Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0889-5643

Abstract/Notes: Reformpädagogik gilt bis heute als »magische Größe«. Ihre Anhänger verzaubert sie mit der eingängigen Formel: Nicht nur »naturgemäß« soll Erziehung sein, sondern auch wertschätzend, praxisnah und individuell. So verspricht sie Heilung (von falscher Pädagogik) und argumentiert scheinheilig: Sowohl »begradigen« als auch »überwinden« sind unverzichtbare Bestandteile ihres Kanons pädagogischer Leitbegriffe. Die Kindheitskonzepte von Maria Montessori und Ellen Key werden besonders dafür geschätzt, dass sie das »Leben« feiern. Dabei argumentieren sie mitunter allerdings wenig lebensbejahend. Besonders augenfällig ist, dass sie vor allem gesunde, normale und folgsame Kinder besonders wertschätzen. Der ideale Nachwuchs soll sowohl folgsam als auch unauffällig sein: Nicht jedes Kind ist aus sich heraus wertvoll. Daher appellieren sie an künftige Eltern, möglichst nur den richtigen Erbanlagen ins Leben zu verhelfen (was nicht zwangsläufig die eigenen sind). Überhaupt haben beide sehr konkrete Vorstellungen davon, wie Kinder sein müssen... und was passieren könnte, wenn sie nicht sind, wie sie sein sollen. [Reform pedagogy is still considered a »magic factor« today. She enchants her followers with the catchy formula: Education should not only be »natural«, but also appreciative, practical and individual. So she promises healing (from false pedagogy) and hypocritically argues: Both "straighten" and "overcome" are indispensable components of her canon of pedagogical guiding principles. Maria Montessori and Ellen Key's concepts of childhood are particularly valued for their celebration of "life." Sometimes, however, their arguments are not very life-affirming. What is particularly striking is that they particularly appreciate healthy, normal and obedient children. The ideal offspring should be both obedient and inconspicuous: not every child is valuable in and of itself. They therefore appeal to future parents to only help the right hereditary factors into life (which are not necessarily their own). In general, both have very specific ideas about how children should be... and what could happen if they aren't how they should be.]

Language: German

Published: Paderborn, Germany: Ferdinand Schöningh, 2013

ISBN: 978-3-657-77324-4 3-657-77324-X 978-3-506-77324-1

Language: English

ISSN: 1054-0040

Abstract/Notes: Presented at AMI/USA national conference, Belleview, WA, July 1996

Language: English

Abstract/Notes: Montessori saw two major processes that appear opposites in children's development. The process of normalization was considered the 'most important single result of our whole work'. It occurs when love of work, concentration, self-discipline, and sociability all appear. The other process, deviations in development, results from obstacles in the developmental process and occurs frequently in normal children. Dr Zener interviewed 165 Montessori teachers and tabulated in how far and what way the interviewees followed Montessori's recommendations on how best to approach and deal with deviations. Her statistics extrapolating theoretical questions with the current practice have been combined in a refreshing and illuminating article.

Language: English

ISSN: 1877-539X

Abstract/Notes: This action research studied the effect of instructing and modeling grace and courtesy lessons on the normalization of a primary Montessori classroom. The study was conducted at a private, in-home Montessori classroom serving children three to six years of age. Nine students received daily presentations of grace and courtesy lessons over four weeks totaling twenty lessons in all. Sources of data included student-teacher conferencing, tally sheets, behavioral self-assessments, and teacher journaling. Instructing and modeling grace and courtesy lessons resulted in an increase in desired behaviors, a more positive classroom environment, and additional knowledge gained on this subject. Throughout this study, students began showing signs of normalization and required less assistance from the teacher. The lessons of grace and courtesy can positively impact the learning environment and lead to the normalization of a Montessori primary classroom.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: This action research project investigated the effects on involving children in the practical life curriculum on normalization in the Montessori toddler and primary classrooms. 30 students, their parents and 7 teachers were participants. 12 students and their parents were from a toddler classroom and 18 from two separate primary classrooms. Data was collected pre and post study via questionnaires on the parents’ goals for their children. Many of the goals listed such as socialization skills, independence and emotional stability can be met through engaging the child in practical life activities and as the child meets these goals should normalize. A behavior log, daily plan sheet log and journaling tracked what materials children used or were offered for the purpose of tracking components of normalization such as self-regulation, confidence, independence and socialization. Analysis of the data showed that when a child was directed to a practical life activity he was more likely to choose a second activity on his own and continue to move through cycles of work independently. When a child could not be directed to an activity, practical life or otherwise, observing the environment with an adult was beneficial in assisting the child in the process of normalization.

Language: English

Published: St. Paul, Minnesota, 2016