Language: English

DOI: 10.1177/000494416701100207

ISSN: 0004-9441, 2050-5884

Language: English

ISSN: 0312-5033

Language: English

Abstract/Notes: This article explains the importance of using the methodology of Maria Montessori, an Italian researcher who has been successfully practicing in preschool education. The author also focuses on the role of modern pedagogical technology in personal education and comments on the practical possibilities of Montessori's research in preschool education.

Language: English

DOI: 10.5958/2278-4853.2020.00117.2

ISSN: 2278-4853

Language: English

ISSN: 2641-404X, 2641-4058

Abstract/Notes: Autorzy artykułu orientują się wobec praktyk nauczycielskich w kontekście pedagogiki krytycznej, rozumienia uczniów oraz wspólnego kontruowania edukacji - także w kontekście problemów na tym polu, zmian społecznych i demaskacji. [The authors of the article focus on teaching practices in the context of critical pedagogy, student understanding and joint contradiction of education - also in the context of problems in this field, social changes and unmasking.]

Language: Polish

DOI: 10.26881/ae.2012.09.17

ISSN: 2083-0947, 2657-6058

Abstract/Notes: The critical elements in the Montessori philosophy are respect for the child, individualization of the program to that child, and the fostering of independence. With her research background, Maria Montessori devised a multisensory developmental method and designed materials which isolate each concept the teacher presents to the child.

Language: English

DOI: 10.1007/BF02654940

ISSN: 0736-9387, 1934-7243

Abstract/Notes: Reprinted from "Education"

Language: English

Published: London, England: Philip & Tacey, [1946]

Abstract/Notes: This paper presents an updated list of schools that report applying the Montessori method in Catalonia. To introduce the study, the paper recalls the historical background to the arrival and the development of the Montessori method in region, a process abruptly interrupted by the civil war. After providing the historical context, the paper presents the results of an empirical survey that, based on different sources, identifies the Montessori schools in Catalonia and estimates the number of pupils who have studied there in recent years. The survey identifies 22 Montessori schools, of which: a) five are affiliated to the AME (the Spanish Montessori Association); b) 13 that are not affiliated, but have Montessori-trained teachers and appear to have chosen an exclusively or predominantly Montessori education; and c) four that have opted for a Montessori education integrated with other educational approaches. The study suggests the need to continue monitoring the development, quality and effectiveness of the application of the Montessori method in Catalonia, in order to promote an educational philosophy which underwent a significant development here and which, today, is experiencing a renewal. / Aquest article té l’objectiu d’oferir una llista actualitzada de centres que constaten aplicar la pedagogia Montessori a Catalunya. Per introduir l’estudi, es recorren les principals etapes històriques de l’arribada de la pedagogia Montessori al territori català i el seu desenvolupament, bruscament interromput per la Guerra Civil. Després d’una contextualització històrica, es presenten els resultats d’una enquesta empírica que, a partir de diferents fonts, identifica els centres Montessori del territori i estima el nombre d’alumnes que hi van finalitzar els seus estudis en els darrers anys. L’enquesta identifica 22 centres educatius Montessori, dels quals: a) 5 estan afiliats a l’AME (Associació Montessori Espanyola); b) 13 no hi estan afiliats, però tenen professorat amb formació Montessori i semblen haver triat una educació exclusivament o predominantment Montessori; c) 4 han optat per una educació Montessori integrada amb altres enfocaments educatius. L’estudi suggereix la necessitat de continuar observant el desenvolupament, la qualitat i l’eficàcia de l’aplicació de l’educació Montessori a Catalunya, per valorar un moviment pedagògic que ha viscut un moment molt important del seu desenvolupament en aquesta terra i que, avui dia, està vivint una vitalitat renovada. / Este artículo tiene el objetivo de ofrecer una lista actualizada de centros que constatan aplicar la pedagogía Montessori en Cataluña. Para introducir el estudio, se recorren las principales etapas históricas de la llegada de la pedagogía Montessori al territorio catalán y su desarrollo bruscamente interrumpido por la guerra civil. Después de una contextualización histórica, se presentan los resultados de una encuesta empírica que, a partir de diferentes fuentes, identifica los centros Montessori del territorio y estima el número de alumnos que finalizaron sus estudios en los últimos años en dichos centros. La encuesta identifica 22 centros educativos Montessori, de los cuales: a) cinco están afiliados al AME (Asociación Montessori Española); b) 13 no están afiliados, pero tienen profesorado con formación Montessori y parecen haber elegido una educación exclusiva o predominantemente Montessori; y c) cuatro han optado por una educación Montessori integrada con otros enfoques educativos. El estudio sugiere la necesidad de seguir monitorizando el desarrollo, la calidad y la eficacia de la aplicación de la educación Montessori en Cataluña, para valorizar un movimiento pedagógico que ha vivido un momento muy importante de su desarrollo en Cataluña y que, hoy en día, está viviendo una vitalidad renovada.

Language: Catalan

DOI: 10.1344/reire.40985

ISSN: 2013-2255

Abstract/Notes: Primary School education in Germany is characterized by a strong belief that didactic theory and practice must move towards the “individualization” of teaching and learning. This is considered to be the best way of acknowledging the heterogeneity of learners: Each student should be able to learn on his or her own pace and follow his or her own way of learning. Although these concepts are rather popular in German pedagogical literature, empirical evidence supporting these arguments are rare. Most notably missing are studies on a micro-level of teaching and learning. The research which is reported in this chapter aims at discussing individualized teaching and learning at the level of classroom practices and practical demands. The chapter presents and discusses two pieces of empirical data. It shows an observation of a student working with a learning device called the “pharmacy”, a complex learning tool used in Maria Montessori schools. And secondly, it presents the transcript of a teacher-student-interaction on learning to read. The discussion points to the structure of child-centered teaching and learning: Many of the students’ activities have the character of a routine piece of work, the accuracy of the handling seems to be more important than the understanding. The interaction between teachers and students is characterized by the fact that it is one-to-one interaction within a group of learners who have diverse needs. Hence, the teacher-student-interaction is under pressure to make it result in a success. For “child-centered“ learning there seems to be a strong tendency to focus on procedures keeping the students busy when it comes to organizing the autonomy and self-reliance of learning.

Language: English

Published: Cham, Switzerland: Springer, 2023

ISBN: 978-3-031-20810-2

Series: Transdisciplinary Perspectives in Educational Research