Language: English

Abstract/Notes: La storia del movimento montessoriano comincia in Italia con l’apertura della prima “Casa dei bambini” nel quartiere popolare di San Lorenzo a Roma. Maria Montessori ha raccontato la storia delle prime scuole che applicarono il suo metodo nei libri che hanno reso celebre il nome Montessori in molti paesi del mondo. Molto resta ancora da studiare nella storia del movimento montessoriano successiva alla morte della sua fondatrice. Anche le prime case dei bambini di Roma furono trasformate negli anni del regime fascista, chiuse e riaperte dopo la fine del regime. La vita stessa di Maria Montessori è stata ampiamente studiata, ma alcuni periodi della sua vita possono essere ancora approfonditi. La proposta educativa sulla quale il metodo Montessori è basato è stata arricchita nel corso del tempo; oggi le ricerche di Angeline S. Lillard hanno aggiornato la teoria dell’educazione montessoriana con importanti riferimenti alla psicologia dell’età evolutiva contemporanea. Lo studio della pedagogia Montessori richiede oggi una conoscenza approfondita del contesto storico di un secolo fa e della vita di Maria Montessori. La conoscenza adeguata della psicologia del bambino è fondamentale per l’uso efficace del metodo e dei materiali. Ciascun bambino è diverso e ha bisogno di insegnanti che conoscano adeguatamente i principi e i valori che orientano l’attività delle case dei bambini; l’applicazione del metodo deve essere legata allo stile educativo democratico e aperto che Maria Montessori ha posto alla base della sua teoria dell’educazione. / evolutiva contemporanea. Lo studio della pedagogia Montessori richiede oggi una conoscenza approfondita del contesto storico di un secolo fa e della vita di Maria Montessori. La conoscenza adeguata della psicologia del bambino è fondamentale per l’uso efficace del metodo e dei materiali. Ciascun bambino è diverso e ha bisogno di insegnanti che conoscano adeguatamente i principi e i valori che orientano l’attività delle case dei bambini; l’applicazione del metodo deve essere legata allo stile educativo democratico e aperto che Maria Montessori ha posto alla base della sua teoria dell’educazione. Montessori con importantes referencias a la psicología evolutiva contemporánea. El estudio actual de la pedagogía Montessori requiere de un profundo conocimiento del contexto histórico de hace un siglo y de la vida de María Montessori. El conocimiento adecuado de la psicología infantil es fundamental para el uso eficaz del método y los materiales. Cada niño es diferente y necesita de maestros que conozcan adecuadamente los principios y valores que orientan la actividaded de las “Casa dei Bambini”; la aplicación del método debe estar asociada con el estilo educativo democrático y abierto que Maria Montessori puso en la base de su teoría de la educación. / The history of the Montessori Movement began in Italy with the opening of the first children’s home in the popular area of San Lorenzo in Rome. Maria Montessori told the story of the first schools which applied her method in the books that have made famous her name in many countries around the world. Much remains to be studied in the history of the Montessori Movement after the death of its founder. Even the first houses of the children in Rome ceased their activities during the years of the fascist regime and reopened after the end of the regime. The life of Maria Montessori has been extensively studied, but some periods of her life may be further studied. The educational proposal on which the Montessori method is based has been enriched in the course of time; today, Angeline S. Lillard’s researches have updated the Montessori educational theory with important references to contemporary developmental psychology. The study of Montessori pedagogy today would require a thorough understanding of the historical context of a century ago and of the life of Maria Montessori herself. Adequate knowledge of child psychology is fundamental to the effective use of the method and materials; each child is different and needs teachers who know adequately the principles and values that guide the activities of the children’s homes; the application of the method must be linked to the democratic and open educational style that Maria Montessori made the basis of her theory of education.

Language: Italian

ISSN: 2255-0666

Language: German

ISSN: 0722-2513

Abstract/Notes: Maria Montessori est entrée dans l’histoire avec l’élaboration d’une méthode qui s’appuie sur une vision de l’éducation comme ensemble de pratiques basées sur les ressources de l’élève et son élan vers l’exploration et la compréhension du monde. Cette éducation, capable, d’une part, de répondre aux besoins spécifiques et aux centres d’intérêts de l’enfant et, d’autre part, de respecter son rythme de développement, suppose de repenser entièrement les rôles traditionnels d’enseignant et d’élève. Quelles sont les conditions historiques et culturelles qui ont favorisé l’émergence de la pédagogie montessorienne? Quels obstacles ont rencontré la circulation de la méthode montessorienne et sa mise en œuvre dans les écoles? Quelle est la contribution de l’approche montessorienne à l’idée contemporaine d’éducation et d’école? L’article explore l’expérience montessorienne et son héritage, afin de proposer quelques réponses à ces questions. [Maria Montessori went down in history with the development of a method that is based on a vision of education as a set of practices based on the student's resources and his drive towards the exploration and understanding of world. This education, capable, on the one hand, of meeting the specific needs and centers of interest of the child and, on the other hand, of respecting its pace of development, involves completely rethinking the traditional roles of teacher and student. What are the historical and cultural conditions that favored the emergence of Montessorian pedagogy? What obstacles have encountered the circulation of the Montessorian method and its implementation in schools? What is the contribution of the Montessorian approach to the contemporary idea of ​​education and school? The article explores the Montessorian experience and its heritage, in order to offer some answers to these questions.]

Language: French

DOI: 10.4000/ries.7162

ISSN: 1254-4590

Language: Polish

Published: Kraków, Poland: Oficyna Wydawnicza Impuls, 2020

Edition: 9th ed. updated

ISBN: 978-83-8095-879-1

Language: German

Published: Baltmannsweiler, Germany: Schneider-Verlag Hohengehren, 2005

Edition: 2nd corrected and revised ed.

ISBN: 3-89676-949-9 978-3-89676-949-7

Series: Reformpädagogische Schulkonzepte , 4

Language: French

ISSN: 0304-3118, 1564-0574

Abstract/Notes: La pédagogie Montessori est une méthode d’éducation qui a été mise au point au début du siècle dernier par Maria Montessori pour des enfants d’un quartier défavorisé de Rome en Italie. Depuis sa création, elle s’est développée à la marge de l’éducation nationale et se retrouve principalement dans des écoles privées. La pédagogie Montessori devient cependant de plus en plus populaire auprès des enseignants de l’école maternelle publique. Ce récent engouement apparaît fondé à la vue de plusieurs principes de cette méthode. En effet, elle promeut l’autonomie, l’auto-régulation, la coopération entre pairs d’âges variés et l’apprentissage à partir de matériels sensoriels et auto-correctifs. Ces caractéristiques sont plutôt en accord avec les connaissances scientifiques sur l’apprentissage et le développement de l’enfant. Cependant, à ce jour, les preuves expérimentales rigoureuses de son efficacité sont limitées. Dans cette thèse, nous avons mesuré les compétences langagières, mathématiques, exécutives et sociales d’enfants d’une école maternelle, repartis aléatoirement entre des classes appliquant la pédagogie Montessori ou une pédagogie conventionnelle. Nous avons suivi leurs progrès au cours des trois années de l’école maternelle (étude longitudinale) et avons comparé les performances des enfants en fin de Grande Section (étude transversale). Nous avons également élaboré une mesure pour évaluer objectivement la qualité d’implémentation de la pédagogie Montessori dans cette école, situé dans un quartier défavorisé. Nos résultats ne montrent pas de différences entre les groupes dans les domaines des mathématiques, des compétences exécutives et des compétences sociales. Cependant, les enfants issus des classes Montessori avaient de meilleures performances en lecture que les enfants issus des classes conventionnelles en fin de Grande Section. La pédagogie Montessori apparaît donc comme adaptée à l’apprentissage de la lecture chez le jeune enfant. [The Montessori method of education was created at the beginning of the last century by Maria Montessori to help children in a disadvantaged neighborhood of Rome in Italy. Although it is nowadays most commonly found in private schools, the Montessori method has gained popularity among teachers in public preschool and kindergarten in France and around the world. This popularity may appear legitimate with regards to the principles underlying the Montessori methods, which involve autonomy, self-regulation, cooperation between children from different age groups and learning with multi-sensorial and self-correcting materials. These characteristics are broadly in line with research on learning and development in young children. However, there is limited evidence for the effectiveness of the Montessori method in the scientific literature. In this thesis, we measured the linguistic, mathematical, executive and social skills of preschoolers and kindergarteners from a public school in which children were randomly assigned to classrooms in which the Montessori method was implemented or to classrooms in which a conventional teaching was used. We followed children from the first year of preschool to kindergarten (longitudinal study) and compared the performance of children at the end of kindergarten (cross-sectional study). We also developed a scale to evaluate the quality of implementation of the Montessori method in the school, located in a disadvantaged neighborhood. Our results do not show any difference between groups in terms of mathematical, executive and social skills. However, children from Montessori classrooms had better reading performance than children from conventional classrooms at the end of kindergarten. Therefore, the Montessori method appears to be well suited for developing reading skills of young children.]

Language: French

Published: Lyon, France, 2019

Abstract/Notes: Ovim radom nastoji se istaknuti važnost alternativnih škola koje u svijetu paralelno s državnim školama funkcioniraju od prve polovice 20. st. Metodom komparativne analize prikazuju se tri originalna pedagoška modela: Montessori-pedagogija, waldorfske škole i Freinetov pokret. Posebna pozornost posvećena je teoretskim postavkama i didaktičko-metodičkim posebnostima navedenih pedagoških modela. Steinerova pedagogija temelji se na antropozofiji, Montessori pedagogija na antropologiji, dok je rad temelj Freinetove pedagogije. Zajednička sastavnica ovih alternativnih modela jest: sloboda u širem značenju, poštivanje djeteta kao individue, samostalan rad učenika, učenje istraživanjem, poticanje suradnje u kolektivu, promjena uloge učitelja, korištenje raznih materijala i tehnika u organizaciji učenja i nastave i općenito bolja priprema za život u društvu. Proučavajući temeljne sličnosti i razlike alternativnih školskih sustava, može se zaključiti da je rad i cjelokupna organizacija učenja i nastave uvelike drugačija nego u državnim školama. Obzirom da u Hrvatskoj postoji nekolicina škola koje rade po koncepcijama ovih pedagogija, svrha je rada da se zanimljiva didaktičkometodička rješenja implementiraju u postojeće državne škole, a time i poboljšaju razvoj pedagoškog i školskog pluralizma. [This article tries to point-out the importance of alternative schools which have existed in the world parallel with public schools from the first half of the 20th century. The method of comparative analysis shows three original pedagogical models: Montessori pedagogy, Waldorf schools and Freinet’s movement. Special attention was given to theoretical theses and didactic-methodological particularities of these pedagogical models. Steiner’s pedagogy is based on anthroposophy; Montessori’s pedagogy is based on anthropology, while in Freinet’s pedagogy work is fundamental. The models share the following characteristics: freedom in a broader sense, respect for the child as an individual, individual work of the student, learning through research, stimulation of group cooperation, use of different methods and materials in the organization of learning activities, and generally better preparation for life in society. By analyzing similarities and differences between alternative pedagogical models and those used in public schools, we can conclude that the overall organization of teaching classes differs considerably from that in public schools. Since there are only few schools in Croatia that work following the conceptions of these pedagogies, the main purpose of this work is to implement these interesting didactic-methodical solutions in the existing public schools and by doing so to enhance the development of pluralism in education.]

Language: Croatian

ISSN: 0037-654X, 1848-0756

Abstract/Notes: SDN Gadingkulon 2 is located in Princi hamlet, Gadingkulon village, Dau sub-district, Malang Regency. The basic literacy teaching method at this school previously focused on recognizing letter symbols without a deep understanding of phonetic letter pronunciation. The method used in this service activity is Focus Group Discussion, basic literacy assistance which includes activities (phonic songs, identifying sounds, matching letters to pictures, identifying sounds with words), literacy learning assistance, and reflection and follow-up. The obstacle experienced in this activity is that the teacher must be able to match the letters being read with the appropriate vowel sounds. As a result of this mentoring activity, teachers can understand and apply basic literacy according to good and correct Indonesian language rules. The problem with this activity is that teachers still pronounce letter sounds according to the old method, this can be eliminated with continuous practice. / Metode pengajaran literasi dasar di SDN Gadingkulon sebelumnya fokus pada pengenalan symbol huruf tanpa pemahaman yang mendalam tentang pelafalan huruf fonetik. Metode yang digunakan dalam kegiatan pengabdian ini Focus Group Discussion, pendampingan litereasi dasar yang di dalamnya ada kegiatan (phonic song, mengidentifikasi bunyi, mencocokan dengan gambar huruf, mengidentifikasi bunyi dengan kata), pendampingan pembelajaran literasi, dan refleksi dna tindak lanjut. Kendala yang dialami pada kegiatan ini guru harus bisa menyesuaikan antara huruf yang dibaca dengan bunyi vocal yang sesuai. Hasil dari kegiatan pendampingan ini guru-guru dapat memahami dan menerapkan literasi dasar sesuai dengan kaidah Bahasa Indonesia yang baik dan benar. Adapun kendala dari kegiatan ini guru-guru masih melafalkan bunyi huruf sesuai dengan metode lama, hal ini dapat dihilangkan dengan Latihan secara terus menerus.

Language: Indonesian

ISSN: 2963-2188