Abstract/Notes: We explore the use of video and photo elicitation in a research study undertaken to understand the way in which preschool teachers perceive and construct their provision of children’s educational experiences. We explore the value of visually elicited interviews based on video footage and photographs captured during teaching and learning in four classrooms in two preschool settings in Kenya. Through visually elicited interviews, both the teachers and the researcher constructed meaningful conversations (interviews) to explore preschool teachers’ practical experiences and their beliefs, understanding and interpretation of developmentally appropriate educational practices. This paper targets the possible value of and contribution made by visual data generation procedures, as well as their inherent challenges, in order to add to the body of knowledge on visually elicited interviews.

Language: English

DOI: 10.15700/saje.v32n4a661

ISSN: 2076-3433

Abstract/Notes: An educational building must integrate smart building strategies to ensure indoor environmental quality. Thermal, acoustic, visual comfort and indoor air quality are to be considered, otherwise they can develop the sick building syndrome. Smart buildings solve this potential problem by providing a highly efficient living ambience that includes safety, comfort and a good quality of living/learning/working experience, that helps the users achieve their best possible performance. These buildings should integrate advanced technologies such as automated systems and the implementation of architectural skins, well and functional designed spaces and architectural features that act as active bioclimatic solutions. The following is a case study of an architectural project for an elementary and junior high school academic campus in the state of Nuevo León, Mexico that has to deal with the extreme climate conditions of the location, while applying the best alternative and bioclimatic strategies through the implementation of inmotics, a responsive architectural skin, sustainable construction systems and native vegetation. In doing so, a comprehensive environmentally friendly building is created, taking advantage of the surrounding natural conditions, using the latest environmentally oriented systems and technologies. The result is a healthy, safe, and productive space for its users that greatly benefits the teaching-learning process.

Language: English

DOI: 10.1051/shsconf/202110203003

ISSN: 2261-2424

Abstract/Notes: In the period 1880-1940 the education system of italian-speaking Canton Ticino was seeing pedagogical transfers coming from Italy. In a first period, the peagogical élite although deied that these pedagocal ideas came from Italy, using the terminological (and ideological) construction of “Metodo intuitivo” (i.e. Pestalozzi and Girard as the only fathers of the method). After 1910 the pedagogical influence of italian New Education (Montessori, Lombardo-Radice) grew more because the general interest in Ticino for italian culture grew with the movement for Defence of Ticino’s italian identity. World war 1 and fascism brought the New Education fellows in Ticino into a deep dilemma: their pedagogical ideas and actions were accepted only if accompanied by a total distance from any official italian political position. This was very difficult and led at the end to a growing total distance from Italy, even if the pedagogical élite tried to avoid the complete end of any cultural contact with Italy. The end cames with Abyssinia war and World war II that led to a total isolation of Ticino from Italy.

Language: German

DOI: 10.24452/sjer.40.1.5052

ISSN: 2624-8492

Abstract/Notes: The aim of this contribution is to show the “outdated” relevance of Montessori pedagogy in the “No Schoolbag” (Senza Zaino, or “SZ”) model. Adopting some fundamental elements of Montessori’s activism, this model advocates a school in the fullest meaning of Scholè, as a place for dialogue, development and work, otium and negotium, commitment to study and the pleasure of knowledge, where the discipline of freedom, as applied to experience and filtered by emotions, is indispensable. In doing so, it rejects the idea of school being based on educational intellectualism. Rather it is an indirect educational path in which the experience of reality, rather than empty words, shapes the child's mind, developing an inner order that originates from its external counterpart, with the result that the child feels like an active participant, belonging to a welcoming, hospitable and motivating community. Drawing on the Montessori theory, the “No Schoolbag” model positions itself as a pedagogy of our time, but endowed with an ancient, rigorous, inclusive, and supportive heart.

Language: English

DOI: 10.6092/issn.1970-2221/12199

ISSN: 1970-2221

Abstract/Notes: The pedagogical thought of Maria Montessori supports the multi-class as it is able to respect and care for the natural interests of children. From a series of interviews with the teachers of the multi-classes of some public schools in the upper Caserta area, it emerged how Montessori pedagogy offers valid and effective suggestions for teaching in the multi-classes. In particular, didactic continuity, heterogeneity, the teacher-director and the learner-actor, time management, reciprocal teaching represent the salient points of the Method embodied in the multi-classes.

Language: English

DOI: 10.6092/issn.1970-2221/12193

ISSN: 1970-2221

Abstract/Notes: This paper examines the thinking of Maria Montessori in relation to the contribution of other branches of educational science to the epistemological status of pedagogy. Specifically, it situates the interconnections between Montessori’s approach and medicine (primarily auxology and child neuropsychiatry) understood as a Naturwissenschaften, as well as the practical implications of this interrelatedness, within a heuristic framework that extends beyond the field of special education. Analysis of Montessori’s scientific output around the turn of the twentieth century is followed by a proposed outline of its present-day relevance, in terms of promising avenues of inquiry informed by Montessori’s initial ideas and educational work and recent neuropsychological research.

Language: English

DOI: 10.6092/issn.1970-2221/12161

ISSN: 1970-2221

Abstract/Notes: The article explores the educational value that Ellen Key (1849-1926), Rudolf Steiner (1861-1925) and Maria Montessori (1870-1952) attributed to children's stories. In the late nineteenth and early twentieth century these three important authors contributed to the renewal of the educational theories and practices. They dedicated a part of their pedagogical reflections to the educational meanings of children's stories; consider, e.g., the many pages of Ellen Key on children's literature, the recommendations of Rudolf Steiner on the educational relevance of fairy tales and mythology or, finally, Maria Montessori's reflections on fairy tales. The article examines these ideas from a historical and pedagogical point of view.

Language: English

DOI: 10.6092/issn.1970-2221/6374

ISSN: 1970-2221

Language: English

Language: English

ISSN: 0972-1851

Language: English