Language: English

ISSN: 2637-7179

Abstract/Notes: Проблема повышения уровня преподавания в сфере общего и профессионального образования является одной из наиболее значимых в современной педагогике. В связи с этим современные дидакты внимательно изучают наследие своих выдающихся предшественников, – педагогов прошлого. К числу таких ученых, оставивших неповторимый след в педагогической науке и практике, относится американская учительница Хелен Паркхерст (1886-1973). Статья написана в связи с 135-летием со дня рождения Х. Паркхерст.Американская учительница-новатор Хелен Паркхерст, наряду с Марией Монтессори, нарушила монополию мужчин на право считаться крупным ученым в области педагогики. Ее педагогическая деятельность включала в себя стремление к постоянному профессиональному самосовершенствованию, поиску новых путей в решении встававших перед ней педагогических проблем. Ее главным методическим достижением стала разработка Дальтон-плана, в соответствии с которым она успешно перестроила работу в одной из американских школ. Методическая новация Паркхерст получила одобрение со стороны вначале педагогов США, а затем повсюду в мире. В СССР в 1920-1930-х гг. этот метод также активно использовался, правда, без особого успеха. Применение Дальтон-плана в советской школе нашло отражение в ряде произведений художественной литературы (М. Г. Розанов, Н. И. Кочин). Методические идеи Хелен Паркхерст в наши дни крайне востребованы и активно используются в современной образовательной практике многих стран мира, в том числе в России. В то же время их позитивный потенциал еще не вполне изучен и освоен, поэтому наследие Х. Паркхерст заслуживает дальнейшего внимательного исследования дидактами и историками педагогики. / The problem of raising the level of teaching in the field of general and vocational education is one of the most significant in modern pedagogy. In this regard, modern didactic students are carefully studying the legacy of their outstanding predecessors, teachers of the past. The American teacher Helen Parkhurst (1886-1973) is one of these scientists who left an inimitable mark on pedagogical science and practice. The article was written in connection with the 135th anniversary of the birth of H. Parkhurst. The American teacher-innovator Helen Parkhurst, along with Maria Montessori, violated the monopoly of men on the right to be considered a major scientist in the field of pedagogy. Her pedagogical activity included the desire for constant professional self-improvement, the search for new ways in solving the pedagogical problems that confronted her. Her main methodological achievement was the development of the Dalton Plan, according to which she successfully restructured work in one of the American schools. The methodical innovation of Parkhurst was approved first by educators in the United States, and then all over the world. In the USSR in the 1920-1930s. this method was also actively used, however, without much success. The use of the Dalton plan in the Soviet school was reflected in a number of works of fiction (M. G. Rozanov, N. I. Kochin). The methodological ideas of Helen Parkhurst are extremely in demand these days and are actively used in modern educational practice in many countries of the world, including Russia. At the same time, their positive potential has not yet been fully explored and mastered, so the legacy of Helen Parkhurst deserves further careful study by didactics and historians of pedagogy.

Language: Russian

DOI: 10.32744/pse.2022.2.31

ISSN: 2307-2334

Abstract/Notes: SDG-4 is composed of seven outcome targets and three means of implementation, and early childhood education is one of them. It has been mentioned that by 2030, we should ensure that all children have access to quality early childhood upliftment, care, and pre-primary education so that children are p...

Language: English

Published: Hershey, Pennsylvania: IGI Global, 2022

ISBN: 978-1-66845-113-7

Abstract/Notes: Psikolojik dayanıklılık zorluklarla karşılaşan bireylerin mücadele etmesi ve bu mücadeleyi sürdürebilmesi adına önem taşımaktadır. Psikolojik dayanıklılığı yüksek olan bireyler karşılaştıkları zorluklardan kendilerine yarar sağlayabilen bireylerdir. Psikolojik dayanıklılık geliştirilebilen bir kişilik özelliğidir. Maria Montessori “Çocuğu çalıştım. Çocuğun bana verdiklerini aldım ve onları ifade ettim. İşte Montessori yöntemi budur.” cümlesi ile kendi adını verdiği yöntemini açıklamaktadır. Kendine has bir eğitim yaklaşımı olan Montessori felsefesi ile eğitim, çocuğu kendi kendine yetebilen bir birey olabilmesi için destekler. Bu araştırmada Montessori felsefesiyle eğitim alan çocukların psikolojik dayanıklılığı incelenmiştir. Bu çalışmada 24- 72 ay arasında 20 öğrenci gözlenmiş olup, psikolojik dayanıklılığı oluşturan etmenler incelenmiştir. Bu bağlamda Montessori felsefesi ile eğitim alan çocukların psikolojik dayanıklılıkları; girişkenlik- özgüven, yardım alabilme, öz-düzenleme, akran ilişkileri, sosyal yeterlilik, bağlanma, mutluluk, duygu kontrolü, doyum erteleyebilme ve problem çözme becerileri başlıkları altında incelenmiştir. Araştırma sonucunda Montessori felsefesiyle eğitim alan çocukların psikolojik dayanıklılıklarının daha yüksek olduğu gözlenmiştir. Ek olarak Montessori felsefesinin, çocukların kendi kararlarını verebilen, bu kararların sorumluluğunu alabilen, çalışma özgürlüğüne sahip, kendine yetebilen ve kendini ifade edebilen bireyler olmasına katkı sağladığı gözlenmiştir. / Psychological resilience is important for individuals who face difficulties and sustain struggle in their lives. Individuals with high psychological resilience are those who can benefit from the difficulties they face. Psychological resilience is a personality trait that can be developed. Maria Montessori describes the method which has its name from her as “I have studied the child; I have taken what the child has given me and expressed it, and that is what is called the Montessori Method” Montessori philosophy, which is a unique educational approach, supports the child to become a selfsufficient individual. In this study, it was aimed to investigate the effect of Montessori education philosophy on psychological resilience. This study was carried out by observing 20 students between 24-72 months and the factors that make up psychological resilience were examined. In this context, the psychological resilience of children who are educated with Montessori philosophy were discussed under these headings: assertiveness-selfconfidence, getting help, self-regulation, peer relationships, social competence, attachment, happiness, emotion control, satisfaction deferment and problem solving skills. As a result of the research, it was observed that children who were educated with Montessori philosophy had higher psychological resilience. In addition, it was observed that Montessori philosophy contributes to children being individuals who can make their own decisions, take responsibility for these decisions, have the freedom to work, are self-sufficient and can express themselves.

Language: Turkish

ISSN: 2717-9737

Language: English

ISSN: 1054-0040

Language: French

Published: Roma, Italy: Opera Montessori, 1949

Language: English

ISSN: 1071-6246

Abstract/Notes: Montessori Pedagogy, having as a founder M. Montessori, Italian physician and pedagogue, is one of the alternatives that entered Romania at the beginning of the 20th century, due to the opening of the occupants of those times. We present in this paper the evolution in Romania of Montessori pedagogy and educational alternative, from the beginning to the Second World War. We will refer to the interest that the ideas of M. Montessori have made, translations of her works in Romanian, as well as the writings of some Romanian specialists who have popularized and supported her. We will bring readers’ attention and involvement issues by attending conferences and training courses for teachers, by setting up the Montessori schools and the role of renowned personalities in the development of the Montessori alternative and the Montessori Association, an expression of the interest and appreciation.

Language: Italian

ISSN: 1971-1093, 1971-1131

Language: English

ISSN: 1470-8647

Abstract/Notes: Review of "Comprehensive Peace Education: Educating for Global Responsibility" by Betty Reardon

Language: English

ISSN: 1071-6246