienze innovative diffuse negli ultimi anni nel solco della pedagogia montessoriana

Language: Italian

DOI: 10.36253/rse-12307

ISSN: 2532-2818

Abstract/Notes: Dieses Buch beinhaltet eine wissenschaftliche Auseinandersetzung der Reformpädagogik Emmi Piklers und Maria Montessoris im Bereich des freien Spiels. Ziel der Untersuchung ist es, die von Emmi Pikler und Maria Montessori entwickelten Richtlinien einer optimalen Erziehung darzustellen, miteinander zu vergleichen und anhand wissenschaftlicher Untersuchungen zu beurteilen. Die grundlegende Frage ist, auf welche Details Eltern und Erzieher im kindlichen freien Spiel achten müssen, um eine ideale Entwicklung des Kindes ermöglichen zu können und welche Vorteile eine solche Erziehung für das Kind bringen kann. Anhand der Methode einer Inhaltsanalyse wird versucht, die entsprechenden Konzepte zur Darstellung der pädagogischen Annahmen einzubringen. Desweiteren wird über die Parallelen und Unterschiede in den erzieherischen Theorien Piklers und Montessoris diskutiert. Bei jenen Annahmen, in denen Pikler und Montessori differenzierte Ansichten vertreten, sollen wissenschaftliche Untersuchungen zeigen, welche Theorie tatsächlich im Interesse des Kindes ist. Anhand mehrerer empirischen Studien werden die Konzepte der beiden Pädagoginnen verglichen und beurteilt. Anhand eines Literaturreviews werden die sechs Studien und ihre Forschungsergebnisse zusammengefasst. Der Leser erhält dadurch einen Überblick über Art und Vorgehensweise der Untersuchung was die Interpretation der Ergebnisse nachvollziehbar macht. Weiter bietet das Buch einen Überblick über Gestaltung und Organisation von Pikler- beziehungsweise Montessorispielgruppen, das freie Spiel aus Entwicklungspsychologischer Sicht und biographischen Angaben der beiden Reformpädagoginnen. [This book contains a scientific examination of Emmi Pikler's and Maria Montessori's reform pedagogy in the area of ​​free play. The aim of the study is to present the guidelines for optimal upbringing developed by Emmi Pikler and Maria Montessori, to compare them and to assess them on the basis of scientific studies. The basic question is which details parents and educators have to pay attention to in children's free play in order to enable ideal development of the child and what advantages such an upbringing can bring to the child. Using the method of content analysis, an attempt is made to introduce the appropriate concepts for the presentation of the pedagogical assumptions. Furthermore, the parallels and differences in the educational theories of Pikler and Montessori are discussed. In the case of those assumptions in which Pikler and Montessori represent differentiated views, scientific studies should show which theory is actually in the interest of the child. Based on several empirical studies, the concepts of the two teachers are compared and evaluated. The six studies and their research results are summarized using a literature review. This gives the reader an overview of the type and procedure of the investigation, which makes the interpretation of the results comprehensible. The book also offers an overview of the design and organization of Pikler and Montessori play groups, free play from a developmental psychological point of view and biographical information from the two reform educators.]

Language: German

Published: Hamburg, Germany: Diplomica, 2012

Edition: 2nd ed.

ISBN: 978-3-8428-7836-5 3-8428-7836-2

Abstract/Notes: This speech was delivered on September 27, 1957 at the 11th International Montessori Congress (Rome, Italy).

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, 1959

Abstract/Notes: Maria Montessori graduated in medicine from the University of Rome and subsequently took part in the research activities of Roman medical anthropology scholars, some of whom were leading exponents in Italian science and culture. Giuseppe Sergi was a major figure in the national public debate regarding some of the main concerns in Italian society, focusing on the causes and consequences of poverty and illiteracy, and the need for a more effective education system. The ideas of Sergi and other scholars (C. Bonfigli, S. De Sanctis, N. D'Alfonso) regarding these problems influenced Maria Montessori. Indeed, she was inspired and encouraged by Sergi himself to direct her activities and research to the field of childcare and education. Medical anthropology was therefore an essential element in the formation of the young Montessori, and the genesis of her pedagogy and method. Teaching at the Institute of Education for Women in Rome represented an opportunity to develop a relevant “pedagogical anthropology” for her scientific evolution, even though Maria Montessori herself would later leave it behind. / Maria Montessori es va llicenciar en medicina a la Universitat de Roma i posteriorment va participar en la investigació amb erudits romans d’antropologia mèdica, alguns dels quals eren els principals exponents del món científic i cultural italià. Giuseppe Sergi, en particular, va estar molt present en el debat públic nacional sobre alguns dels principals problemes de la societat italiana: les causes i les conseqüències de la pobresa i l'analfabetisme i la necessitat d'un sistema educatiu més eficaç. Les idees de Sergi i altres científics (C. Bonfigli, S. De Sanctis, N. D'Alfonso) sobre aquests problemes van influir en Maria Montessori. La jove doctora va ser inspirada i animada pel mateix Sergi a dirigir les seves activitats i investigacions en el camp de la cura i l’educació infantil. L’antropologia mèdica va ser, per tant, un element essencial en la formació de la jove Montessori i també en la gènesi de la seva pedagogia, així com del mètode. L'ensenyament a l’Institut femení del Magisteri de Roma va ser una oportunitat per desenvolupar una "antropologia pedagògica" rellevant per al seu creixement científic, fins al punt que la mateixa Maria Montessori la va superar i abandonar durant el procés de maduració del seu pensament. / María Montessori se graduó en medicina por la Universidad de Roma y posteriormente participó en la investigación con eruditos romanos de antropología médica, algunos de los cuales fueron exponentes distinguidos del mundo científico y cultural italiano. Giuseppe Sergi, en particular, estuvo muy presente en el debate público nacional sobre algunos de los principales problemas de la sociedad italiana, las causas y consecuencias de la pobreza y el analfabetismo y la necesidad de un sistema educativo más eficaz. Las ideas de Sergi y otros investigadores (C. Bonfigli, S. De Sanctis, N. D'Alfonso) sobre estos problemas influyeron en María Montessori y, por otro lado, la joven doctora se inspiró y fue animada por el propio Sergi para dirigir sus actividades e investigación en el campo del cuidado infantil y la educación. La antropología médica fue, por tanto, un elemento esencial en la formación de la joven Montessori y también en la génesis de su pedagogía, así como del método. La enseñanza en el Instituto femenino del Magisterio de Roma fue una oportunidad para desarrollar una "antropología pedagógica" relevante para su crecimiento científico, aunque la misma María Montessori la superó y abandonó durante el proceso de la maduración de su pensamiento.

Language: English

DOI: 10.2436/e&h.v0i40.150347

ISSN: 2013-9632, 1134-0258

Abstract/Notes: Maria Montessori’s approach, based on observation of and experimentation with children’s learning processes, remains one of the longest-standing and widely embraced forms of alternative education. Contemporary neuroscience research increasingly validates Montessori’s principles, yet a robust bridge between these two fields remains elusive. Factors such as differing goals, terminology and the lack of a collaborative framework hinder their synergy. This literature review explores the intersection between neuroscience findings and Montessori’s educational philosophy, structured into five key areas. The Perspective first presents various neuroscience insights: an exploration of aspects related to learning, brain development and cognition. Second, a brief background on Maria Montessori’s contributions: a historical overview of Maria Montessori's life, work and educational methodology. Third is the identification of the areas where neuroscience and Montessori principles intersect, including the importance of movement, emotional development, social learning, the role of the prepared environment, the transition from concrete to abstract concepts, self-regulation, sensitive periods and memory. Finally, while acknowledging the challenges and limitations in researching Montessori education, this review emphasises the growing evidence that supports the alignment of Montessori principles with neuroscience findings. This underscores the enduring relevance of Montessori’s holistic education approach and highlights the potential benefits of a deeper collaboration between these fields, to enhance educational practices and promote comprehensive learning experiences for children. / L'approche éducative de Maria Montessori, fondée sur l'observation et l'expérimentation de l'enfant, reste l'une des formes d'éducation alternative les plus anciennes et les plus largement adoptées. La recherche contemporaine en neurosciences valide de plus en plus les principes de Montessori, mais établir un pont solide entre ces deux domaines reste difficile. Des facteurs tels que des objectifs différents, une terminologie différente et l'absence d'un cadre de collaboration entravent leur synergie. Cette revue de la littérature explore l'intersection entre les résultats des neurosciences et la philosophie éducative de Montessori, structurée en cinq domaines clés : Premièrement, la présentation de quelques idées neuroscientifiques : Une exploration de divers aspects neuroscientifiques liés à l'apprentissage, au développement du cerveau et à la cognition. Deuxièmement, un bref historique des contributions de Maria Montessori : un aperçu historique de la vie, de l'œuvre et de la méthodologie éducative de Maria Montessori. L'identification des domaines où les neurosciences et les principes Montessori se croisent est ensuite présentée, notamment l'importance du mouvement, le développement émotionnel, l'apprentissage social, le rôle de l'environnement préparé, la transition des concepts concrets aux concepts abstraits, l'autorégulation, les périodes sensibles et la mémoire. Tout en reconnaissant les défis et les limites de la recherche en éducation Montessori, cette revue met l'accent sur les preuves de plus en plus nombreuses de l'alignement des principes Montessori sur les résultats des neurosciences. Cela souligne la pertinence durable de l'approche éducative holistique de Montessori et met en lumière les avantages potentiels d'une collaboration plus approfondie entre ces domaines, dans le but d'améliorer les pratiques éducatives et de favoriser des expériences d'apprentissage complètes pour les enfants.

Language: English

DOI: 10.26034/cortica.2023.4218

ISSN: 2813-1940

Language: Italian

ISSN: 2637-5400

Language: German

Published: Münster, Germany: Lit, 2017

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

Series: Impulse der Reformpädagogik , 20

Abstract/Notes: Le acquisizioni della ricerca psicopedagogica consentono oggi di cogliere con maggior consapevolezza gli aspetti di attualità dell'opera di Maria Montessori e di comprenderne gli elementi precursori rispetto ad istanze che soltanto in tempi successivi a quelli in cui la studiosa visse si sono affacciate nel dibattito pedagogico. Il volume analizza in questa chiave il modello educativo della pedagogista: ne individua i presupposti teorici e i principi metodologici, ne discute le scelte operative, gli obiettivi e le procedure didattiche, ne presenta gli sviluppi nei diversi gradi scolastici, analizza i processi che si svolgono all'interno dell'ambiente d'apprendimento, discute i dati delle ricerche. Il suo intento è offrire una visione complessiva e complessa di tale modello, scevra di semplificazioni riduttive, in grado di coglierne lo spessore dei riferimenti teorici e metodologici senza perdere di vista la visione culturale e scientifica all'interno della quale esso si colloca. [Today, the acquisitions of the psycho-pedagogical research allow us to understand, with greater awareness, Maria Montessori’s production topicality and features which are precursor elements of instances that only after her death became object of interest into the pedagogical debate. The present volume analyzes, in the above mentioned perspective, Montessori’s pedagogical model: it spreads a light on the theoretical assumptions, and the methodological principles developed by the pedagogist; furthermore, her operational choices, along with the goals she set, as well as the didactic procedures she developed are discussed, the processes that take place in the learning environment are analyzed, and the research results are discussed, as well. The goal of the present book is to propose a complex overview of Montessori’s educational model, without reductive simplifications, a perspective that offers the opportunity to better understand the depth of the theoretical and methodological references discussed, but not neglecting the cultural and scientific view in which this model is placed.]

Language: Italian

Published: Milano, Italy: Franco Angeli, 2007

ISBN: 978-88-464-9025-4 88-464-9025-8