Abstract/Notes: Maria Montessori’s pedagogy is considered a “classics” of Education Sciences. In this contribution, a survey conducted with three different groups of subjects attending University lectures or in-service Montessori training courses is reported. Main research purpose is to discover background knowledge and perceived meanings of each group concerning the Montessori Method and its main characteristics. Data collected from the three groups under investigation are compared to identify the most macroscopic differences and / or similarities. Through the graphs produced, first reflections and conclusions are attempted, at the same time readers are invited to build their own opinions inferring other meanings or conclusions thanks to data and reading tools provided.

Language: English

DOI: 10.15584/kpe.2018.6.18

ISSN: 2300-9888, 2544-1205

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: Korean

ISSN: 1226-9417

Language: Italian

Abstract/Notes: Apresenta-se aqui o resultado da pesquisa feita numa escola de educação infantil e ensino fundamental de São José (SC) que objetivou verificar as contribuições da pedagogia Montessori às dimensões da escola como um espaço educador sustentável (EES). Revisitaram-se as ideias de educadores que pensaram uma escola à realidade da educação de seu tempo histórico e cultural, especialmente as de Maria Montessori. Na educação ambiental, destacaram-se a sustentabilidade, a escola sustentável e o nosso modo de ser, estar e permanecer na “casa de vida”, sob o olhar de Sauvé, Sato e outros. Ancorou-se em Foucault, com seu entendimento sobre os discursos de verdade, e em Bachelard, que interligou ciência e arte. A pesquisa evidenciou que a escola em foco está em processo de transição de constituir um EES quanto à dimensão do currículo, do projeto político pedagógico e da interação escola-comunidade e em virtude de seus caminhos e escolhas, entretanto algumas limitações existem, principalmente no espaço arquitetônico. Nas falas da comunidade escolar, viu-se que a escola busca criar seu próprio caminho, suas próprias estradas, e, embora não apresente total consonância entre sua proposta e os objetivos do Programa Nacional Escolas Sustentáveis, ambos possuem aspectos em comum. Concluiu-se que o projeto do centro educacional continua se efetivando entre saberes e fazeres da pedagogia Montessori. [We present here the result of a research carried out in a kindergarten and elementary school in São José (SC) which aimed to verify the contributions of Montessori pedagogy to the dimensions of the school as a sustainable educational space (EES). The ideas of educators who thought a school to the reality of education in its historical and cultural time were revisited, especially those of Maria Montessori. In environmental education, sustainability, the sustainable school and our way of being, being and staying in the “home of life” were highlighted, under the eyes of Sauvé, Sato and others. It was based on Foucault, with his understanding of truth discourses, and on Bachelard, who linked science and art. The research showed that the school in focus is in a transition process of constituting an EES regarding the dimension of the curriculum, the pedagogical political project and the school-community interaction and due to its paths and choices, however some limitations exist, mainly in the space architectural. In the speeches of the school community, it was seen that the school seeks to create its own path, its own roads, and, although it does not present total consonance between its proposal and the objectives of the Sustainable Schools National Program, both have aspects in common. It was concluded that the project of the educational center continues to be carried out between the knowledge and practices of Montessori pedagogy.]

Language: Portuguese

DOI: 10.15600/2238-121X/comunicacoes.v22n2ep391-413

ISSN: 2238-121X, 0104-8481

Abstract/Notes: Montessori education is distinct for its implementation in 154 countries around the world. Lacking a Montessori trademark or comprehensive overseeing body, the expansion of the Montessori approach has often been diffuse and fragmented among competing organizations. The absence of centralized, accurate, and consistent accounting has made it difficult to document the scope, growth trends, and diverse populations of students served in Montessori schools. The primary objective of this study was to gather evidence to support a robust estimate of the number of Montessori schools worldwide. This estimate relies on national and regional organizations’ broadest definitions of what constitutes a Montessori program. The study included two components: a survey of regional and national Montessori organizations and supplemental sources, including other published estimates and direct inquiries within key countries. Multiple sources allowed for triangulating data to reach a more confident estimate for the number of schools in each country and for synthesizing global perspectives on significant elements of Montessori fidelity worldwide. Through these sources, we document a total of 15,763 Montessori schools around the globe, roughly 9% of which are government funded. Countries with the largest number of Montessori schools are the United States, China, Thailand, Germany, Canada, and Tanzania; the United States, Thailand, the Netherlands, and India have the largest number of government-funded or public Montessori programs. Results of the fidelity analysis identified six practices that emerge consistently as central pillars of Montessori implementation.

Language: English

ISSN: 2378-3923

Abstract/Notes: This is the authors doctoral dissertation (University of Bonn, Germany, 1996).

Language: German

Published: Bonn, Germany: Euro Korea Journal, 1998

Language: English

ISSN: 0571-1142

Language: French, Italian

Published: Roma, Italy: Ente Opera Montessori, 1950

Abstract/Notes: Dominasi guru dalam proses belajar masih banyak terlihat, salah satu buktinya saat terjadi pandemik Covid-19, siswa dan orang tua menjadi kebingungan ketika harus belajar dari rumah tanpa kehadiran guru secara langsung. Penelitian ini bertujuan untuk mengetahui implikasi student-centred learning terhadap perkembangan anak di PAUD Montessori Futura Indonesia, Lombok Barat. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus dengan menggunakan wawancara, observasi, dan dokumentasi dalam pengumpulan data. Subyek penelitian berjumlah 10 siswa yang berusia antara 4-6 tahun. Hasil menunjukkan bahwa terdapat beberapa cara yang diterapkan oleh guru dalam pelaksanaan student-centred learning, yaitu: penggabungan usia, penyesuaian fasilitas dengan kebutuhan dan ukuran tubuh anak, menanamkan kemandirian dan mengurangi keterlibatan guru, menyediakan fasilitas bermain yang lengkap dan beragam, dan berkolaborasi dengan orang tua. Sedangkan implikasi student-centred learning terhadap perkembangan anak dapat terlihat dari beberapa pencapaian anak pada 6 aspek perkembangan yaitu aspek perkembangan nilai agama dan moral, fisik-motorik, kognitif, sosial-emosional, dan seni. Oleh sebab itu, guru perlu memberikan kesempatan kepada anak untuk mengeksplorasi lingkungan belajar dengan mempersiapkan kegiatan bermain sesuai kebutuhan anak.

Language: Indonesian

DOI: 10.31004/obsesi.v7i3.3323

ISSN: 2549-8959