Abstract/Notes: The paper presents the results of theoretical and experimental research developed as part of the "Mitigation Risk Design" (MiRiDe) Workshop, provided by the School of Architecture, Urban Planning, Construction Engineering of the Politecnico di Milano on the theme of enhancing school spaces starting from participated projects (owner and designer enter into dialogue with users: teachers, children , parents and grandparents, attendants). The resumption of face-to-face teaching activities starting from last September (interrupted in February to activate health measures to contrast the spread of Covid-19) required a rethinking of the psycho-pedagogical dynamics and the training spaces. Starting from the National Guidelines implemented by the Italian Federation of Nursery Schools and following the pedagogical coordination meetings, it became clear the need to promote manipulative activities oriented to the personal experience of each child and to encourage collective and cooperative activities able to guarantee an adequate interpersonal distancing. The work underlines the most important phases of the experimentation started at the "San Michele" Kindergarten in Bellinzago Lombardo (Milan), which developed a participatory project on the theme of "Guarding and Cultivating" through the design of an educational garden. The paper is organized into five sections. The first section presents the San Michele school context, retracing its history and investigating the new needs due to the health emergency. The second section presents the multi-disciplinary research about the pedagogical principles underlying cultivation activities. Starting from the concise presentation of different cultural orientations, the work outlines the training features that characterize the experience of the garden in relation to the growth of the child. The third section explains how, from the identification of "good pedagogical practices", PEDAGOGICAL PRINCIPLES have been defined for the San Michele Garden. The project, inspired by Montessori pedagogy, highlights how the child needs to experience nature and not just study it. Contact with nature, sensory exploration, manual skills, manipulation, imitation of adult life are just some of the experiential activities that lend themselves to an educational space such as the didactic garden. The fourth section summarizes the research that emerged from the comparative analysis with training projects on the theme of cultivating the educational garden. Through maps, summary sheets, and thematic insights, the elements necessary for the construction of a pedagogical project for the educational garden are outlined. The fifth section presents the EDUCATIONAL PROJECT for the San Michele Garden, indicating the educational objectives, the training actions, and the analysis of "pilot experiences" capable of testing the effectiveness of the project. The conclusions underline how the phase of "pedagogical design" constitutes a significant step for the subsequent "architectural design". It will make it possible to modify spaces (starting from the tools of architecture), making them places marked by anthropological experiences for all the people who will inhabit the educational garden.

Language: English

Pages: 9222-9232

DOI: 10.21125/inted.2021.1926

ISBN: 978-84-09-27666-0

Abstract/Notes: Three groups of parents, ten who had chosen to homeschool their children, and twenty public school parents, ten who had sent their children to the Montessori program and ten who had sent their children to the regular program completed three locus of control measurements and a Q-sort on educational beliefs. Twelve parents were later interviewed. Homeschooling parents were found to feel more in control of their children's destiny and less controlled by chance and powerful others than were schooling parents. Montessori parents felt less controlled by chance than traditional parents. There were no differences in measures of internality. Results of the Q-sort indicated that subjects did not fall into readily identifiable liberal, moderate and conservative groups. The Q-sort, in fact, yielded four factors, one liberal factor focusing on 'self-actualization', one factor focusing on moral development and good citizenship, and one focusing on a challenging academic curriculum. The fourth factor was similar to the self-actualization factor but slightly more conservative. Factor I was comprised primarily of homeschoolers and Montessori parents, Factor II of only 'Christian' homeschoolers, Factor III of Montessori and traditional parents and Factor IV of traditional parents only. Interviews suggested that homeschooling parents were well-informed about child development and education while Montessori and Factor III traditional parents were well informed about child development.

Language: English

Published: Vancouver, Canada, 1989

Language: English

Published: Cardiff, Wales: Welsh Office, 1998

Language: English

Published: Cardiff, Wales: Welsh Office, 1998

Language: English

Published: Chicago, Illinois: W. E. Richardson, 1913

Language: Italian

Published: Firenze, Italy: Giunti-Bemporad Marzocco, 1970

Series: Per una scuola operativa

Abstract/Notes: This study analyses five educational projects in India that are supported by German Agro Action (GAA) and the European Union (EU) and are executed on the ground by Indian NGOs. Located in different geographical parts of India, the projects follow different ideological and pedagogical approaches. The study does not claim, especially given the size and diversity of Indian society, to represent the Indian educational situation as a whole. Rather, it intends to elucidate some alternative approaches adopted by the specific projects to overcome the existing shortcomings of the Indian primary educational system. Using a range of qualitative indicators pertaining to the educational philosophy of the organisations, their curriculum, pedagogy, relationship with the state, relevance, effectiveness etc. the study critically reflects on each of the project, each of which works in areas where educational facilities are not easily accessible. The study thus helps further understanding about how the deficiencies of primary education in India, with regard to the underprivileged sections of the Indian society in particular, can be innovatively addressed. It should be noted that all findings and interpretations are those of the study team and do not necessarily represent those of GAA.

Language: English

Published: Bonn, Germany, Nov 2006

Abstract/Notes: Selbsttätiges Lernen und die Annahme eines ‚inneren Bauplans‘ des Kindes sind zentrale Ideen der Montessoripädagogik. Die Aufgaben des Lehrers werden vor allem in der Vorbereitung der Lernumgebung und einer Lernbegleitung gesehen. Im Rahmen dieser Studie wurden Schülerinnen, Schülern und deren Eltern Fragen zur Bewertung des Unterrichts und des Schulklimas vorgelegt. In Form von intensiven Interviews und mit über 600 Fragebögen ist eine empirische Datenlage entstanden, die es in den Debatten um Reformpädagogikbisher nicht gab. Der Band dokumentiert zentrale Ergebnisse undbeschreibt eine empirisch-wissenschaftliche Basis für die weitere Diskussion der Vor- und Nachteile der Montessorischulen und deren Konzept.

Language: German

Published: Wiesbaden, Germany: Springer Fachmedien, 2013

ISBN: 978-3-531-18507-1

Abstract/Notes: The Erasmus+ KA201 project PEARL “Emotional Empathic Proximal Learning-Educational Environment” (2018-1-IT02-KA201-048515) is a project that aims to develop and validate an educational model, innovative and replicable at an international level, aimed at the very first childhood, 0–6 years, which favors the growth of children through an empathic and emotional proximal learning educational environment based on group activities. With PEARL Education Model, it is aimed to develop an emotional, emphatic and proximal learning environment. In this article, The PEARL Education Model, its features and experimental design of the project is introduced. To get more information about the project, visit: https://pearl-project.org/ webpage.

Language: English

Published: Ankara, Turkey, 2021

Abstract/Notes: Rabindranath Tagore and Maria Montessori were two great educationists of the two continents of the world. This study compared the ideals and practices of both these pioneers in the field of education. The objectives of the study were to analyze the similarities and differences in the educational philosophies of Rabindranath Tagore and Maria Montessori, to study the aims, curriculum and methods of education as propounded by them and to find out the relevance of their educational doctrines in the present day education system. Methodology: A philosophical and historical research was conducted by the researcher. The data were collected from the various primary and secondary sources. The collected data were analyzed by ensuring the internal and external criticism of the various sources. Findings of the Study: Tagore and Montessori’s educational thoughts were inspired by the static conditions of the then prevalent traditional educational systems. Their pedagogical approaches stressed on the needs and interests of the child. Rabindranath Tagore’s approach towards evolution of an educational philosophy was his vision as a poet and his institution was an extension of his work of art. Maria Montessori’s educational theory was based on science and her institution was a pedagogical laboratory for her. Rabindranath Tagore’s poetic vision enabled him to devise a unique learning environment at Santiniketan based on the concept of ancient Indian ideals. Rabindranath asserted his mission to promote global peace and universal brotherhood through the creation of Visva-Bharati. Through Sriniketan Tagore tried to address the needs of rural India. Maria Montessori through scientific observation evolved learning materials in a classroom environment that fostered children’s natural desire to learn from ‘Children’s House’. She developed the Montessori Method, which was eventually adopted throughout the world. Living through the years of violent war and political upheaval, also inspired her to espouse the cause of peace education. The conclusion that the researcher could draw from the study was that though the educational practices of both these educators were different, there are many parallel ideas in their educational ideals and thoughts. Their innovative methods of teaching are still relevant in the present day education.

Language: English

Published: Kolkata, India, 2017