Language: Italian

ISSN: 0042-7241

Abstract/Notes: Il contributo ha un taglio storico con attenzione all’attualità e si occupa della pedagogia montessoriana, che è recentemente al centro di un dibattito vivace in Italia e di nuove sperimentazioni. Esso vuole mostrare il notevole valore etico e sociale presente nella proposta di Maria Montessori: un valore che attualmente è un po’ trascurato a livello divulgativo, perché la concezione montessoriana viene ridotta in alcuni casi a un metodo didattico (arredi a misura di bambino, materiali scientifici, maestra unica). Per questo motivo, l’autrice del contributo analizza il Discorso inaugurale in occasione dell’apertura di una Casa dei bambini nel 1907, scritto e pronunciato da Maria Montessori, focalizzandosi su alcuni temi. Il primo tema è quello degli spazi: il Discorso mette in luce come Montessori pensava al valore simbolico e sociale delle Case dei bambini e alla loro importanza per il recupero di situazioni di degrado e di miseria. Il secondo tema è quello del profilo professionale della maestra: le parole di Montessori mostrano come l’insegnante ha una importante funzione sociale ed è la persona che cresce i futuri cittadini favorendone la consapevolezza critica attraverso una relazione fondata sull’autonomia. Una rilettura dell’opera montessoriana in questa luce ci sprona anche a rivedere le proposte di altri pensatori della nostra storia culturale non come metodi didattici, pur innovativi e interessanti, ma anche e soprattutto nel loro messaggio sociale. Questa prospettiva appare sempre più urgente e doverosa in un’epoca come la nostra, che si trova ad affrontare problemi molto gravi riguardo alle condizioni dell’infanzia. [The contribution has a historical focus with attention to current affairs and deals with Montessori education, which has recently been at the centre of a lively debate in Italy and new experiments. It wants to show the remarkable ethical and social value present in the proposal of Maria Montessori: a value that is currently somewhat neglected at the level of popularization because the Montessori concept is reduced in some cases to an educational method (child-friendly furnishings, materials and methods, single teacher). For this reason, the author of the contribution analyzes the inaugural speech on the occasion of the opening of a Children's Home in 1907, written and pronounced by Maria Montessori, focusing on some themes. The first theme is that of spaces: the Discourse highlights how Montessori thought of the symbolic and social value of the homes of children and their importance for the recovery of situations of degradation and misery. The second theme is that of the professional profile of the teacher: the words of Montessori show how the teacher has an important social function and is the person who grows future citizens, encouraging critical awareness through a relationship based on autonomy. A reinterpretation of the Montessori work in this light also encourages us to review the proposals of other authors of our cultural history not as educational methods, although innovative and interesting, but also and above all in their social message. This perspective appears ever more urgent and necessary in our age, which is facing very serious problems concerning the conditions of childhood.]

Language: Italian

DOI: 10.5902/1984644434579

ISSN: 1984-6444

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, [1963]

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, [1957]

Abstract/Notes: Speech delivered by author on October 13, 1956 at the 4th National Study Conference (Venice, Italy).

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, 1957

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: We examined whether kindergarten teachers' ratings of children’s prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Our goal was to determine unique associations over and above other important child, family, and contextual characteristics.Methods. Data came from the Fast Track study of low–socioeconomic status neighborhoods in 3 cities and 1 rural setting. We assessed associations between measured outcomes in kindergarten and outcomes 13 to 19 years later (1991–2000). Models included numerous control variables representing characteristics of the child, family, and context, enabling us to explore the unique contributions among predictors.Results. We found statistically significant associations between measured social-emotional skills in kindergarten and key young adult outcomes across multiple domains of education, employment, criminal activity, substance use, and mental health.Conclusions. A kindergarten measure of social-emotional skills may be useful for assessing whether children are at risk for deficits in noncognitive skills later in life and, thus, help identify those in need of early intervention. These results demonstrate the relevance of noncognitive skills in development for personal and public health outcomes.

Language: English

DOI: 10.2105/AJPH.2015.302630

ISSN: 0090-0036, 1541-0048

Abstract/Notes: Partiendo de la premisa del déficit de infraestructura educativa de la localidad de Kennedy y de la deserción escolar dentro de la misma, el proyecto busca contribuir a la solución del problema de oferta acrecentado por la implementación de la jornada única en algunas instituciones educativas, dando prioridad a la continuidad en el proceso educativo de niños y niñas , para ello se plantea a partir de la necesidad de infraestructuras que permitan desarrollar un modelo pedagógico que atraiga a niños y niñas durante sus primeros años de vida a la continuidad de sus saberes con entusiasmo y ánimo de emprendedores, por ello se propone el “modelo pedagógico de María Montessori”. Para finalizar lo que se espera del proyecto dentro del sector, es que se pueda implementar el modelo pedagógico mencionado y así se genere un impacto social que es medible en los siguientes aspectos: innovación, participación de la comunidad, incremento del interés en los procesos educativos, para que a partir de esto se vea reflejado en la mejoría de infraestructuras, aumento de cupos escolares mejorando así la calidad de la educación. [Starting from the premise of the deficit of educational infrastructure of the town of Kennedy and the school dropout within it, the project seeks to contribute to the solution of the supply problem enhanced by the implementation of the single day in some educational institutions, giving priority to the continuity in the educational process of boys and girls for it arises, from the need infrastructures that allow to develop a pedagogical model that attracts children during their first years of life to the continuity of their knowledge with enthusiasm and encouragement of entrepreneurs, for that reason the "pedagogical model of Maria Montessori" is proposed. To finish what is expected of the project within the sector is that the aforementioned pedagogical model can be implemented and thus generate a social impact that is measurable in the following aspects: innovation, community participation, increased interest in educational processes, so that from this it is reflected in the improvement of infrastructures, increase of school quotas thus improving the quality of education.]

Language: Spanish

Published: Bogotá, Colombia, 2019

Abstract/Notes: The goal of this qualitative thesis was study how Montessori pedagogy meets social guidance and social rehabilitation in a mental health rehabilitation housing unit. Upbringing, as a concept, was a uniting factor. The goal was to develop client work and make tacit knowledge visible through theory. By strengthening and supporting tacit knowledge, opportunity is given to the birth of new ideas thus increasing deliberation in work life. This thesis discusses socio-pedagogical work orientation, where theory and practice are combined forming an entirety, practical science. The theoretical base creates a prerequisite to the development of knowledge in practice. The thesis was done in collaboration with a working unit and empirical research material was gathered through interviewing personnel with a semi-structured questionnaire format. The questions were based on the six basic principles of the Montessori pedagogy. The meeting was seen in practice from the patients perspective, through observing natures significance and functionality in different ways. Instead, there was no meeting with customers involved in active assessment and documentation. Interviewees felt that tacit knowledge received theoretical background and interviews generated ideas. The pedagogical principles of the Montessori method often meet the principles of social guidance and social rehabilitation, and thus this study is applicable in many different operational environments. / Tämän kvalitatiivisen opinnäytetyön tarkoitus oli tutkia miten Montessori-pedagogiikka kohtaa sosiaaliohjauksen ja sosiaalisen kuntoutuksen mielenterveyskuntoutujien asumisyksikössä. Kasvatus käsitteenä oli yhdistävä tekijä. Tavoitteena oli asiakastyön kehittäminen sekä hiljaisen tiedon näkyväksi tekeminen teorian kautta. Vahvistamalla ja tukemalla hiljaista tietoa voidaan mahdollistaa myös työn kehittämistä uusien syntyvien ideoiden pohjalta sekä lisätä näin harkintaa työn teossa. Opinnäytetyötä ohjasi sosiaalipedagoginen työorientaatio, jossa teoria ja käytäntö kohtaavat muodostaen kokonaisuuden, käytännöllisen tieteen. Teoreettinen perusta luo edellytyksiä tiedon kehittymiselle käytäntöön. Opinnäytetyö on tehty yhteistyössä työelämän kumppanin kanssa ja empiirinen tutkimusaineisto saatiin haastattelemalla henkilökuntaa puoli strukturoiduilla haastattelukysymyksillä, jotka pohjautuivat Montessori-pedagogiikan kuudesta peruselementistä. Kohtaaminen näkyi käytännössä esimerkiksi asiakaslähtöisyytenä, luonnon merkityksen huomioimisena sekä toiminnallisuuden hyödyntämisenä eritavoin. Sen sijaan kohtaamista ei tapahtunut asiakkaiden osallisuudessa aktiiviseen arviointiin sekä dokumentoinnissa. Haastateltavat kokivat, että hiljainen tieto sai teoreettista taustaa ja haastattelut herättivät pohtimaan asioita. Montessori-pedagogiikan peruselementit kohtaavat suurelta osin sosiaaliohjauksen sekä sosiaalisen kuntoutuksen ja näin ollen tämä tutkimukseni on sovellettavissa moniin erilaisiin toiminta ympäristöihin.

Language: Finnish

Published: Vantaa, Finland, 2017

Language: English

ISSN: 1522-9734