Language: Italian

ISSN: 2239-5326

Abstract/Notes: In the industry of didactic teaching materials, Montessori material has been established in a significant way as a possibility of providing children with different tools, so that they learn better and without trauma the contents of the school subject that culturally has been considered of greatest difficulty: mathematics. This reflection paper, derived from the review of the field, aims to make an analysis of the material within the framework of the scientific pedagogy method proposed by María Montessori at the beginning of the 20th century, emphasizing its specific contribution to the learning of mathematics in preschool children and in elementary school. The material used in the segments of practical life and sensory life will be reviewed, as well as deepen into the specialized material for the development of the mathematical mind, to show how the proposal of María Montessori’s method supposes an opportune path to take the children from the concrete representations of mathematical objects to the elevation of the min —that allows them to build abstractions—. Finally, a dialogue is established about the validity of Montessori’s material in the school from research that has promoted its use in mathematics classrooms, and the possibility of including the material in the training of mathematics teachers to strengthen their didactic knowledge is highlighted.

Language: Spanish

DOI: 10.17227/pys.num58-17295

ISSN: 2500-6436, 0121-2494

Language: Italian

ISSN: 2239-5326

Language: Italian

ISSN: 2239-5326

Language: Italian

ISSN: 2239-5326

Abstract/Notes: L’autrice studia il campo di applicazione delle attività della «vita pratica» sviluppate da Maria Montessori, che costituiscono i fondamenti principali nella Casa dei Bambini (3-6 anni). Queste sono sovente considerate meno importanti delle altre attività in quanto non sono strettamente congiunte all’apprendimento accademico di base. Dopo averne spiegato le origini, l’autrice presenta varie definizioni, soffermandosi sulla differenza tra i «giochi di far finta» e le attività della vita pratica. Dopo aver commentato le classificazioni più importanti, presenta gli obiettivi che queste attività raggiungono affinché la personalità del bambino si sviluppi in maniera integrale. Ciò viene mostrato tramite numerosi esempi osservati in tutto il mondo. È dimostrato che le attività della «vita pratica» rispondo alle profonde necessità che il bambino ha di muoversi e lavorare facendo uso delle sue grossolane abilità motorie. Si sottolinea il nesso tra questo lavoro e lo sviluppo del pensiero matematico, che mostra come queste attività sviluppano le funzioni esecutive del cervello. Spesso l’adulto, cercando di evitare di far stancare il bambino, produce l’effetto contrario e dunque non gli permette di produrre lavori autentici, come al bambino piacerebbe. Vengono analizzate le preparazioni necessarie dell’ambiente e del modo di presentare queste attività. C’è un interesse particolare nell’analisi e nell’economia dei movimenti, temi prediletti da Maria Montessori. L’autrice descrive anche i principi più importanti che devono guidare la selezione dei materiali, che diversamente da altre aree del lavoro non sono scientifiche e dunque lasciano maggiori opportunità di creatività alle maestre. / La autora investiga el campo de aplicación de las actividades de la “vida práctica” desarrolladas por Maria Montessori, que constituyen la base fundamental en la Casa dei Bambini (3-6 años). Éstas son muchas veces consideradas menos importantes que otras actividades porque no están íntimamente ligadas al aprendizaje académico básico. Después de explicar sus orígenes, la autora presenta varias definiciones, para, a continuación, centrarse en las diferencias entre el “juego simbólico” y las actividades de la vida práctica. Después de comentar las clasificaciones más importantes, se presentan los objetivos que logran estas actividades para que la personalidad del niño se desarrolle de una forma integral. Se ilustra a través de numerosos ejemplos observados en todo el mundo. Está demostrado que las actividades de la “vida práctica” responden a las profundas necesidades que el niño tiene de moverse y trabajar usando sus habilidades motoras gruesas. Se hace hincapié en la conexión entre este trabajo y el desarrollo del pensamiento matemático, que muestra cómo estas actividades desarrollan las funciones ejecutivas del cerebro. Muchas veces el adulto, tratando de evitar cansar al niño, produce el efecto contrario y así, no permite al niño producir trabajos auténticos como al niño le gustaría. Se analiza también la preparación necesaria del ambiente y del modo de presentar estas actividades. Hay un interés particular en el análisis y la economía de movimientos, temas preferidos por Maria Montessori. La autora también describe los principios más importantes que deben guiar la selección de materiales que, en contra de lo que sucede en otras áreas de trabajo no son científicos, por lo tanto, dejan más oportunidades de creatividad a las profesoras. / The author investigates the scope of “Practical Life” activities developed by Maria Montessori that are mainly found in the Children’s House (3-6 years). These are often regarded less important than other activities because they are not closely linked to basic academic learning. After explaining their origin, the author presents several definitions, pausing to focus on the distinction between “pretend” games and practical life activities. After commenting on the major classifications, she presents the objectives that these activities accomplish so that the personality of the child is developed in an integral way. This is illustrated with numerous examples observed from around the world. It is shown that practical life activities respond to the deep needs that the child has to move and work using their gross motor skills. The link between this work and the development of mathematical thinking is also noted, showing how these activities develop the executive functions of the brain. Many times the adult, trying to avoid tiring out the children, produces the opposite effect and therefore does not allow the children to produce authentic work as they would have liked. The necessary preparations of the environment and the way of presenting these activities are analyzed. There is a particular appeal to the analysis and economy of movements, themes that are dear to Maria Montessori. The author also describes the main principles that should guide the choice of materials, which, unlike that of other areas of work, is not scientific and therefore leaves more opportunity for creativity to teachers.

Language: Italian

ISSN: 2255-0666

Abstract/Notes: The issue of correct practice (i.e., according to Henri Louis Go, practice that reflects the spirit and letter of a pedagogy), concerns every pedagogue, and Maria Montessori certainly took correct practice very seriously from the outset. Indeed, her emphasis on this crucial issue explains some of the strategic choices she made, as well as the ways she promoted her method abroad, and the relationships she maintained with her contemporaries (analyzed here via the early years of the journal Pour l’Ère nouvelle). These all led to accusations of dogmatism or pedagogical orthodoxy that continue to be leveled at the Montessori network today. This article sets out to explore the controversy surrounding the issue of correct practice in the field of pedagogy, taking Montessori as its example. Focusing on the 1920s, it considers the questions raised by attempts to protect a life’s work within a heterogeneous array of philosophical and political practices and positions. It also explores the reticence that some of Montessori’s contemporaries (particularly Decroly and Ferrière) showednot toward her pedagogy per se, but toward the way she conceived of and applied this pedagogy. 

Language: English

DOI: 10.36253/rse-10350

ISSN: 2532-2818

Abstract/Notes: Compra online il PDF di Scienze umane e pratica di democrazia : da Maria Montessori a Franco Basaglia, Babini, Valeria P. - Franco Angeli - Articolo

Language: Italian

DOI: 10.3280/RSF2013-001002

ISSN: 1972-5582, 1129-6437

Abstract/Notes: The mindfulness practice in recent years showed to make numerous beneficial effects in adult people. In actual times, It also begins to study it, although with no little difficulty, as a valuable aid in the development of children. Starting with a definition of mindfulness and a description of the main research in education and for adult population, and more recently, for children in pre-school age, the aim of this study was to show, through a comparison , the remarkable similarity between Montessori's method and mindfulness practice. Some aspects, such as the growing attention and to preferring experiences of sensorimotor integration, seem in fact to make the Montessori method as a system that naturally incorporates practices of awareness particularly suitable for younger children. And this thanks to a vision of what might be called a holistic education that deals with the development of the "whole" small people being addressed.

Language: Italian

DOI: 10.13128/Studi_Formaz-18020

ISSN: 2036-6981

Language: Italian

ISSN: 2239-5326