Abstract/Notes: The purpose of this qualitative study was to examine how Montessori early childhood teachers approach teaching about race and racial bias in their classrooms. Twenty-four Montessori early childhood teachers participated in an open-ended survey, and five teachers of those 24 participated in a data-informed online semi-structured interview. The interviewees received an infographic with narrative and graphics in which themes of the survey were detailed, a form of graphic elicitation. Surveys and interviews were coded and analyzed for themes. Themes were verified through independent coding by an independent analyst. Several themes that emerged from the surveys and interviews indicated that 1) Montessori early childhood teachers generally hold a race neutral view of early childhood, 2) Most Montessori early childhood teachers believe that young children do not have bias, 3) Most Montessori early childhood teachers believe that teaching about race and racial bias is implicit in their Montessori training on culture, peace, and respect, 4) Montessori early childhood teachers did not receive explicit instruction from their Montessori training or education programs regarding teaching about race and racial bias, and 5) Most Montessori early childhood teachers supplemented their training with books or developed lessons outside of those obtained in training to teach about race. Reasons for participants' beliefs around race, racial bias, prejudice, young children, and teaching are discussed, as well as the implications of these outcomes. The results of this study were used to develop recommendations for Montessori teachers, Montessori teacher education programs, and national Montessori organizations. Recommendations for further research suggest that a broad examination of demographics along with data on how Montessori teachers are teaching about race and racial bias may yield pertinent information that could further guide educators and trainers.

Language: English

Published: St. Paul, Minnesota, 2018

Language: Italian

ISSN: 0390-2420

Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internazionale, [1957]

Abstract/Notes: Les écoles Montessori se multiplient dans tous les pays du monde. L’article s’appuie sur l’étude de l’auto-présentation d’une centaine d’écoles, pour montrer qu’elles sont très diverses. Dans un contexte d’accentuation du consumérisme scolaire et du développement de nouvelles classes moyennes des pays émergents soucieuses d’éducation, le succès international de cette pédagogie tient au fait qu’elle est fondée sur l’utilisation d’un matériel très concret qui la rend immédiatement compréhensible et qu’elle est, de toutes les pédagogies nouvelles, la moins subversive et la plus acceptable socialement. Surtout, cette pédagogie réussit à concilier des exigences qui semblent en partie contradictoires : en mettant à la fois l’accent sur les apprentissages académiques précoces et sur le bien-être et l’autonomie des élèves ; en se présentant aussi comme une pédagogie « de l’élite » mais accessible à tous et favorisant la réussite des plus défavorisés ; en conciliant enfin modernité et religion. [Montessori schools are multiplying in all countries of the world. The article is based on the study of the self-presentation of a hundred schools, to show that they are very diverse. In a context of accentuation of school consumerism and the development of new middle classes of emerging countries concerned with education, the international success of this pedagogy is due to the fact that it is based on the use of very concrete material which makes it immediately understandable and that it is, of all new pedagogies, the least subversive and the most socially acceptable. Above all, this pedagogy succeeds in reconciling requirements which seem in part contradictory: by emphasizing both early academic learning and the well-being and autonomy of the pupils; by also presenting itself as an “elite” pedagogy but accessible to all and promoting the success of the most disadvantaged; finally reconciling modernity and religion.]

Language: French

DOI: 10.4000/ries.6047

ISSN: 1254-4590

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: Este artículo aborda la pedagogía científica de Montessori y cómo con sus investigaciones y la creación de las casas de niños se formalizan e instalan en la escuela moderna discursos y prácticas médicas, biológicas, antropológicas y psicológicas en el campo de la pedagogía. Influenciada por las teorías de Lombroso y de Darwin, consideraba que el ser humano no era más que una célula compuesta por protoplasma y núcleo del tamaño de una décima de milímetro del cual proceden individuos muy diferentes entre sí. Por tanto, para realizar y entender las investigaciones prácticas de la antropología con fines pedagógicos, se requieren suficientes nociones de biología y del aporte de otras disciplinas con las cuales la pedagogía tiene afinidad. De ahí la importancia de mostrar y cuestionar los efectos de estos discursos y prácticas sobre la concepción de una pedagogía activa, lejana ya de la preocupación por la formación del niño en su relación consigo mismo, con el saber y con el mundo, enunciados pedagógicos que pierden vigencia en el funcionamiento de la escuela propuesta por Montessori. Para tal fin se toman como referencia algunos conceptos de Foucault (población, políticas, normalización, prácticas de saber) en la perspectiva de la noción de biopolítica. [This article deals with Montessori’s scientific pedagogy and how his researches and the creation of houses for children become official, as well as how discourses and medical, biological, anthropological and psychological practices are installed in the pedagogy field in modern schools. Influenced by the theories of Lombroso and Darwin, he considered that human beings were no more than a cell composed by a protoplasm and nucleus the size of a tenth of a millimeter, from where individuals who are very different from each other come from. This is why, in order to understand and carry out the practical researches of anthropology with pedagogical purposes, enough notions of biology are required, as well as the collaboration of other disciplines that work side by side with pedagogy. Thus the importance to show and question the effects of these discourses and practices regarding the conception of an active pedagogy, far from the concern for the child’s education in terms of his relationship with himself, knowledge and the world, pedagogical statements that lose validity in the operation of the school proposed by Montessori. For such purpose, some concepts from Foucault are taken as reference (population, policies, normalization, knowledge practices) in the perspective of the notion of bio-politics.]

Language: Spanish

ISSN: 0120-6680

Language: Polish

ISSN: 1896-2327, 2353-7787

Abstract/Notes: Bakalářská práce se zabývá možnostmi využití výtvarné výchovy v předškolním vzdělávání založeném na principu pedagogiky Marie Montessori. V teoretické části je představena Montessori pedagogika. Zabývá se důležitými principy alternativního proudu pedagogiky, jeho prvky a vzdělávacími oblasti, objasňuje též pojetí výtvarné výchovy v Montessori zařízení. V další část je věnována pojetí výtvarné výchovy v předškolním vzdělávání, jejím proudům a zaměřeno je na reflektivní, tvořivé a zážitkové pojetí vzdělávání, které je využito při tvorbě výtvarných činností. V praktické části je formou případové studie popsáno fungování výtvarné výchovy ve vybrané Montessori mateřské škole. Jsou realizovány vlastní výtvarné aktivity, které jsou inspirovány artefiletickým proudem výtvarného vzdělávání. Zaměřuje se na sebereflexi vlastního výtvarného projektu, formulaci konkrétních vzdělávacích problémů a nástrojů pro jejich zvládnutí. / The bachelor thesis deals with the possibilities of using art education in preschool education based on the principles of Maria Montessori pedagogy. The theoretical part presents the Montessori pedagogy method. It deals with the important principles of the alternative streams of educational system, it observes its features and the educational areas and clarifies the concepts of art education in Montessori schools. The next part of the thesis focuses on the usage of art education in preschool education and observes its streams and forms. It deals with the reflective, creative, and experiential form of education, which is applied when creating the art activities. The practical part of the thesis presents a case study describing the function of art education in a selected Montessori kindergarten. Several art activities were realized, using the inspiration from the artefiletic concept of art education. It focuses on self-reflection of one’s own art project and it defines particular educational issues as well as its tools how to manage them.

Language: Czech

Published: Prague, Czechia, 2021

Language: English

ISSN: 1071-6246

Abstract/Notes: Resumo A temática central deste artigo versa sobre o atendimento das Pessoas com Deficiência, busca-se deste modo inferir sobre algumas contribuições históricas a partir da pedagogia proposta por Paulo Freire e Maria Montessori. Apesar de em estudos preliminares Freire não ter tratado diretamente sobre o tema pessoa com deficiência, traz em suas obras um vasto material que dividiu barreiras entre a educação para poucos e a sua democratização. Freire (2013, p. 47) defende que a Educação é um processo em que o sujeito deve apreender através da sua vivência, não se evolui recebendo conhecimentos prontos, ou seja: “ensinar não é transferir conhecimentos, mas criar as possibilidades para a sua própria produção ou a sua construção”. Deste modo, permite-se estabelecer uma relação entre a pedagogia de Paulo Freire e a política educacional para as pessoas com deficiência, pois ambas desejam que todas as pessoas da sociedade tenham acesso à política de educação. Já a pedagogia proposta por Maria Montessori está inter-relacionada com a inclusão das pessoas com deficiência, uma vez que seus estudos inicialmente voltaram-se para a educação de crianças com deficiência intelectual.

Language: Portuguese

DOI: 10.15448/1677-9509.2020.1.36611

ISSN: 1677-9509