Language: French

Abstract/Notes: Aim: The topic of the article is the issue of popularizing the Maria Montessori method in the magazine “Przedszkole Przedszkolne” (1925–1939). The article was divided into five parts. The first presents the magazine “Preschool Education”, its issues and educational and popularizing functions. The second part of the article contains an outline of Maria Montessori’s biography up to 1910. The most important turning point in the life of this outstanding teacher is the year in which she gave up her medical practice and didactic work at the University of Rome, devoting herself entirely to teaching, primarily improving and promoting her own method. The most important for the discussed issue, i.e. the third, fourth and fifth parts include the description and the analysis of articles describing the Montessori method in the pages of Preschool Education, presentation of the section with sets of sense exercises and presentation of critical voices regarding this method, published in this journal. Methods: a critical analysis of sources. Results: an analysis of original articles propagating the Maria Montessori method in the magazine “Preschool Education” (1925–1939), whose founder and editor-in-chief was Maria Weryho-Radziwiłłowicz. Conclusions: In the years 1925–1939, the magazine “Preschool Education” published several articles that were a valuable source of information about the pedagogy of Maria Montessori and the organization of “children’s homes”. The authors of the most important of them were Klara Grunwald, and critical of this method ‒ Zofia Bogdanowiczowa. Importantly, in 1936 a translation of one of Maria Montessori’s lectures was published. The editors of “Preschool Education” placed great emphasis on the issues of pedagogical practice, which is why from the first issue the subject of sensory education was promoted. A huge number of various the so-called sensory exercises, in the form of usually creative suggestions for educators, could however result in the shallowing of the Montessori method as a whole.

Language: Polish

DOI: 10.17460/PHO_2020.3_4.06

ISSN: 0033-2178

Abstract/Notes: 今、モンテッソーリ教育が再び注目されている。幼児教育への関心の高まりと先進国各国で行きづまった教育の方向模索の中で、再評価され始めているのである。モンテッソーリ教育そのものというよりも、今日の教育観、人間観、子ども観に「人格形成」の確立を迫るものとしてのモンテッソーリの貢献が、取り上げられている。本稿では、近代以降の教育思想の歩みの中で、モンテッソーリによってなされた子ども観の転換と幼児教育の転換の特質を考察し、モンテッソーリの唱えた子どもの創造的使命擁護の方法が、今日こそ必要性を増していることを考察した。 [Recently the method of Montessori is recognized again. It is being revalued because the childhood education is getting much interest and it is at a standstill in advanced countries. The contribution of Montessori is in the limelight, not as one teaching method, but as a clue to establishment of "character building" in perspectives on education, human, and children. The study considers the characteristics of perspective on children and the childhood education, which have been converted and effected by Montessori from modern times onwards. The study also suggests that the need to support the creativities of children, proposed by Montessori, is increasing today.]

Language: Japanese

Abstract/Notes: Presents fundamentals of systems thinking and sustainability within an ecological theory to shape education to the needs of human development in relation to the environment. Emphasizes that effective learning is a system embedded in the web of life, giving humans the ability to see the interconnectedness of the environment, community, and the natural world. Maintains that systems theory is a new way of seeing the world as living connections. (Author/KB)

Language: English

ISSN: 1522-9734

Abstract/Notes: From the Executive Director

Language: English

ISSN: 1054-0040

Language: English

Abstract/Notes: This action research was carried out to determine if parent education of sleep and routine had an effect on classroom behavior (physical contact and defiance). The research was completed in two full day 4K (four-year-old) Montessori classrooms in a Pee Dee Region elementary school. Students and parents were included in the research. Data from parents was gathered using assessments and sleep diaries. Teacher data was gathered using reflection journals and tallying charts. Parents were provided weekly education on sleep and routine importance. There was no conclusive data to show that parent education directly affected classroom behavior. The researchers believe the outcome was due to a lack of consistent parental participation.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: Проблема повышения уровня преподавания в сфере общего и профессионального образования является одной из наиболее значимых в современной педагогике. В связи с этим современные дидакты внимательно изучают наследие своих выдающихся предшественников, – педагогов прошлого. К числу таких ученых, оставивших неповторимый след в педагогической науке и практике, относится американская учительница Хелен Паркхерст (1886-1973). Статья написана в связи с 135-летием со дня рождения Х. Паркхерст.Американская учительница-новатор Хелен Паркхерст, наряду с Марией Монтессори, нарушила монополию мужчин на право считаться крупным ученым в области педагогики. Ее педагогическая деятельность включала в себя стремление к постоянному профессиональному самосовершенствованию, поиску новых путей в решении встававших перед ней педагогических проблем. Ее главным методическим достижением стала разработка Дальтон-плана, в соответствии с которым она успешно перестроила работу в одной из американских школ. Методическая новация Паркхерст получила одобрение со стороны вначале педагогов США, а затем повсюду в мире. В СССР в 1920-1930-х гг. этот метод также активно использовался, правда, без особого успеха. Применение Дальтон-плана в советской школе нашло отражение в ряде произведений художественной литературы (М. Г. Розанов, Н. И. Кочин). Методические идеи Хелен Паркхерст в наши дни крайне востребованы и активно используются в современной образовательной практике многих стран мира, в том числе в России. В то же время их позитивный потенциал еще не вполне изучен и освоен, поэтому наследие Х. Паркхерст заслуживает дальнейшего внимательного исследования дидактами и историками педагогики. / The problem of raising the level of teaching in the field of general and vocational education is one of the most significant in modern pedagogy. In this regard, modern didactic students are carefully studying the legacy of their outstanding predecessors, teachers of the past. The American teacher Helen Parkhurst (1886-1973) is one of these scientists who left an inimitable mark on pedagogical science and practice. The article was written in connection with the 135th anniversary of the birth of H. Parkhurst. The American teacher-innovator Helen Parkhurst, along with Maria Montessori, violated the monopoly of men on the right to be considered a major scientist in the field of pedagogy. Her pedagogical activity included the desire for constant professional self-improvement, the search for new ways in solving the pedagogical problems that confronted her. Her main methodological achievement was the development of the Dalton Plan, according to which she successfully restructured work in one of the American schools. The methodical innovation of Parkhurst was approved first by educators in the United States, and then all over the world. In the USSR in the 1920-1930s. this method was also actively used, however, without much success. The use of the Dalton plan in the Soviet school was reflected in a number of works of fiction (M. G. Rozanov, N. I. Kochin). The methodological ideas of Helen Parkhurst are extremely in demand these days and are actively used in modern educational practice in many countries of the world, including Russia. At the same time, their positive potential has not yet been fully explored and mastered, so the legacy of Helen Parkhurst deserves further careful study by didactics and historians of pedagogy.

Language: Russian

DOI: 10.32744/pse.2022.2.31

ISSN: 2307-2334

Abstract/Notes: Every country is currently concerned with education since it alone has the power to create a new world and offer up possibilities for positive outcomes. Three notable female educators from three separate eras who contributed to the advancement of education in the west have been recognised. Through their quick work in education, Mary Wollstonecraft (1759–1797), Maria Montessori (1870–1952), and Nel Noddings (1929–2022) have brought important concerns relating to women and children's education to light. These three women educators were connected by their interest in education despite being born in various eras and regions of the world. In this paper the researchers have tried to bring the educational thoughts of these iconic educationalists into one frame, making it a comprehensive study of educators from different eras.

Language: English

DOI: 10.52403/ijrr.20230178

ISSN: 2349-9788, 2454-2237

Abstract/Notes: Accompanied by a large photo of the "Graduates of First International Montessori Training Course in Rome - 1913" and a few other photos of children using the Montessori materials.

Language: English