Abstract/Notes: O presente relatório foi desenvolvido no âmbito da Prática de Ensino Supervisionada em Educação Pré-Escolar, integrada no Mestrado em Educação Pré- Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este estudo realizou-se com um grupo de vinte e quatro crianças com 4 anos de idade e a respetiva educadora, de um jardim-de-infância do distrito do Porto. Enquadrouse numa abordagem qualitativa, através de um estudo de caso, sendo a questão de partida orientadora da investigação: De que forma o método de Maria Montessori está presente na organização do ambiente educativo, ao nível do espaço e dos materiais no jardim de infância? Decorrente desta pergunta foram definidos objetivos e mobilizadas técnicas e instrumentos de recolha de dados: a observação participante, a análise documental, as notas de campo, o portefólio reflexivo e a entrevista à educadora cooperante. Assim sendo, foi possível concluir, que na instituição onde decorreu a pesquisa, a educadora cooperante sustentava algumas das suas intervenções educativas em princípios de Maria Montessori, ainda que de forma não consciente. Recorria, designadamente, a materiais e imagens, as mais reais possíveis e utilizava alguns materiais com inspiração no método Montessori na organização do ambiente educativo. Promovia atividades para trabalhar a educação do silêncio, a educação sensorial e a autonomia das crianças. Estas intervenções valorizavam a participação da criança e atribuíam-lhe centralidade no processo de ensino aprendizagem. Na linha da investigação-ação a estagiária teve uma intervenção junto do grupo de crianças sustentada em princípios do método de Montessori que passaram pela organização do ambiente educativo, utilização de materiais diversificados Montessorianos, nas atividades e situações pedagógicas que desenvolveu. Essa ação promoveu o desenvolvimento de várias áreas e domínios de desenvolvimento da criança, nomeadamente: a educação dos sentidos; a coordenação óculo-manual; a motricidade fina e grossa; a aquisição de habilidades para a vida diária; o desenvolvimento de competências de matemática e de linguagem oral e abordagem à escrita. [This report was developed within the scope of the Practice of Supervised Teaching in Pre-School Education, integrated in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. This study was carried out with a group of twenty-four 4-year-old children and their teacher, from a kindergarten in the district of Porto. It was framed in a qualitative approach, through a case study, with the starting question guiding the investigation: How is Maria Montessori's method present in the organization of the educational environment, in terms of space and materials in kindergarten? As a result of this question, objectives were defined and techniques and instruments for data collection were mobilized: participant observation, document analysis, field notes, the reflective portfolio and the interview with the cooperating educator. Therefore, it was possible to conclude that in the institution where the research took place, the cooperating educator supported some of her educational interventions in Maria Montessori principles, even if not consciously. She resorted, namely, to materials and images, as real as possible and used some materials inspired by the Montessori method in the organization of the educational environment. She promoted activities to work on the education of silence, sensory education and children's autonomy. These interventions valued the child's participation and attributed centrality to the teaching-learning process. In the line of action-research, the intern had an intervention with the group of children based on the principles of the Montessori method, which went through the organization of the educational environment, use of diverse Montessori materials, in the activities and pedagogical situations that she developed. This action promoted the development of several areas and domains of child development, namely: education of the senses; eye-hand coordination; fine and gross motor skills; the acquisition of skills for daily life; the development of math and oral language skills and approach to writing. Keywords: Method of Maria Montessori; Montessori educational environment; Child conception; Kindergarten in the activities and pedagogical situations he developed. This action promoted the development of several areas and domains of child development, namely: education of the senses; eye-hand coordination; fine and gross motor skills; the acquisition of skills for daily life; the development of mathematics and oral language skills and approach to writing. Keywords: Method of Maria Montessori; Montessori educational environment; Child conception; Kindergarten in the activities and pedagogical situations he developed. This action promoted the development of several areas and domains of child development, namely: education of the senses; eye-hand coordination; fine and gross motor skills; the acquisition of skills for daily life; the development of math and oral language skills and approach to writing.]

Language: Portuguese

Published: Porto, Portugal, 2021

Language: Italian

Published: Firenze: Giunti-Bemporad Marzocco, 1970

Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Language: Italian

Abstract/Notes: Reformpädagogik gilt bis heute als »magische Größe«. Ihre Anhänger verzaubert sie mit der eingängigen Formel: Nicht nur »naturgemäß« soll Erziehung sein, sondern auch wertschätzend, praxisnah und individuell. So verspricht sie Heilung (von falscher Pädagogik) und argumentiert scheinheilig: Sowohl »begradigen« als auch »überwinden« sind unverzichtbare Bestandteile ihres Kanons pädagogischer Leitbegriffe. Die Kindheitskonzepte von Maria Montessori und Ellen Key werden besonders dafür geschätzt, dass sie das »Leben« feiern. Dabei argumentieren sie mitunter allerdings wenig lebensbejahend. Besonders augenfällig ist, dass sie vor allem gesunde, normale und folgsame Kinder besonders wertschätzen. Der ideale Nachwuchs soll sowohl folgsam als auch unauffällig sein: Nicht jedes Kind ist aus sich heraus wertvoll. Daher appellieren sie an künftige Eltern, möglichst nur den richtigen Erbanlagen ins Leben zu verhelfen (was nicht zwangsläufig die eigenen sind). Überhaupt haben beide sehr konkrete Vorstellungen davon, wie Kinder sein müssen... und was passieren könnte, wenn sie nicht sind, wie sie sein sollen. [Reform pedagogy is still considered a »magic factor« today. She enchants her followers with the catchy formula: Education should not only be »natural«, but also appreciative, practical and individual. So she promises healing (from false pedagogy) and hypocritically argues: Both "straighten" and "overcome" are indispensable components of her canon of pedagogical guiding principles. Maria Montessori and Ellen Key's concepts of childhood are particularly valued for their celebration of "life." Sometimes, however, their arguments are not very life-affirming. What is particularly striking is that they particularly appreciate healthy, normal and obedient children. The ideal offspring should be both obedient and inconspicuous: not every child is valuable in and of itself. They therefore appeal to future parents to only help the right hereditary factors into life (which are not necessarily their own). In general, both have very specific ideas about how children should be... and what could happen if they aren't how they should be.]

Language: German

Published: Paderborn, Germany: Ferdinand Schöningh, 2013

ISBN: 978-3-657-77324-4 3-657-77324-X 978-3-506-77324-1

Language: German

ISSN: 0722-2513

Language: Spanish

Language: Korean

Published: Daejon, South Korea, 1998

Language: German

Language: Italian