Language: English

DOI: 10.1177/002205741508100606

ISSN: 0022-0574, 2515-5741

Abstract/Notes: If the purpose of an educational system is to guide pupils towards achieving independence, then certain conditions about the design and conduct of that system must be met. In this paper, those conditions are formulated from a socio‐cultural perspective on learning and development. This paper examines the extent to which those conditions were fulfilled by teachers judged ‘good’ by their pupils and by school management in a case‐study in two Montessori secondary schools. Because discourse is assumed to play a central role when pupils work on assignments with the teacher assisting them, dialogues occurring in various teaching‐learning situations were analysed. The types of language genre used by the teachers and pupils were found to be important characteristics of the ongoing dialogues. The main results were that ‘good’ teachers excel in the adoption of a personal approach to pupils, but they work much more intuitively than systematically or deliberately to stimulate pupils' development of higher mental functions.

Language: English

DOI: 10.1080/00220270903079237

ISSN: 0022-0272

Abstract/Notes: The present study examined currently popular children’s television shows to determine the prevalence of violent, prosocial, educational, and fantastical content (including fantastical events and anthropomorphism). Network, style, and content ratings were collected for 88 shows using a combination of Common Sense Media and laboratory ratings applied to two randomly-selected episodes of each show. Overall, currently popular children’s television shows were most often animated and contained little violent, prosocial, or educational content, but a great deal of fantastical content. Interrelations among variables were also examined. Shows with fantastical events were both more violent and more prosocial than shows without, and shows with anthropomorphism were more prosocial than shows without. The network on which a show aired predicted violent, prosocial, and educational content, but not fantastical content. Children’s television today is not as violent as might be believed, but nor is it particularly prosocial or educational. It is highly fantastical. The implications of the landscape for children’s behavior, learning, and cognition are discussed.

Language: English

DOI: 10.1080/17482798.2019.1605916

ISSN: 1748-2798

Abstract/Notes: Music is an integral part of every person’s life. Scientific research has shown the effectiveness of music in medical-rehabilitation contexts to the extent that it is considered, for some categories of people (disabled, socio-cultural, elderly), for the exclusive use of the psychotherapeutic field.The purpose of this review is to demonstrate the importance that music has also in the educational and didactic field to “exploit” its peculiarities, “beyond” the therapeutic component to include the many different contexts of life. Among these, the “digital environments” make music the protagonist of a “world 2.0”, within which, starting from the strengths of the differentiated Method of Maria Montessori, it is possible to create a union between pedagogy and musical education. The last section deals with deafness and music as a specimen, highlighting how theoretical and empirical research on this topic has dealt with it from a threefold perspective: on the one hand, music as rehabilitation therapy for deaf people; on the other, music’s contribution in the overall education of the deaf; finally, music as entertainment and its enjoyment as an expression of quality free time for deaf people.

Language: English

DOI: 10.7346/sipes-01-2020-16

ISSN: 2282-5061, 2282-6041

Abstract/Notes: The aim of research was a comparative study of preschool educational approaches. In this research, the components of goals, content, teaching method, educational atmosphere and evaluation in romantic, humanistic, Montessori, Waldorf and Reggio Emilia approaches have been compared. The method of data collection and analysis were documentary and Bereday’s four-step approach respectively. In dimension of goals, all approaches emphasize the enrichment of the child's imagination through the senses. In the activities dimension, all approaches emphasize the learning process. Montessori and Reggio Emilia's approach, more than other approaches, design activities in a more problem-oriented manner. In the Montessori, Reggio Emilia and Waldorf approaches emphasized the question-and-answer method and indirect transmission of material to the child. In particular, the Reggio Emilia and Waldorf approaches have made the learning method the basis of child-teacher interaction, and teaching means the process of helping children learn research. In the dimension of educational atmosphere, human interaction with the environment - through the senses - is the basis of education in all approaches. In the evaluation dimension - with the exception of the Montessori approach which focuses on the extent to which predetermined goals are achieved-, other approaches do not emphasize learning standards and the evaluation is not done in the traditional way. Iranian curriculum planners are encouraged to use the findings of the present study to develop a suitable approach for early childhood education

Language: English

ISSN: 2588-7270

Abstract/Notes: In questa prima fase della ricerca - ancora in itinere - si compie un’analisi storico-pedagogica del rapporto infanzia/famiglie/istituzioni. L’indagine si focalizza sulle trasformazioni dei modelli familiari, visti nella loro interdipendenza con l’elaborazione di nuove pratiche educative. Al riguardo, l’avvento del’900 si profila come un passaggio importante, che trova un suo esito nel volume di Ellen Key, Il secolo dei fanciulli. Proprio in quest’opera, la scrittrice svedese elabora una nuova idea di “maternità” e di “paternità” che pone al centro i bisogni e le esigenze infantili. La sua prospettiva diventa oggetto di dibattito, agli inizi del secolo scorso, sia in campo pedagogico, sia in campo femminista, soprattutto in merito al dilemma per la donna di coniugare insieme sfera pubblica e sfera privata, maternità e autonomia individuale. Secondo l’ipotesi qui evidenziata è in particolare Maria Montessori a raccogliere la sfida di Ellen Key, con il suo esperimento pedagogico della “Casa dei bambini”, in cui lo spazio domestico, “privato” si trasforma in uno spazio scolastico, “pubblico”, a misura di “bambino” (valenza estetica degli ambienti, cura delle relazioni umane, ecc.). [In the first phase of research it conducts an historical and pedagogical analysis on the relationship between childhoods, families and institutions, identifying family-models changes and their interdependence with the elaboration of new educative practices. At the beginning of twentieth century, Ellen Key wrote the famous book The century of children. Following the introduction of Modernity age, the author defined a new idea of “motherhood” and “fatherhood” which focused on childish subjects’ needs and requirements. Her prospective became item of debate both in pedagogic and in feminist fields, especially in regard to women’s dilemma on how to combine public and private life, motherhood and individual autonomy. In particular, Maria Montessori took up the Ellen Key challenge, in fact she made the pedagogical experiment of Children’s House, where domestic space became institutional space (settings’ aesthetic quality, human relationships’ care).]

Language: Italian

DOI: 10.6092/issn.1970-2221/1767

ISSN: 1970-2221

Abstract/Notes: The purpose of the present article was to search for new ways of individual pedagogical support for primary school children with learning disabilities. The article describes the mechanisms for putting the educational principles of Maria Montessori into the system of pedagogical support for children with learning disabilities, which apply the exercises of practical life to a real social environment. The objective of the exercises was to develop universal learning activities, e.g., the ability to plan and manage a child's activity, to reflect its results, to build up communication, to encourage cognitive development.Keywords: learning disabilities, individual pedagogical support, Maria Montessori, universal learning activitiesJEL Classifications: I20; I23

Language: English

ISSN: 2146-4405

Abstract/Notes: Anaokulları okul öncesi çocukların bilgi ve becerilerini destekleyen eğitim kurumlarıdır. Farklı eğitim sistemlerini benimsemiş olan anaokullarında aktivitelere göre alanlar oluşturulmaktadır. Algının ve çevrenin öneminin büyük olduğu bu dönemde çocukların hayal güçlerine ilham verecek mekanlar tasarlanmalıdır. Çocukların sözlü beceriden önce öğrenilen görsel dil ile yaratıcılıkları desteklenmektedir. Bunun yanında mekanda bulunan güvenli ve ulaşılabilir mobilyalar da çocukların özgürce hareket etmelerini ve sorumluluk bilinci kazanmalarını sağlamaktadır. Anadilin yanında farklı bir dilin de okul öncesi dönemde öğrenilmesi için mekanda kullanılan görseller ve bunları destekleyici yabancı dilde kelimeler ile görsel hafıza da yer etmesi sağlanabilmektedir. Bu sayede öğrenilen yabancı dildeki kelimeler ile hafızadaki ilişki kuvvetlenerek hatırlanması kolaylaşmaktadır. Bu makalenin amacı Montessori anaokullarında kullanılan mekan ihtiyaçlarını ve günümüz okullarında oluşturulan modern tasarımları araştırmaktadır. Sonuç olarak mekanda kullanılan eğrisel formlar ve donatı elemanlarının boyutlarının çocuklara göre tasarlanması ile çocuğun özgürce hareket edebileceği mekanlar eldeilmektedir. Bu mekanlar bir bütünlük içerisinde estetik bir uyum ile tasarlanmalıdır. Bir düzen içerisinde organize edilmiş az ve yeterli sayıda renk ve obje ile daha huzurlu bir mekan oluşturulmaktadır. Tasarımda ana unsuru yetişkinler ve çocuklar arasındaki olumlu ilişkiler oluşturmaktadır. Mekan tasarımı da bu ilişkiyi desteklemektedir. Doğal aydınlatma, uygun boyutta askılıklar, depolama alanlarının yeterli ve güvenli olması, dolaşım alanlarının yeterli olması da gerekmektedir. / Kindergartens are educational institutions that support the knowledge and skills of preschool children. In kindergartens in different education systems, areas are created according to the types of activities. In this period when perception and the environment are of great importance, spaces that will inspire children's imaginations should be designed. Children's creativity is supported by the visual language learned before verbal skills. In addition, safe furniture in the space allows children to move freely and gain a sense of responsibility. In addition to the mother tongue, it is possible to learn foreign languages in the pre-school period. Therefore, it can be ensured that the language is embedded in the memory with the visuals used in the space and the words in the foreign language supporting them. In this way, the relationship in the memory with the words in the learned foreign language is strengthened and the recall of the word becomes easier. This article aims to explore the space needs found in Montessori kindergartens and the modern designs created in today's schools. As a result, designing the dimensions of the furniture used in the space according to children ensures that children can move freely, implement their own decisions and receive an education without encountering obstacles. The kindergarten interior should be designed with an aesthetic harmony within a unity. Overmuch colors and toys cause a distraction for children. A more peaceful space is created with a sufficient number of colors and objects organized in order.

Language: Turkish

DOI: 10.29228/JASSS.52208

ISSN: 2148-4163

Abstract/Notes: Outdoor learning is one of the newest terminologies and implementations of using the outdoors as a part of education. This paper provides an in-depth overview to answer the question, is outdoor learning a pathway to transformational learning or another educational gimmick? To answer this question, this paper will focus on six fundamental sections. This paper begins by highlighting the ambiguity throughout history in defining education outside the classroom, with more than 75 different terminologies used to refer to education in the outdoors. The second theme is that despite this contemporary emergence, outdoor learning has a long and varied history within education, with modern elements of outdoor learning being traced back thousands of years in indigenous cultures. Then being refined throughout the 21st century before settling on the current contemporary form of outdoor learning. The third theme of this paper looks at the benefits of outdoor learning, summarized into six critical sections. These benefits include health and wellbeing, social-emotional and cognitive development, academic and behavioral benefits, memory benefits, increased positive attitudes towards the environment, and positive teacher benefits. The fourth theme of this paper reviews the barriers and challenges to implementing outdoor learning within schooling, with four primary barriers being identified. These barriers include outdoor learning having no formal status in teachers’ educational practice, a lack of teacher confidence in their outdoor teaching expertise, difficulty in starting an outdoor learning program, and physical restraints such as school grounds and weather. The penultimate theme of this paper reviews critical considerations that must be addressed when implementing an outdoor learning program; this includes cost, student numbers, transportation, insurance, time, framework, skills, assessments, the curriculum, and training. The final theme of this paper unpacks the effects of COVID-19 on outdoor learning within all levels of schooling. Initially seen as a method to return to school by being outdoors, outdoor learning has since demonstrated to educators worldwide that it deserves to be embedded as an everyday part of education even after the pandemic subsides.

Language: English

DOI: 10.20533/ijcdse.2042.6364.2022.0565

ISSN: 2042-6364

Abstract/Notes: Montessori Pedagogy, having as a founder M. Montessori, Italian physician and pedagogue, is one of the alternatives that entered Romania at the beginning of the 20th century, due to the opening of the occupants of those times. We present in this paper the evolution in Romania of Montessori pedagogy and educational alternative, from the beginning to the Second World War. We will refer to the interest that the ideas of M. Montessori have made, translations of her works in Romanian, as well as the writings of some Romanian specialists who have popularized and supported her. We will bring readers’ attention and involvement issues by attending conferences and training courses for teachers, by setting up the Montessori schools and the role of renowned personalities in the development of the Montessori alternative and the Montessori Association, an expression of the interest and appreciation.

Language: Italian

ISSN: 1971-1093, 1971-1131