Abstract/Notes: Adolescents' school engagement is related to continuities and discontinuities in learning notions between various contexts (e.g., school, home, peer groups). Learning notions are the prevalent ideas in a context about appropriate learning goals, contents and means. It has remained unclear how adolescents' learner identities mediate the role that (dis-)continuities play in adolescents' school engagement. To advance insight into adolescents' school engagement, we examined what relations could be found between various contextual (dis-)continuities in learning notions adolescents with diverse levels of school engagement experience and their learner identities. Our comparative case study suggests that especially (dis-)continuities regarding notions of what it entails to be a good learner and the importance of being one between the school context on the one hand, and the contexts of home and peer groups on the other inform students' school-related learner identities. The present study implies that adolescents' school engagement can be fostered by building continuities between school and home in the appreciation of students' efforts and by making them resilient to unconstructive learning notions in home and peer group contexts.

Language: English

Abstract/Notes: While emotion recognition is shaped through social interactions from a child's early years through at least late adolescence, no emphasis has thus far been given to the effects of daily experiences at school. We posited that enriched, more diverse, and less competitive social interactions fostered by some pedagogical practices may contribute to emotion recognition processes in children. Here, we investigated differences in emotion recognition among schoolchildren experiencing the Montessori versus traditional practices. Children performed two tasks; one measuring the impact of social context on fear-surprise perception, and one measuring their bias toward happiness or anger. Results suggest that children experiencing traditional practices show a higher sensitivity to fear-recognition, while children attending Montessori schools show a higher integration of social cues and perceive expressions of happiness for longer durations. Such preliminary findings call for replication and further research to determine which pedagogical features from the Montessori method may explain these effects.

Language: English

DOI: 10.1016/j.learninstruc.2020.101353

ISSN: 0959-4752

Abstract/Notes: Pre-school programs give children an edge in a competitive world and education climate. It teaches children the basic skills necessary to be successful in formal schooling. Pre-schools provide children a good foundation for continued learning, communication, higher self-esteem and enjoyment of the learning process. Pre-schools have the important task of giving children numerous and varied opportunities to promote children’s development during the formative years including physical development, social development and literary competence. Literary competences open the door to academic learning and help ensure later success in school. The present study was conducted to elicit information on the approaches adopted by pre-schools to foster literary skills among pre-schoolers in Bangalore city. A representative sample of 30 preschool centres were surveyed - 9 Montessori, 8 kindergarten, 8 play-way and 5 crèches. After an introductory session in the preschool centres, a self-developed questionnaire was distributed to the preschool teachers to elicit information on the approaches adopted by pre-schools to foster literary skills among pre-schoolers. Analysis of data obtained indicated that the preschools surveyed had no adequate approaches to foster literary skills in pre-schoolers. Also the preschools surveyed had no adequate library facilities.

Language: English

ISSN: 1930-2940

Abstract/Notes: Oggetto di analisi del presente saggio sono le annate del settimanale L’Alleanza, fondato a Pavia da Carmela Baricelli, una professoressa di Cremona, che intendeva, tramite il giornale, favorire un’alleanza di genere tra le donne, andando oltre gli schieramenti politici. Grazie alla sua intraprendenza, il giornale ebbe una durata maggiore rispetto a quella di testate analoghe, sorte in quel periodo, riscontrando una discreta diffusione nazionale in quanto si proponeva, a livello ufficiale, quale organo di collegamento tra i diversi comitati pro-suffragio. Come emerge da questa indagine, la rivista si caratterizzò non solo quale importante luogo di confronto fra le donne in merito alle questioni emergenti dell’emancipazionismo del tempo, ma anche come strumento di formazione e di autoformazione delle lettrici, in quanto queste risultavano essere, in molti casi, autrici di articoli, bozzetti, racconti, oltre ad apprendere le regole e le modalità per partecipare a congressi e ad assemblee. Dalle pagine del periodico emerge come un’intera generazione di donne abbia affrontato l’ampio spettro delle tematiche della cosiddetta «questione femminista». E ciò da parte delle esponenti più note (Maria Montessori, Teresa Labriola, Emilia Mariani e altre), come da parte di altre meno note, di cui si conosce assai poco sotto il profilo biografico, ma che hanno comunque offerto un apporto fondamentale al dibattito sorto all’interno della rivista. [This essay examines the annual issues of the weekly magazine L’Alleanza, which was founded in Pavia by Carmela Baricelli, a teacher from Cremona, whose aim was to use the magazine to promote a gender alliance among women, beyond different political parties. Thanks to her resourcefulness and self-initiative, the magazine lasted longer than other similar publications of the time, achieving a good national circulation, as it officially put itself forward as a “liaison body” for the various pro-suffrage committees. As this research points out, L’Alleanza was not only an important forum on which women could discuss the emerging emancipationist issues of the time, but also a training and self-education tool for its readers who, in many cases, wrote articles, short news items and stories, at the same time learning rules and procedures for participating in congresses and assemblies. The pages of the journal reveal how an entire generation of women dealt with the broad spectrum of themes associated with the “Feminist issue”: not only the leading figures of the time (Maria Montessori, Teresa Labriola, Emilia Mariani and others), but also those less well known, about whom we have very little biographical information, but who nevertheless made a fundamental contribution to the debate generated in the journal.]

Language: Italian

DOI: 10.4000/laboratoireitalien.6915

ISSN: 1627-9204, 2117-4970

Language: French

ISSN: 0014-200X

Language: German

DOI: 10.1024/2235-0977/a000335

ISSN: 2235-0977

Abstract/Notes: Studies on the development of creativity have highlighted the impact of learning environments. In particular, pedagogical approaches are hypothesized to differ concerning their emphasis on individual initiative, and action-based learning. A semi-longitudinal study was conducted during two consecutive years with 210 children in elementary schools with traditional and alternative pedagogical approaches. Our results highlight (1) an influence of pedagogy on children's creative performance; (2) a positive influence of alternative pedagogy on creative development from year 1 to year 2 mainly for Montessori school. Children's creative performance was influenced not only by the type of task but also by the type of school.

Language: English

DOI: 10.1016/j.lindif.2007.11.009

ISSN: 1041-6080

Abstract/Notes: In the 19th century the references concerning the education in the early years of infants took 2 different orientations. One uses an “educational mother” as the model. Between the love and limits that she offers her child, she brings a moral education. In the other reference, the educator, very respectful to the dynamic of the child, intervenes as little as possible. The objective is that he conquers autonomy and learns a sense of responsibilities. Two educated women are representative of these 2 tendencies: On one hand Pauline Kergomard (preschool inspector 1838–1925), author of “the motherly education at school”, in her teaching to school principals, presents as a reference the “comprehensive and devoted mother” taking care of the physical intellectual and moral development of children. In this case she represents more the dimension of “care”. On the other hand, Maria Montessori, (Italian pedagogue, 1870-1952) author of "scientific education”, is going to impute little by little her ideas based on the fact that the child has the necessary qualities to grow on his/her own. So according to the educator with just creating a high-quality environment in order to enable the child to find the extract to grow up and be the autor of their own evolution. We consider her to represent the concept of education, resulting from a method. We have presented the essence of both authors convictions. Alter restoring them in their context, we will confront them to see in what degree these methods are opposed or not, in the sense of seeing how they complete and intervene with each other. Our idea is to make use of the analysis of both orientations and develop to what point care is indispensable to the quality and the education of child and more over at the present time. Au XIXe siècle les références concernant l’éducation de la petite enfance ont pris deux orientations différentes. L’une donne comme modèle la mère éducatrice. Dans l’autre référence, l’éducatrice très respectueuse de la dynamique de l’enfant, intervient le moins possible. Deux femmes pédagogues sont représentatives de ces courants : D’une part, Pauline Kergomard (inspectrice des écoles maternelles, 1838-1925) auteur de « L’éducation maternelle à l’école » présente comme référence « la mère intelligente et dévouée » ; elle représente plutôt la dimension « soin ». D’autre part, Maria Montessori (pédagogue italienne,1870-1952) auteur de « La pédagogie scientifique » va peu à peu imposer ses idées basées sur le fait que l’enfant possède les qualités nécessaires pour grandir par lui-même. Nous la considérons comme représentant le concept d’éducation fruit d’une méthode. Notre propos est de nous servir de l’analyse de ces deux orientations pour dévoiler combien les soins sont indispensables à la qualité de l’éducation même.

Language: French

ISSN: 1283-8594

Language: English

DOI: 10.1177/002383098703000304

ISSN: 0023-8309

Abstract/Notes: C’est au cours de la fin du XIXe et de la première moitié du XXe siècle que s’est constituée en France une véritable psychologie du toucher, dont l’apport est souvent méconnu. L’intérêt pour ce sens généralement considéré comme mineur provient de deux sources, l’une d’origine éducative pratique et l’autre expérimentale et fondamentale. Sur le plan éducatif, les deux praticiens pionniers que furent Valentin Haüy et Louis Braille ont voulu faire accéder les enfants aveugles à l’instruction et la scolarisation. Ils ont donc recherché des procédés d’écriture en relief compatibles avec les propriétés fonctionnelles du toucher, propriétés qu’ils ont mises en partie en évidence. L’autre origine de ces études sur le toucher se trouve, grâce à Henri Piéron et à ses associés, dans le développement de la psychologie expérimentale et des méthodes de mesure psychophysique des sensations. La sensibilité cutanée et plus généralement somesthésique a fait l’objet au début du XXe siècle de différents travaux de laboratoire sur des adultes voyants, et ces travaux ont complété les recherches sur la vision et l’audition, bien plus nombreuses. Dans le présent article, nous décrivons l’apport de ces deux courants de recherche qui ont d’abord progressé indépendamment l’un de l’autre, puis qui ont fusionné en France à partir de la fin de la Seconde Guerre mondiale. [During the end of the 19th century and the first half of the 20th century, a psychology of touch emerged in France as a result of educational motivations and of the development of academic experimental psychology. Educational motivations concerned mainly two practitioners, Valentin Haüy and Louis Braille, who worked with blind people and informally searched for methods allowing blind children to be schooled and to read through raised-line alphabets adapted to the functional properties of touch. On the other hand, the development of experimental psychology and psychophysics led researchers (mainly Henri Piéron and his associates) to work on the analysis of cutaneous and somaesthetic sensations and perceptions of sighted adults. These two directions of research developed first independently in France until the end of the Second World War. By this time, they became associated and experimental research on the tactile modality was conducted both on blind and sighted children and adults. In the present article, we describe this evolution of the works on touch.]

Language: French

DOI: 10.4074/S0003503311004040

ISSN: 0003-5033