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Doctoral Dissertation
Montessori Education in Aotearoa-New Zealand: A Framework for Peace and Social Justice
Available from: Auckland University of Technology Library
Australasia, Australia and New Zealand, Montessori method of education, New Zealand, Oceania, Peace, Peace education, Social justice
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Abstract/Notes: In the first half of the 20th century, Maria Montessori (1870-1952) created a radical approach to early education that she believed had the potential to aid political and socio-cultural transformation on a global scale. This study utilises critical theory and insights from the reconceptualist early childhood education movement to contextualise the background and examine the currency of Montessori’s vision of social justice for the child and subsequent world peace. The research focuses on the reflections of graduates from the Bachelor of Education (Montessori Early Childhood Teaching), a model of teacher education developed at the Auckland University of Technology. The study utilised socio-biographical inquiry and case study as key research tools. Participants were drawn from graduates in their first, second and third year of early childhood teaching practice. The specialty degree aims to highlight the social advocacy role of Maria Montessori with regard to children’s rights and as teachers qualify and enter the field, the project explores differences and similarities that they meet in the interpretation of Montessori philosophy. Information was also sought on the factors that support or challenge the development and resilience of teachers during their first three years of practice in the field. In particular, the study considers the relationship between the philosophy and practice of Montessori teachers in Aotearoa-New Zealand with reference to Montessori’s vision and explores how a teacher preparation model can be authentically reconciled with a social justice perspective. Case studies in four early childhood centres exemplify how a framework derived from Montessori philosophy supports development of the ‘just community’. This research has yielded information on the development of effective practice in early childhood education using the construct of critically engaged pedagogy. Insights arising from the project may therefore contribute to advancing both the literature and practice of Montessori education and especially in the New Zealand teacher education context.
Language: English
Published: Auckland, New Zealand, 2011
Article
Les Deux Justices / Two Kinds of Justice
Publication: AMI Journal (2013-), vol. 2019
Date: 2019
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Abstract/Notes: Closing lecture on the 1934 International Course, Nice, France.
Language: English
ISSN: 2215-1249, 2772-7319
Article
Miserie Sociali e Nuovi Ritrovati della Scienza [Social Miseries and New Findings of Science] (part 2)
Available from: HathiTrust
Publication: Roma: Rivista Politica Parlamentare, vol. 2, no. 28
Date: Sep 4, 1898
Pages: 652-655
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Language: Italian
Article
Miserie Sociali e Nuovi Ritrovati della Scienza [Social Miseries and New Findings of Science] (part 2)
Publication: Risveglio Educativo: Monitore Bisettimanale delle Scuole Elementari, vol. 15, no. 18
Date: Dec 17, 1898
Pages: 147-149
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Language: Italian
Article
Miserie Sociali e Nuovi Ritrovati della Scienza [Social Miseries and New Findings of Science] (part 1)
Available from: HathiTrust
Publication: Roma: Rivista Politica Parlamentare, vol. 2, no. 26
Date: Jul 31, 1898
Pages: 605-608
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Language: Italian
Article
Maria Montessori’s training in Rome: anthropological studies and aspirations for social reform / La formació de Maria Montessori a Roma: estudis antropològics i aspiracions a la reforma social
Available from: Hemeroteca Científica Catalana
Publication: Educació i Història: Revista d'Història de l'Educació, no. 40
Date: 2022
Pages: 17-32
Maria Montessori - Biographic sources, Montessori method of education - History
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Abstract/Notes: Maria Montessori graduated in medicine from the University of Rome and subsequently took part in the research activities of Roman medical anthropology scholars, some of whom were leading exponents in Italian science and culture. Giuseppe Sergi was a major figure in the national public debate regarding some of the main concerns in Italian society, focusing on the causes and consequences of poverty and illiteracy, and the need for a more effective education system. The ideas of Sergi and other scholars (C. Bonfigli, S. De Sanctis, N. D'Alfonso) regarding these problems influenced Maria Montessori. Indeed, she was inspired and encouraged by Sergi himself to direct her activities and research to the field of childcare and education. Medical anthropology was therefore an essential element in the formation of the young Montessori, and the genesis of her pedagogy and method. Teaching at the Institute of Education for Women in Rome represented an opportunity to develop a relevant “pedagogical anthropology” for her scientific evolution, even though Maria Montessori herself would later leave it behind. / Maria Montessori es va llicenciar en medicina a la Universitat de Roma i posteriorment va participar en la investigació amb erudits romans d’antropologia mèdica, alguns dels quals eren els principals exponents del món científic i cultural italià. Giuseppe Sergi, en particular, va estar molt present en el debat públic nacional sobre alguns dels principals problemes de la societat italiana: les causes i les conseqüències de la pobresa i l'analfabetisme i la necessitat d'un sistema educatiu més eficaç. Les idees de Sergi i altres científics (C. Bonfigli, S. De Sanctis, N. D'Alfonso) sobre aquests problemes van influir en Maria Montessori. La jove doctora va ser inspirada i animada pel mateix Sergi a dirigir les seves activitats i investigacions en el camp de la cura i l’educació infantil. L’antropologia mèdica va ser, per tant, un element essencial en la formació de la jove Montessori i també en la gènesi de la seva pedagogia, així com del mètode. L'ensenyament a l’Institut femení del Magisteri de Roma va ser una oportunitat per desenvolupar una "antropologia pedagògica" rellevant per al seu creixement científic, fins al punt que la mateixa Maria Montessori la va superar i abandonar durant el procés de maduració del seu pensament. / María Montessori se graduó en medicina por la Universidad de Roma y posteriormente participó en la investigación con eruditos romanos de antropología médica, algunos de los cuales fueron exponentes distinguidos del mundo científico y cultural italiano. Giuseppe Sergi, en particular, estuvo muy presente en el debate público nacional sobre algunos de los principales problemas de la sociedad italiana, las causas y consecuencias de la pobreza y el analfabetismo y la necesidad de un sistema educativo más eficaz. Las ideas de Sergi y otros investigadores (C. Bonfigli, S. De Sanctis, N. D'Alfonso) sobre estos problemas influyeron en María Montessori y, por otro lado, la joven doctora se inspiró y fue animada por el propio Sergi para dirigir sus actividades e investigación en el campo del cuidado infantil y la educación. La antropología médica fue, por tanto, un elemento esencial en la formación de la joven Montessori y también en la génesis de su pedagogía, así como del método. La enseñanza en el Instituto femenino del Magisterio de Roma fue una oportunidad para desarrollar una "antropología pedagógica" relevante para su crecimiento científico, aunque la misma María Montessori la superó y abandonó durante el proceso de la maduración de su pensamiento.
Language: English
ISSN: 2013-9632, 1134-0258
Article
Setting Children up for Social Mastery: Building young Children's social Capacity - looking through a Teaching and Learning lens
Available from: ScienceDirect
Publication: Procedia: Social and Behavioral Sciences, vol. 93
Date: Oct 2013
Pages: 1696-1703
Article
Patterns of peer acceptance, social status, and social reputation in mixed-age preschool and primary classrooms
Available from: JSTOR
Publication: Merrill-Palmer Quarterly, vol. 43, no. 2
Date: 1997
Pages: 199-218
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Language: English
ISSN: 0026-0150
Article
Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness
Available from: American Public Health Association
Publication: American Journal of Public Health, vol. 105, no. 11
Date: Nov 2015
Pages: 2283-2290
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Abstract/Notes: We examined whether kindergarten teachers' ratings of children’s prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Our goal was to determine unique associations over and above other important child, family, and contextual characteristics.Methods. Data came from the Fast Track study of low–socioeconomic status neighborhoods in 3 cities and 1 rural setting. We assessed associations between measured outcomes in kindergarten and outcomes 13 to 19 years later (1991–2000). Models included numerous control variables representing characteristics of the child, family, and context, enabling us to explore the unique contributions among predictors.Results. We found statistically significant associations between measured social-emotional skills in kindergarten and key young adult outcomes across multiple domains of education, employment, criminal activity, substance use, and mental health.Conclusions. A kindergarten measure of social-emotional skills may be useful for assessing whether children are at risk for deficits in noncognitive skills later in life and, thus, help identify those in need of early intervention. These results demonstrate the relevance of noncognitive skills in development for personal and public health outcomes.
Language: English
ISSN: 0090-0036, 1541-0048
Article
Miserie Sociali e Nuovi Ritrovati della Scienza [Social Miseries and New Findings of Science] (part 1)
Publication: Risveglio Educativo: Monitore Bisettimanale delle Scuole Elementari, vol. 15, no. 17
Date: Dec 10, 1898
Pages: 130-132
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Language: Italian