Language: English

Published: Cincinnati, Ohio, 2013

Abstract/Notes: The distinctive objects designed by Dr Maria Montessori as the centrepiece of her approach to pedagogy are the topic of this study. The Montessori approach to pedagogy, celebrating its centenary in 2007, continues to be used in classrooms throughout the world. Despite such widespread and enduring use, there has been little analysis of the Montessori objects to evaluate or understand their pedagogic impact. This study begins by outlining the provenance of the Montessori objects, reaching the conclusion that the tendency to interpret them from the perspective of the progressive education movement of the early twentieth century fails to provide insights into the developmental potential embodied in the objects. In order to appreciate that potential more fully, the study explores the design of the objects, specifically, the way in which the semiotic qualities embodied in their design orient children to the meanings of educational knowledge. A meta-analytic framework comprising three components is used to analyse the semiotic potential of the Montessori objects as educational artefacts. First, Vygotsky’s model of development is used to analyse the objects as external mediational means and to recognise the objects as complexes of signs materialising educational knowledge. In order to understand how the objects capture, in the form of concrete analogues, the linguistic meanings which construe educational knowledge, systemic functional linguistics, the second component of the framework, is used to achieve a rich and detailed social semiotic analysis of these relations, in particular, material and linguistic representations of abstract educational meanings. Finally, the pedagogic device, a central feature of Bernstein’s sociology of pedagogy, is used to analyse how the Montessori objects re-contextualise educational knowledge as developmental pedagogy. Particular attention is paid to the Montessori literacy pedagogy, in which the study of grammar plays a central role. The study reveals a central design principle which distinguishes the Montessori objects. This principle is the redundant representation of educational knowledge across multiple semiotic modes. Each representation holds constant the underlying meaning relations which construe quanta of educational knowledge, giving children the freedom to engage with this knowledge playfully, independently and successfully. The conclusion drawn from this study is that the design of the Montessori objects represents valuable educational potential which deserves continued investigation, as well as wider recognition and application. To initiate this process, the findings in this study may provide insights which can be used to develop tools for evaluating and enhancing the implementation of Montessori pedagogy in Montessori schools. The findings may also be used to adapt Montessori design principles for the benefit of educators working in non-Montessori contexts, in particular, those educators concerned with developing pedagogies which promote equitable access to educational knowledge.

Language: English

Published: Sydney, Australia, 2007

Abstract/Notes: TAVET programs are run by the government, which will be opportunity for development and preparing workforce expected for the financial inspire of this country. Objectives of this study were to analyze the role of email management, online research, social media management and online collaboration on learners’ skills development and to recommend appropriate for skill development in technical and vocational institutes. Researcher carried out study on “Role of Email Management, Online Research, Social Media Management and Online Collaboration in Learners’ Skills Development in TAVET”. Use and effectiveness of ICT is also equally important in TAVET. Study was survey type and descriptive in nature. Quantitative technique was adopted. Population of the study comprised all instructors and students of TAVET in Sadiqabad. After carrying out research all the teachers and students have agreed on the use and need of ICT facilities in TAVET. Study recommended that use of ICT may be increased in TAVET and teaching staff may be trained and ICT facilities may be provided in TAVET.

Language: English

DOI: 10.47205/plhr.2023(7-III)10

ISSN: 2708-6461, 2708-6453

Abstract/Notes: Excerpt from: The Erdkinder (I fanciulli della terra) pubbl. in inglese in: Bulletin of the Association Montessori Internationale (1939).

Language: Italian

ISSN: 0042-7241

Abstract/Notes: includes photo

Language: English

ISSN: 1071-6246

Abstract/Notes: Partiendo de la premisa del déficit de infraestructura educativa de la localidad de Kennedy y de la deserción escolar dentro de la misma, el proyecto busca contribuir a la solución del problema de oferta acrecentado por la implementación de la jornada única en algunas instituciones educativas, dando prioridad a la continuidad en el proceso educativo de niños y niñas , para ello se plantea a partir de la necesidad de infraestructuras que permitan desarrollar un modelo pedagógico que atraiga a niños y niñas durante sus primeros años de vida a la continuidad de sus saberes con entusiasmo y ánimo de emprendedores, por ello se propone el “modelo pedagógico de María Montessori”. Para finalizar lo que se espera del proyecto dentro del sector, es que se pueda implementar el modelo pedagógico mencionado y así se genere un impacto social que es medible en los siguientes aspectos: innovación, participación de la comunidad, incremento del interés en los procesos educativos, para que a partir de esto se vea reflejado en la mejoría de infraestructuras, aumento de cupos escolares mejorando así la calidad de la educación. [Starting from the premise of the deficit of educational infrastructure of the town of Kennedy and the school dropout within it, the project seeks to contribute to the solution of the supply problem enhanced by the implementation of the single day in some educational institutions, giving priority to the continuity in the educational process of boys and girls for it arises, from the need infrastructures that allow to develop a pedagogical model that attracts children during their first years of life to the continuity of their knowledge with enthusiasm and encouragement of entrepreneurs, for that reason the "pedagogical model of Maria Montessori" is proposed. To finish what is expected of the project within the sector is that the aforementioned pedagogical model can be implemented and thus generate a social impact that is measurable in the following aspects: innovation, community participation, increased interest in educational processes, so that from this it is reflected in the improvement of infrastructures, increase of school quotas thus improving the quality of education.]

Language: Spanish

Published: Bogotá, Colombia, 2019

Language: English

ISSN: 1522-9734

Language: Spanish

Published: Barcelona, Spain, 1964

Abstract/Notes: The goal of this qualitative thesis was study how Montessori pedagogy meets social guidance and social rehabilitation in a mental health rehabilitation housing unit. Upbringing, as a concept, was a uniting factor. The goal was to develop client work and make tacit knowledge visible through theory. By strengthening and supporting tacit knowledge, opportunity is given to the birth of new ideas thus increasing deliberation in work life. This thesis discusses socio-pedagogical work orientation, where theory and practice are combined forming an entirety, practical science. The theoretical base creates a prerequisite to the development of knowledge in practice. The thesis was done in collaboration with a working unit and empirical research material was gathered through interviewing personnel with a semi-structured questionnaire format. The questions were based on the six basic principles of the Montessori pedagogy. The meeting was seen in practice from the patients perspective, through observing natures significance and functionality in different ways. Instead, there was no meeting with customers involved in active assessment and documentation. Interviewees felt that tacit knowledge received theoretical background and interviews generated ideas. The pedagogical principles of the Montessori method often meet the principles of social guidance and social rehabilitation, and thus this study is applicable in many different operational environments. / Tämän kvalitatiivisen opinnäytetyön tarkoitus oli tutkia miten Montessori-pedagogiikka kohtaa sosiaaliohjauksen ja sosiaalisen kuntoutuksen mielenterveyskuntoutujien asumisyksikössä. Kasvatus käsitteenä oli yhdistävä tekijä. Tavoitteena oli asiakastyön kehittäminen sekä hiljaisen tiedon näkyväksi tekeminen teorian kautta. Vahvistamalla ja tukemalla hiljaista tietoa voidaan mahdollistaa myös työn kehittämistä uusien syntyvien ideoiden pohjalta sekä lisätä näin harkintaa työn teossa. Opinnäytetyötä ohjasi sosiaalipedagoginen työorientaatio, jossa teoria ja käytäntö kohtaavat muodostaen kokonaisuuden, käytännöllisen tieteen. Teoreettinen perusta luo edellytyksiä tiedon kehittymiselle käytäntöön. Opinnäytetyö on tehty yhteistyössä työelämän kumppanin kanssa ja empiirinen tutkimusaineisto saatiin haastattelemalla henkilökuntaa puoli strukturoiduilla haastattelukysymyksillä, jotka pohjautuivat Montessori-pedagogiikan kuudesta peruselementistä. Kohtaaminen näkyi käytännössä esimerkiksi asiakaslähtöisyytenä, luonnon merkityksen huomioimisena sekä toiminnallisuuden hyödyntämisenä eritavoin. Sen sijaan kohtaamista ei tapahtunut asiakkaiden osallisuudessa aktiiviseen arviointiin sekä dokumentoinnissa. Haastateltavat kokivat, että hiljainen tieto sai teoreettista taustaa ja haastattelut herättivät pohtimaan asioita. Montessori-pedagogiikan peruselementit kohtaavat suurelta osin sosiaaliohjauksen sekä sosiaalisen kuntoutuksen ja näin ollen tämä tutkimukseni on sovellettavissa moniin erilaisiin toiminta ympäristöihin.

Language: Finnish

Published: Vantaa, Finland, 2017

Language: English