Language: English

Abstract/Notes: Vad har en förändrad barndom för betydelse för yngre barns lärande och utbildning? Denna rapport försöker förstå och förklara denna betydelse med hjälp av forskare från forskningsfältet Barndom, lärande och ämnesdidaktik på Lärarutbildningen på Malmö högskola. I rapporten tas begreppen barndom, lärande och ämnesdidaktik upp som sammanflätade och ömsesidigt relaterade till varandra. I fem olika artiklar presenteras: Förskolans ledarskap i en nystartad förskola ; Hur dokumentation och bedömning i förskolor med olika pedagogiska inriktningar kan se ut ; En översikt över historiedidaktisk forskning med inriktning mot yngre barn ; Svenskämnesundervisningens innehåll i skolans tidigare år ; En kartläggning av forskning om de yngre barnen i det idrottsvetenskapliga intresseområdet [What does a changed childhood mean for younger children's learning and education? This report attempts to understand and explain this significance with the help of researchers from the research field Childhood, learning and subject didactics at the Teacher Education at Malmö University. The report addresses the concepts of childhood, learning and subject didactics as intertwined and mutually related to each other. Five different articles are presented: Preschool leadership in a newly started preschool; What documentation and assessment in preschools with different pedagogical orientations can look like; An overview of history didactic research with a focus on younger children; The content of Swedish subject teaching in the school's previous years; A survey of research on the younger children in the sports science area of interest]

Language: Swedish

Published: Malmö, Sweden: Malmö högskola, 2010

Series: Rapporter om utbildning , 1

Language: English

Published: New York, New York: American Montessori Society, 1971

Edition: 5th ed.

Abstract/Notes: Describes evolution of the Montessori perspective as Montessori adolescent programs attempt to reinforce the elementary and early childhood stages. Asserts that although development of these programs is experimental and undefined, a crystallization point around the whole of Montessori may occur amid diverse implementation. Asserts that Montessori principles rest in life principles and that the Montessori community must realign its schools to the fundamental service and rhythm of all life. (Author/KB)

Language: English

ISSN: 1522-9734

Abstract/Notes: Dal volume degli Atti dell'VIII Congresso Internazionale Montessori, svoltosi a S. Remo dal 22 al 29 agosto 1949 sul tema: "La formazione dell'uomo nella ricostruzione mondiale", edizione "Opera Montessori", Roma 1950, riportiamo la relazione della signorina Lina Wikramaratne, rappresentante dell'Associazione Internazionale Montessori di Ceylon (India). [From the volume of the Proceedings of the VIII Montessori International Congress, held in San Remo from 22 to 29 August 1949 on the theme: "The formation of man in world reconstruction", "Opera Montessori" edition, Rome 1950, we report the report of the young lady Lina Wikramaratne, representative of the Association Montessori Internationale of Ceylon (India).]

Language: Italian

Published: Roma, Italy: Comitato italiano dell'OMEP, 1967

Abstract/Notes: Der Forschungsstand zu Montessori-Schulen wurde gelegentlich so zusammengefasst, dass den Montessori-Schülern durch alle Schulstufen hindurch in den meisten Schulfächern ein Leistungsvorsprung attestiert wurde. Eine nähere Überprüfung ergibt, dass dies kaum evidenzbasiert ist, wurden doch in drei von sechs vorliegenden Studien keine wesentlichen bzw. keine konstanten Unterschiede zugunsten der Montessori-Schüler festgestellt, und auch in den anderen drei Studien konnten Leistungsvorteile für die Montessori-Schüler meist nur im mathematischen Bereich nachgewiesen werden. Dieser tendenzielle mathematische Vorteil wird oft mit dem Einsatz spezieller anschaulicher und sinnlich erfahrbarer Arbeitsmaterialien erklärt, die typischer Weise in der Montessori-Pädagogik Verwendung finden. Die Stärken der Montessori-Schulen scheinen aber insgesamt eher im Bereich des überfachlichen Lernens und der Gestaltung zufriedenstellender Lernsituationen zu liegen. Hier zeigen die Studien relativ übereinstimmend deutliche Vorteile zugunsten der Montessori-Schulen. [The state of research on Montessori schools has occasionally been summarized in such a way that Montessori students at all school levels were attested a performance advantage in most school subjects. A closer examination reveals that this is hardly evidence-based, as no significant or constant differences in favor of the Montessori students were found in three of the six available studies, and in the other three studies as well, performance advantages for the Montessori students could mostly only be proven in the mathematical field. This tendential mathematical advantage is often explained with the use of special, clear and sensual working materials that are typically used in Montessori pedagogy. Overall, however, the strengths of the Montessori schools seem to lie more in the area of ​​interdisciplinary learning and the design of satisfactory learning situations. Here, the studies show relatively consistent clear advantages in favor of the Montessori schools.]

Language: German

Published: Wiesbaden, Germany: Springer, 2018

ISBN: 978-3-658-07491-3

Language: English, Italian

Published: Roma, Italy: Ente Opera Montessori, 1950

Language: English

Published: Northampton, England, 2021

Abstract/Notes: In 2002, Cincinnati Public Schools (CPS) adopted a policy committing itself to develop all schools in the district as community learning centers. In Pleasant Ridge, one of Cincinnati's most racially and socio-economically diverse neighborhoods, the community set itself to the task of rebuilding what had been a failing school that reflected little of the neighborhood's diversity. After-school programming to provide extracurricular opportunities emerged as a top priority, as did health and wellness services. Another priority was the development of the Pleasant Ridge school facility as an environmentally sound and sustainable "green" building. Yet, despite the promise of an environmentally cutting-edge school and partnerships ranging from the YMCA to various health providers, all of this was not sufficient to attract new families to the school. And so, just as the environmental enthusiasts were leading a grassroots effort to dramatically change the plans for the physical facility, a group of young parents became involved in challenging the academic program. This group, mostly parents of infants and toddlers, asked themselves, "What would it take for us to send our children to this new school?" Their collective answer was a conversion to a Montessori program.

Language: English

ISSN: 1054-0040

Abstract/Notes: En el presente trabajo se describen y comparan los niveles de adaptación, ansiedad y autoestima registrados en 72 alumnos de escuela tradicional y 65 de escuela Montessori de la ciudad de Puebla, de entre 9 y 12 años de edad. No habiendo encontrado diferencias estadísticamente significativas en las tres variables estudiadas entre estas dos escuelas, es dado concluir que tanto la adaptación, como la ansiedad y la autoestima son fenómenos determinados por una multiplicidad de factores tanto internos (inteligencia, personalidad, maduración, aptitudes, actitudes, entre otros.), como externos (familia, escuela, sociedad, cultura), que actúan interrelacionados. Así mismo se establecen las correlaciones existentes entre adaptación, ansiedad y autoestima. Se describen, además, los análisis factoriales aplicados a los tres instrumentos psicométricos utilizados en esta investigación, ya que dos fueron generados en España y otro en Estados Unidos de América. Se recomienda que, ante la escasez de instrumentos psicométricos construidos y validados en nuestro país, se promuevan investigaciones que tengan como fin la producción y difusión de tests en México, lo que permitirá realizar estudios confiables y válidos en el campo de la Psicología. [In this work, the levels of adaptation, anxiety and self-esteem registered in 72 students from a traditional school and 65 from a Montessori school in the city of Puebla, between 9 and 12 years of age, are described and compared. Not having found statistically significant differences in the three variables studied between these two schools, it is possible to conclude that both adaptation, anxiety and self-esteem are phenomena determined by a multiplicity of internal factors (intelligence, personality, maturation, aptitudes, attitudes , among others.), and external (family, school, society, culture), which act interrelated. Likewise, the existing correlations between adaptation, anxiety and self-esteem are established. The factor analyzes applied to the three psychometric instruments used in this research are also described, since two were generated in Spain and another in the United States of America. It is recommended that, given the shortage of psychometric instruments built and validated in our country, research is promoted aimed at the production and dissemination of tests in Mexico, which will allow reliable and valid studies in the field of Psychology.]

Language: Spanish

Published: Cholula, Mexico, 2010