Language: German

ISSN: 0722-2513

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

Language: Japanese

ISSN: 0913-4220

Language: Hindi

Published: Bhavnagar, India: [s.n.], 1923

Edition: [Hindi edition]

Abstract/Notes: This study presents the decisive pedagogy of two Marias: Dr. Montessori and Dr. Hári. Dr. Montessori was the first woman in Italy who received a medical degree and it was many years later when she did pedagogical studies as well. Dr. Hári was a young medical student when she started to work with Professor Pető who had laid down the basics of Conductive Education. Dr. Montessori and Dr. Hári had a lot in common: not just their profession was the same but thanks to their hard work both pedagogy became famous internationally. Through their personality, the reader will have a glance into their educational methods as well. The topic is relevant because both educational systems make it possible for people with disabilities to integrate into society and live meaningful lives. [ This study presents the decisive pedagogy of two Marias: Dr. Montessori and Dr. Hári. Dr. Montessori was the first woman in Italy who received a medical degree and it was many years later when she did pedagogical studies as well. Dr. Hári was a young medical student when she started to work with Professor Pető who had laid down the basics of Conductive Education. Dr. Montessori and Dr. Hári had a lot in common: not just their profession was the same but thanks to their hard work both pedagogy became famous internationally. Through their personality, the reader will have a glance into their educational methods as well. The topic is relevant because both educational systems make it possible for people with disabilities to integrate into society and live meaningful lives.]

Language: Hungarian

DOI: 10.18458/KB.2016.4.35

ISSN: 2498-5368

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Language: German

Published: Würzburg, Germany: Ergon, 1996

ISBN: 3-928034-90-1

Abstract/Notes: This article deals with the first twenty years (1911-1934) of the presence of the Montessori Method in France. The reconstruction is based on written evidences and on the main actors’ experiences in the implementation of Maria Montessori’s ideas. This historical outline allows to better recognise the reasons why Montessori’s educative principles were not welcomed in France so warmly as in other European countries. Several initiatives took indeed place, but they remained insubstantial because they were almost always the result of efforts carried by single persons rather than institutions.

Language: French

ISSN: 1971-1093, 1971-1131

Abstract/Notes: A escola é um local de conexão do ser humano com o que o rodeia e, por isso é mais do que um espaço para educar. É o abrigo que acolhe e promove um processo educativo e de crescimento. A relação entre arquitetura e pedagogia, entende-se na medida em que o desenho do espaço é um instrumento pedagógico e, essa conexão entre as duas áreas é intensifcada pelas transformações na sociedade, que por sua vez têm infuenciado o desenho do espaço de ensino. A partir do século XIX e XX a introdução de novos métodos de ensino refetiu-se numa nova forma de olhar para as crianças e numa crescente preocupação com a pedagogia. Estes modelos inovadores distanciam-se da rigidez dos modelos tradicionais e, são ainda hoje pouco reconhecidos. As escolas Montessori representam essa nova forma de olhar para a educação e respondem às questões pedagógicas desenvolvidas por Maria Montessori, nas quais as crianças são seres independentes e são o centro de todo o processo educativo. Carateriza-se por ser uma pedagogia, que tal como o espaço a ela destinado, é complexa e pensada ao detalhe para satisfazer as necessidades de seres autónomos. Ao mesmo tempo, a principal caraterística da nova educação é a liberdade, que por sua vez se vê refetida no espaço arquitetónico, em espacialidades fexíveis e que permitem maior variedade de ocupação. Além disso, a pedagogia Montessori requer um ambiente de ensino estimulante à aprendizagem, que confere à criança a independência necessária na sociedade atual. Com isto, a presente Dissertação de Mestrado, "A casa das Crianças: Três Modelos de Espaços Escolares Montessori", pretende perceber de que forma a arquitetura responde ao próprio método Montessori, através de vários casos de estudo como por exemplo: A Casa das Crianças Viena (1922) de Franz Schuster, a Escola Montessori de Delft (1960/66) de Herman Hertzberguer e o Fuji Kindergarten projetado pelos Tezuka Architects (2007). A análise destes casos em detalhe, permitiu entender o espaço escolar Montessori através de temas comuns como: a relação ente a Escola e Cidade, o espaço de distribuição da escola, a sala Montessori e todos os espaços que a compõe, e o espaço exterior. / School is a connection place between humans and their surroundings, it is more than a place to teach. It is the shelter that welcomes and promotes both an educational and a growth process. The relation between architecture and pedagogy is understood as a pedagogical instrument and this relation is intensifed by changes in society, which in turn have infuenced the design of the teaching space. From the 19th and 20th century, the introduction of new teaching methods resulted in new ways of looking at children and in a growing concern with pedagogy. This happened as a reflection of introducing new teaching methods. These innovative models block the rigidity of traditional models and nowadays, they're not so recognized. Montessori schools represent this new way of looking at education created by Maria Montessori, where children are independent beings and are the center of the educational process. This pedagogy is known by being complex and designed to detail to satisfy the need of autonomous beings. Just like the space for them. At the same time, the main characteristic of the new education is freedom, that is refected in the architectural space too, with fexible spaces that allow childrens appropriation. Montessori Pedagogy requires a teaching environment that encourages learning, giving the child the independence needed in today's society. So, this master's thesis, Children's Space: Three Models of Montessori Schools, shows how architecture to the Montesssori Method principles, throught various study cases like: Children's House in Viena (1922) by Franz Schuster, a primary Montessori School in Delft (1960/66) by Herman Hertzberguer and the Fuji Kindergarten designed by Tezuka Architects (2007). The study of these and more cases, revealed the Montessori Spaces through themes like: The School and the City, The School distribution, The Montessory Classroom and The Outdoor Space.

Language: Portuguese

Published: Porto, Portugal, 2021

Abstract/Notes: Greek translation of the English text: "Montessori and Your Child: A Primer for Parents".

Language: Greek

Published: Athens, Greece: Glaros, 1980

Series: Pedagōgikes epistēmes

Language: French