Abstract/Notes: The article tackles the issue of mathematical education provided by teachers in the kindergartens run in the Montessori system. As empirical research has demonstrated, mathematical education in Montessori kindergartens proceeds correctly and effectively. The respondent teachers declared that they teach mathematical content very often. They use varied teaching methods and forms specific to the Montessori approach, giving preference to individual work with the developmental material. Such an educational situation guarantees that children completing their pre-school education in the Montessori system will have mastered preliminary mathematical skills (called mathematical intuitions) at an appropriate level and attained the maturity required for learning mathematics at the school level. / W artykule podjęto problem realizacji edukacji matematycznej przez nauczycieli w przedszkolach w systemie Montessori. Na podstawie przeprowadzonych badań empirycznych ustalono, iż edukacja matematyczna w placówkach Montessori przebiega prawidłowo i efektywnie. Badani nauczyciele deklarują dużą częstotliwość realizowania treści matematycznych. Stosują zróżnicowane metody i formy kształcenia właściwe dla pedagogiki montessoriańskiej, preferując indywidualną pracę dziecka z materiałem rozwojowym. Taka sytuacja edukacyjna gwarantuje dzieciom kończącym edukację przedszkolną w systemie Montessori opanowanie na właściwym poziomie wstępnych umiejętności matematycznych nazwanych matematycznymi intuicjami oraz osiągniecie dojrzałości do uczenia się matematyki na poziomie szkolnym.

Language: Polish

ISSN: 1896-4591, 2956-3992

Language: German

Abstract/Notes: Zusammenfassung. Fortschritte in Medizin und Pflegewissenschaft, demographische und rechtliche Umbrüche stellen die Pflegepädagogik vor neue Herausforderungen. Handlungsorientierung und Lehrende, die den Lern- und Entwicklungsprozess ihrer Lernenden fördern, sind gefragt. Eine Antwort auf diese Problemlagen in der Pflegeausbildung könnte ein altes, jedoch ungeahnt aktuelles pädagogisches Konzept liefern – die Montessori-Pädagogik, die vor allem über eine solidarische Lehrerpersönlichkeit implementiert werden kann. [Summary. Advances in medicine and nursing science, demographic and legal upheavals pose new challenges for nursing education. Action orientation and teachers who promote the learning and development process of their learners are in demand. An answer to these problems in nursing education could be provided by an old, but unexpectedly up-to-date pedagogical concept - Montessori pedagogy, which can be implemented primarily through a solidary teacher personality.]

Language: German

DOI: 10.1024/1861-6186/a000519

ISSN: 1861-6186

Language: Dutch

Published: Amsterdam, The Netherlands: Amsterdam University Press, 1999

ISBN: 90-5356-300-8 978-90-5356-300-7

Language: French

Published: Paris, France: Association Montessori de France, 1953

Language: English, Italian

Published: Rome, Italy: Opera Nazionale Montessori, 2006

ISBN: 88-88227-33-4

Language: German

Abstract/Notes: Nel panorama pedagogico italiano del XX secolo Maria Montessori è stata tra le figure femminili più interessanti. Ha interpretato con cura e perspicacia la figura del bambino, chiarendo il ruolo significativo che l’ambiente riveste nella sua formazione cognitiva ed emotiva e della sua mente “assorbente”. Punto di partenza dei suoi studi è stato Il metodo della pedagogia scientifica (1909), da cui è emerso in maniera evidente che la scienza doveva studiare il processo di formazione della personalità del bambino nella sua interazione sociale. La Montessori, ha rivendicato i diritti dell’infanzia di fronte al mondo degli adulti, evidenziando l’antico errore, dal punto di vista psicologico ed educativo, di far assumere al bambino atteggiamenti e abiti mentali che non siano conformi alla sua natura di bambino. A tal scopo, la studiosa organizzò il suo l’ambiente educativo, cioè la scuola dell’infanzia, come un luogo ideale in cui il bambino, in piena libertà di azione e opportunamente stimolato, potesse fare le sue esperienze formative. Una rilettura del pensiero di Maria Montessori ha reso possibile alcuni riscontri con problematiche pedagogiche attuali che hanno avuto riflessi nella Pedagogia contemporanea, per esempio, il rapporto tra ambiente e educazione, l’organizzazione del processo di insegnamento-apprendimento, l’uso di procedure, di tecniche e di materiali relativi ad un intervento pedagogico vero e proprio. [In the Italian pedagogical panorama of the twentieth century, Maria Montessori was among the most interesting female figures. She has interpreted the figure of the child with care and insight, clarifying the significant role that the environment plays in her cognitive and emotional formation and in her "absorbing" mind. The starting point of her studies was The Method of Scientific Pedagogy (1909), from which it emerged clearly that science had to study the process of formation of the child's personality in its social interaction. Montessori claimed the rights of childhood in front of the adult world, highlighting the ancient error, from a psychological and educational point of view, of making the child assume attitudes and mental habits that do not conform to her child's nature. For this purpose, the scholar organized her educational environment, that is the kindergarten, as an ideal place where the child, in full freedom of action and appropriately stimulated, could have his educational experiences. A re-reading of Maria Montessori's thought has made possible some feedbacks with current pedagogical problems that have had repercussions in contemporary Pedagogy, for example, the relationship between environment and education, the organization of the teaching-learning process, the use of procedures, of techniques and materials related to a real pedagogical intervention.]

Language: Spanish

DOI: 10.14516/fde.2015.013.018.002

ISSN: 1698-7802

Language: English

Abstract/Notes: Montessori spaces and materials have often been framed as “gender neutral” or devoid of gendering practices, but there is a lack of research that has critically engaged with gender in Montessori contexts. This chapter explores current efforts to bring gender and sexuality into the conversation in Montessori circles. Using Maria Montessori’s feminist legacy as a springboard, the need for a sustained engagement with contemporary feminist research to complicate understandings of gender is justified. By utilizing contemporary feminist lens, the gender-neutral status of Montessori materials is ruffled and gender within Montessori practice and theory is re-thought as performative, relational, multiple, situated, and complex.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks