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Article
Prospettive ed ojiettivi sociali dell'educazione linguistica
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 24, no. 12
Date: Sep 1975
Pages: 5-9
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Language: Italian
ISSN: 0042-7241
Article
Un problema educativo e sociale: dal dialetto alla lingua
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 24, no. 12
Date: Sep 1975
Pages: 3-4
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Language: Italian
ISSN: 0042-7241
Article
La socialità come idea e prassi pedagogica
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 25, no. 12
Date: Sep 1976
Pages: 29-30
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Language: Italian
ISSN: 0042-7241
Article
Asili nido come servizio sociale educativo: limiti della legge 1044 del 1971 istitutiva degli asili nido
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 28, no. 11-12
Date: Aug-Sep 1979
Pages: 37-40
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Language: Italian
ISSN: 0042-7241
Article
Asili nido come problema politico sociale: limiti della legge 1044 del 1971 istitutiva degli asili nido
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 28, no. 11-12
Date: Aug-Sep 1979
Pages: 41-44
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Language: Italian
ISSN: 0042-7241
Article
L'emarginazione sociale del bambino l'espressione grafica: il bambino e l'ambiente
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 29, no. 9-10
Date: Jun-Jul 1980
Pages: 42-45
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Language: Italian
ISSN: 0042-7241
Article
Ragioni sociali e ragioni pedagogiche dell'anticipo
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 33, no. 1
Date: Sep 1984
Pages: 18-21
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Language: Italian
ISSN: 0042-7241
Article
I video-giochi: una minaccia alla socializzazione dei bambini?
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 33, no. 11-12
Date: Jul-Aug 1984
Pages: 49-51
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Language: Italian
ISSN: 0042-7241
Doctoral Dissertation (Ed.D.)
Project-Based and Student-Centered Learning in Teaching the Montessori Social Development Curriculum
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of this qualitative descriptive study was to explore how Montessori middle school educators described the use of project-based and student-centered learning to teach social development to their adolescent female students in the southeast region of the United States. The theoretical framework providing a lens for this examination of project-based and student-centered learning and how teachers described how such learning exercised on their students’ social development was Vygotsky’s social learning and development theory. Two research questions were posed for this study. RQ1 asked: How do Montessori middle school educators describe the use of project-based learning to teach social development to their adolescent female students? RQ2 asked: How do Montessori middle school educators describe the use of student-centered learning to teach social development to their adolescent female students? The sample (N = 30) completed 30 questionnaires, 10 individual semi-structured interviews via Zoom, and a 3-member focus group via Zoom. The sampling strategy was purposeful sampling. All participants originated from the southeast region of the United States and represented one school. An open-ended questionnaire, semi-structured interviews, and a focus group were the sources of data. Thematic analysis with an inductive coding approach was performed to identify, analyze, and report patterns emerging from the data. Four key themes emerged: (a) promoting the construction of knowledge; (b) student voice and choice; (c) student ownership and agency; (d) construction of learning. The results highlighted the important role that Montessori middle school educators play when teaching adolescents girls.
Language: English
Published: Phoenix, Arizona, 2021
Article
Kindererziehung als soziale Frage aus der Sicht von Montessori und Miller Pädagogik und Kältestudien [Child rearing as a social issue from the perspective of Montessori and Miller pedagogy and child studies]
Available from: RISS
Publication: 교육의 이론과 실천 / Theory and Practice of Education / Theorie und Praxis der Erziehung, vol. 23, no. 3
Date: 2018
Pages: 49-71
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Abstract/Notes: Diese Arbeit versucht, den Betrachtungen und Aspekten, die das Kind in unserer Gesellschaft ausgehend vom Standpunkt Montessoris beleuchten, nachzugehen, wobei ich die Gemeinsamkeiten in den Montessoris und Millers pädagogischen Ansätzen feststelle. Laut Montessori und Miller ist das Kind ist als gleichwertiger Mensch anzuerkennen, und die Seele des Kindes erfordert eine besondere Feinfühligkeit des Erwachsenen für seine Bedürfnisse her. Es ist wichtig, die Kinder in ihren Fähigkeiten bestmöglich zu fördern. Im Bezug auf das pädagogische Spannungsverhältnis von Selbständigkeit und Zwang beschäftige ich mich mit dem Widerspruch von pädagogischer Norm und Funktion aus der Sicht der Kältestudien von Gruschka. Die Kältestudien verweisen auf die von den einzelnen Menschen unaufhebbar erfahrenen Widersprüche von der Norm der sozialen Allgemeinheit von Bildung und der Selektionsfunktion von den pädagogischen Institutionen. Schließlich sollten die gesellschaftlichen Strukturen, die Kälte als gesellschaftlich akzeptiertes Verhalten verursachen, bewusst wahrgenommen und reflektiert werden. Dafür ist es nötig, den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. [This work attempts to trace the considerations and aspects that illuminate the child in our society from the Montessori point of view, noting the similarities in the Montessori and Miller's pedagogical approaches. According to Montessori and Miller, the child is to be recognized as an equal human being, and the child's soul requires a special sensitivity on the part of the adult for its needs. It is important to support the children in their abilities in the best possible way. In relation to the pedagogical tension between independence and coercion, I deal with the contradiction between pedagogical norm and function from the point of view of Gruschka's cold studies. The cold studies point to the irreconcilable contradictions experienced by individuals between the norm of the social generality of education and the selection function of educational institutions. Finally, the social structures that cause cold as socially accepted behavior should be consciously perceived and reflected upon. For this it is necessary to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children. to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children. to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children.]
Language: German
ISSN: 1738-6675