Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: V magistrskem delu analiziramo nekatere značilnosti pouka matematike po pedagoških načelih pedagogike Montessori in predstavimo, kakšen odnos imajo učenci osnovne šole Montessori do pouka matematike. Magistrsko delo je razčlenjeno na teoretični in empirični del. V teoretičnem delu najprej predstavimo Mario Montessori, ki je z opazovanjem otrok začela spreminjati pogled na vzgojo, šolo in učenje ter razvila novo metodo poučevanja, metodo Montessorijeve. Spoznamo se z omenjeno metodo, s principi, ki so temeljni za vzgojo po metodi Montessori, spoznamo temelje pedagogike Montessori, kjer so otrok, odrasli in okolje med seboj enakovredno povezani. V nadaljevanju predstavimo delovanje osnovne šole Montessori. Posebno pozornost namenimo pedagogiki Montessori pri matematiki in primerjamo učna načrta javne osnovne šole in osnovne šole Montessori ter predstavimo razvojne materiale s področja matematike na predšolski stopnji, 1. in 2. triadi. Zadnji del teoretičnega dela namenimo predstavitvi nekaterih prednosti in omejitev pedagogike Montessori in iščemo podobnosti in razlike med konstruktivističnim načinom poučevanja z načinom poučevanja po metodi Montessori. V empiričnem delu analiziramo in interpretiramo rezultate opazovanja pouka, ki je bilo izvedeno med učenci druge in tretje triade (od četrtega do devetega razreda) osnovne šole Montessori. Zanimale so nas aktivnosti učitelja v splošnem in posebej med samostojnim delom učencev, aktivnosti učencev v splošnem in posebej med njihovim samostojnim delom, v kolikšni meri je prisotno medvrstniško učenje in kakšen je odnos učencev do pouka matematike. [The aims of the master’s thesis were to analyse some of the characteristics of mathematics education according to the pedagogical principles of Montessori pedagogy and present the attitude of Montessori elementary school students towards mathematics lessons. In the theoretical part, Maria Montessori, the person who developed a new teaching method – the Montessori method, was presented. Furthermore, the Montessori method, the fundamental principles of Montessori education and the foundations of Montessori pedagogy were presented. Next, the functioning of Montessori elementary school. A great attention was given to Montessori pedagogy in mathematics. The curriculums of public elementary school and Montessori elementary school were compared. Moreover, the Montessori mathematics materials at pre-elementary level, first triad and second triad were presented. In the final section of the theoretical part, some of the advantages and disadvantages of Montessori pedagogy were presented, as well as the similarities and differences between the constructivist teaching method and the Montessori method. In the empirical part, the results of the observed lesson that had been carried out among students of the second and third triad (from fourth to ninth grade) of Montessori elementary school were analysed and interpreted. The aims of the observation were to determine the teachers’ and students’ activities in general and during the students’ independent work, as well as the presence of peer learning. The research also focused on the attitude of students towards mathematics lessons.]

Language: Slovenian

Published: Maribor, Slovenia, 2018

Abstract/Notes: Also known by the title: Spontaneous Activity in Education.

Language: English

Published: Oxford, England: Clio, 1997

ISBN: 1-85109-114-9

Series: The Clio Montessori series , 9

Volume: 1 of 2

Language: English

Published: Oxford, England: Clio, 1991

Edition: 1st Clio ed.

ISBN: 1-85109-114-9 978-1-85109-114-0

Series: The Clio Montessori series , 9

Volume: 1 of 2

Language: Finnish

Published: Helsinki, Finland: University of Helsinki, 2003

Language: Hungarian

Published: Veszprém, Hungary: Nodus, 1995

ISBN: 963-04-1978-5 978-963-04-1978-9

Abstract/Notes: The goal of the article is to provide theoretical justification of the speech and language development multistructural model, analyse speech therapists’ opinion about the significance of various language development preconditions in the child’s speech and language development, as well as justify application options of the multistructural model in the Montessori pedagogy aspect. In Latvia every second or third pre-school aged child has insufficient or impaired speech and language development. Assessing the child’s language development, it has to be taken into account how it is influenced by the combination of different endogenous and exogenous factors, which lie into a diverse mutual interaction. The interaction model of factors in each individual case is different and it determines the individual character of the child’s language development process. The speech or language impairment is not quite often the leading (primary) symptom, but as a part of an illness, specific psychological or socially economic condition and is considered as a secondary phenomenon. In order to state all possible causes of the language development delay or impairment, their possible interaction and to work out an appropriate correction and development plan, the peculiarities of the speech and language development multistructural model of each individual case have to be found out. Understanding the reasons of the insufficient language development or impairment and their elimination, reduction or compensation guarantees a more efficient pedagogic or speech therapy correction process. However, teachers or speech therapists do not always observe it in their professional work, as still the main attention is being paid to the expressions of development insufficiency or impairment and not to the causal identification and decrease of their negative impact. Montessori pedagogy is as one of the methods, in which the holistic approach is implemented in the educational and also correction process, and thus also the speech and language development multistructural model.

Language: English

Published: Sakarya, Turkey: ICLEL Conferences, Sakarya University Faculty of Education, 2016

Pages: 429-437

ISBN: 978-605-66495-1-6

Abstract/Notes: L’opera di Maria Montessori è da tempo al centro di un vasto movimento di interesse internazionale, attualmente in ulteriore espansione, all’interno del quale è possibile cogliere direzioni di ricerca e linee di dibattito di notevole interesse, sia sul piano teorico, sia su quello più propriamente applicativo. Il volume presenta un quadro aggiornato della ricerca teorica e sperimentale sulla pedagogia montessoriana finalizzato a far emergere le dimensioni applicative meno esplorate dell’opera della pedagogista italiana. Il Centro di Studi Montessiani (Cesmon), costituito presso il Dipartimento di Scienze dell’Educazione dell’Università Roma Tre, sviluppa linee sistematiche di ricerca finalizzate sia alla raccolta e all’analisi di dati relativi alle applicazioni della pedagogia montessoriana, sia alla organizzazione di fonti e di documenti utili all’approfondimento delle conoscenze su di essa. Il Centro realizza iniziative di carattere scientifico e didattico rivolte agli studenti della Facoltà di Scienze della Formazione, agli insegnanti, agli studiosi interessati. Da due anni cura la realizzazione di un Corso di perfezionamento post lauream che si propone di approfondire le prospettive culturali e curriculari della pedagogia montessoriana nei contesti istituzionali attuali.

Language: Italian

Published: Milano, Italy: Franco Angeli, 2005

ISBN: 88-464-7090-7 978-88-464-7090-4

Language: German

ISSN: 0944-2537