Abstract/Notes: This article concentrates on the importance attributed to music education by three Italian educationalists (Rosa Agazzi, Giuseppina Pizzigoni, Maria Montessori) who, at the turn of the 20th century, despite their different didactic experiences, regarded it as an essential part of an education blueprint for citizenship, starting as early as childhood. / Il contributo si sofferma sull’importanza assegnata all’educazione musicale da parte di tre educatrici italiane (Rosa Agazzi, Giuseppina Pizzigoni, Maria Montessori) che, con l’avvento del Novecento, pur nelle loro differenti esperienze didattiche, la considerano una componente fondamentale nell’ambito di un percorso di educazione alla cittadinanza, a partire dall’età infantile.

Language: Italian

DOI: 10.6092/issn.2039-9715/7613

ISSN: 2039-9715

Abstract/Notes: Renouant avec les pratiques d’échanges intellectuels d’avant 1914, des spécialistes de l’éducation d’une quinzaine de pays, appartenant à l’enseignement public comme au secteur privé, tiennent un congrès original, durant deux semaines, à Calais. Au-delà du thème qui les rassemble, « l’expression créatrice de l’enfant », éducateurs théosophes, pédologues et psychologues de l’enfant, praticiens des écoles nouvelles et représentants de l’institution scolaire débattent d’une conception de l’éducation pertinente pour l’ère nouvelle de l’humanité qu’ils appellent de leurs vœux. Conscients d’ouvrir un chantier immense, les personnalités majeures du rassemblement calaisien (B. Ensor, O. Decroly, A. Ferrière) mettent à profit le congrès pour fonder une organisation durable qui poursuivra la réflexion : la Ligue internationale pour l’éducation nouvelle. [Reviving the practices of intellectual exchange that began before 1914, education specialists from some fifteen countries, belonging to public and private school organizations, gathered for an original congress held over two weeks in Calais. Beyond the matter that brought them together, dedicated to “the creative expression of children,” educators, theosophists, pedologists and child psychologists, practitioners of New Education and school officials, discussed what could be the significant educational concepts for the new age of humanity they expected. Conscious of launching a huge project, the prominent personalities of the Calais gathering (Béatrice Ensor, Ovide Decroly, and Adolphe Ferrière) built on that project to create a sustainable organization that could carry on discussions: The New Education Fellowship.]

Language: French

DOI: 10.3917/etsoc.163.0043

ISSN: 0014-2204

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: This article examines the role played by the conferences of the New Education Fellowship (NEF) in the emerging disciplinary field of the sciences of education between the two world wars. As Fuchs points out in an article in the present issue, the field of education at this time was being internationalized, and, being an international movement, the field impacted on by the NEF was international in scope.1 As will be seen, the ideas and practices of the new education were mediated by national cultural differences and thus their impact on the disciplinary field varied from nation to nation.2 In addition, the development of the field in terms of journals, conferences and its institutionalization within nations was uneven, which presents further difficulties when trying to evaluate the impact of the NEF's conferences. Much of the following discussion focuses on their impact on the disciplinary field in England though, as will be seen, not exclusively so. One of the distinguishing features of the NEF other than its international scope was that it was a movement that connected lay enthusiasts for the educational reforms associated with the new education with major figures in the developing disciplines of psychology and education, such as Carl Gustav Jung, Jean Piaget and John Dewey. The relation between these lay and professional constituencies is examined and conclusions drawn regarding the professionalizing process in the field and the impact of the conferences on educational research and its institutionalization.

Language: English

DOI: 10.1080/0030923042000293742

ISSN: 0030-9230, 1477-674X

Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.

Language: Turkish

DOI: 10.7176/JSTR/6-06-12

ISSN: 2422-8702

Language: Korean

ISSN: 2005-0860, 2671-5821

Language: English

Abstract/Notes: El presente proyecto práctico se realizó en la parroquia de Tarqui, cantón Manta, Provincia de Manabí Ecuador, en la Unidad Educativa Particular María Montessori en el 5to año de Educación básica, donde contamos con 16 estudiantes entre niños y niñas. El objetivo de este estudio es establecer el uso adecuado de la guitarra dentro del aula de clases, como recurso enriquecedor del aprendizaje de la música en los estudiantes del 5to. Año de Educación Básica de la Unidad Educativa María Montessori. En esta institución se practica la enseñanza de instrumentos musicales como flauta dulce y lira, aquí contamos con 16 estudiantes de los cuales la mitad (8) han mostrado un gran interés en dicho aprendizaje, y unas excelentes condiciones musicales, por este motivo se ha buscado alternativas metodológicas que despierten la curiosidad y sensibilidad hacia la práctica musical, se observó que con el método tradicional, algunos niños presentan dificultades en la ejecución, a través de este trabajo se plantean acciones que permitan implementar técnicas eficientes en el uso de la guitarra. De esta forma la participación de las niñas y niños del 5to año de Educación General Básica de la Unidad Educativa María Montessori en la práctica activa del uso de la guitarra como medio de expresión dentro del arte musical se convierte en una acción que logra instaurar nuevas técnicas de enseñanza y aprendizaje a través de correcta aplicación y empleo de la guitarra. [The following project was carried out in the private school María Montessori in Manta, Ecuador with 16 students of 5th grade, including girls and boys. The objective of this study is establishing the proper use of the guitar in the classroom, as an enriching resource of learning music with the students of Basic Education of the Educational Unit María Montessori. In this institution is really important the teaching of musical instruments such as sweet flute and lyre. 8 of the 16 students have shown a great interest in learning this instruments, and develop excellent musical skills, for this reason, we had been searching methodological alternatives that stimulate their curiosity and sensitivity towards musical practice, it was observed that with the traditional method, some children have difficulties in execution, through this work actions are proposed that allow to implement efficient techniques in the use of the guitar. In this way the participation of girls and boys of the 5th year of Basic General Education of the “Maria Montessori” Educational Unit in the active practice of the use of the guitar as a means of expression within the musical art becomes an action that manages to establish new teaching and learning techniques through correct application and use of the guitar.]

Language: Spanish

DOI: 10.33936/cognosis.v5i3.2792

ISSN: 2588-0578

Abstract/Notes: The purpose of this study was to investigate young children’s perception of melodic construction in hope of finding clues about their broader cognitive development in nonmusical domains. Following Jeanne Bamberger’s example of musical-perceptual tasks with Montessori bells, four children aged three to six were presented with a melodic construction task and asked to create a representation of their work. Analysis of data revealed common themes with varied results of (a) eagerness or hesitancy to participate, (b) whether bells were moved or played, (c) exploration of bells, (d) internalization of rhythm, (e) cognitive readiness for melodic construction, and (f) role of visual representation. No cross-case findings could be drawn about broader cognitive development, however specific characteristics of the children and their approach to the melodic construction task are presented. Recommendations for further study center on potential clues a melodic construction task could provide about language construction in individual children.

Language: English

ISSN: 1938-2065

Language: English

Published: Cincinnati, Ohio: World Library / Greenwood Press, 1966