Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Language: Korean

Abstract/Notes: Specifična slika djeteta u Montessori pedagogiji utječe na značajke Montessori odgojitelja, njegovu osobnu i stručnu pripremu te njegovu unutarnju pripremu. U ovom se radu analiziraju specifičnosti navedene pedagogije glede djeteta, odgojitelja i pripremljene okoline. Montessori pedagogija računa s periodima ili razdobljima posebne osjetljivosti kod djece i pridaje im veliku razvojnu i odgojnu važnost, a da bi dijete uspješno prošlo svaki od perioda, potrebno je da odrasli slijede i odgovaraju na potrebe djeteta. Na kraju rada istaknut ćemo glavne specifičnosti razvoja i poimanja djeteta prema ovoj pedagogiji. [A specific picture of the child in Montessori pedagogy affects the qualities of Montessori educators, their personal and professional preparation and their internal preparation. This paper analyses the specifics of the mentioned pedagogy regarding the child, the educator and the prepared environment. Montessori pedagogy counts on periods or times of special sensitivity in children and attaches great developmental and educational importance to them, so that, should the child successfully pass each of the periods, it is necessary for adults to follow and respond to the needs of the child. At the end of the paper we will highlight the child’s main developmental characteristics and understanding of the child according to this pedagogy.]

Language: Croatian

ISSN: 0037-7074, 1849-1057

Language: Italian

ISSN: 0393-5655

Language: English

Language: Polish

ISSN: 1896-2327, 2353-7787

Language: English

ISSN: 0889-5643

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Abstract/Notes: Montessori constituiu, em 1907, em Roma, uma escola pública para crianças em situação de risco, a Casa dei Bambini, embasada numa educação integral alicerçada na liberdade, na atividade e na individualidade. Durante aproximadamente quatro décadas, Montessori realizou pesquisas sobre o desenvolvimento infantil, cujos resultados foram difundidos transnacionalmente, configurando práticas e pensamento educacional inovadores fundamentados na relação entre o professor, o aluno e um ambiente de aprendizagem promotor da paz, da autoeducação, da autonomia, do respeito ao outro e do espírito científico e crítico. Com isso, também empreendeu uma didática para professores e a venda em série dos materiais que idealizou. O objeto desta narrativa historiográfica respaldada em Certeau (2014), Chartier (2010) e Magalhães (2004) foi a institucionalização do Método Montessori no Brasil, no âmbito cronológico das cinco primeiras décadas do século passado. Objetivou: reconhecer as formulações teóricas que permitiram identificar a origem do Método Montessori e cotejá-las com os projetos brasileiros desenvolvidos entre 1914-1952 apontando permanências e contribuições à educação brasileira; historicizar o processo de institucionalização da Pedagogia montessoriana no Brasil; problematizar a sua forma de apropriação na Educação Infantil e Ensino Primário, identificando por que o método é relacionado principalmente ao uso de materiais didáticos específicos e de mobiliário adequado ao tamanho das crianças. Foi constatado que a primeira escola montessoriana no Brasil, proveniente da vertente educacional estadunidense, atendeu ao público infantil, em São Paulo, no ano de 1915, num investimento particular de Ciridião Buarque e Mary Buarque. Esta pedagogia se irradiou por intermédio das apropriações realizadas pelos docentes da Escola Normal da Praça, em São Paulo, estado que possuía, desde 1924, legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada dos princípios pedagógicos. No Paraná, a educação montessoriana foi institucionalizada na legislação educacional da Pré-escola em 1915 e investimentos foram realizados em 1924, quando Lysímaco Costa adquiriu os ?enxovais montessorianos? para quatro Jardins de Infância. Em Curitiba, em 1927, durante a Primeira Conferência Nacional da Associação Brasileira de Educação (ABE) foram apresentadas teses com base montessoriana. Ainda no Paraná, no final da década de 1940, a utilização do método ocorreu no ensino público no Programa da Pré-escola e do Ensino Primário e em 1952 foi inaugurada a Escola Experimental Montessoriana Rural para crianças do Ensino Primário, por iniciativa de Eny Caldeira. Ela e Piper de Lacerda Borges, presidente da Associação Montessori do Brasil, fizeram curso com Montessori, na Itália, em 1951. Já na Bahia, em 1927, efetivaram-se cursos de férias para formação de professores durante os quais foram disseminadas pelos docentes da Escola Normal de Salvador concepções montessorianas e a ressignificação dos materiais, tanto para a Pré-escola como para o Ensino Primário. O teor destes cursos foi divulgado por revistas pedagógicas. No mesmo local, em 1924, Alípio Franca traduziu o Livro Pedagogia Científica. No Rio de Janeiro, materiais e frações do método montessoriano se disseminaram para a Educação Infantil por meio da legislação educacional, em 1921 e em 1929. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos realizados por Mary Buarque, em São Paulo, a partir de 1936; no vínculo do método com a assistência social e teosófica, na década de 1950, disseminado por Piper de Lacerda Borges; no reuso dado ao método pelo lusitano Agostinho da Silva, também nos anos 1950, na criação de algumas universidades. Conclui-se que, entre 1914 e 1952, o processo de institucionalização do método Montessori no Brasil foi capitaneado por diversos sujeitos, em diferentes lugares do país, com apropriações e representações. [Abstract : Montessori established, in 1907, in Rome, a public school to children at risk, The Casa dei Bambini, which since then preserve the Montessori method characteristics, advocating the integral education based on freedom, action and on the individuality. For approximately four decades, Montessori researched about Children development, whose results were spread abroad, defining practices and innovative educational thoughts grounded on the relationship between teacher, the student and the learning environment advancing peace, self-education, self-correction with autonomy in sight, mutual respect, critic and the scientific spirit. The Objective of this study is the Montessori method establishment in Brazil, on the chronologic aspect along the first five decades from the last century. It?s a biographical research and documentary with a historical focus. The analysis is grounded in Certeau (2014), Chartier(2010) e Magalhães(2004). Objective: Recognize the formulation of the Montessori method in projects of its establishment in Brazil between 1914-1952; To Problematize political conditions, social, economical and cultural to set up the Montessori method in Brazil and its Educational applicability, questioning the reductionist mode relating to its use as specific materials and its adequate child-sized furniture. It has been verified that The First Montessori-based in Brazil served the children?s audience, in São Paulo, in the year of 1915, coming from the American strand, in a private enterprise of Ciridião Buarque e Mary Buarque. Such pedagogy irradiated by the mediation of these appropriation and representations made by teachers of the Escola Normal da Praça. São Paulo possessed, since 1924, laws that indicated the use of Montessori and Froebel?s course-ware, mas in a inarticulate way to the pedagogical principles. In Paraná, the Montessori-based education was established in the child education legislation in 1915 and investments were performed in 1924, when Lysímaco Costa acquired the ?montesorri layettes? to 4 Kindergarden. In Curitiba, in 1927, at the First National Conference of The Brazilian Association of Education (ABE), were presented thesis with Montessori bases. Still in Paraná, at the end of 40s, the method utilization occurred in the public education in the Preschool Program and Primary School and in 1952 was opened in Curitiba The Rural Montessori Experimental School to primary school, by the enterprise of Eny Caldeira.Piper Borges de Lacerda and Eny Caldeira speeches, whom realized in 1950 a course with Montessori in Perugia.In 1927, in Bahia, were realized vacation courses to teachers complementary training which were disseminated by the teacher of the Normal School of Salvador the Montessori concepts and the course-ware new meanings to the child education such as primary education. The matters discussed in these courses were spread by pedagogical magazines. In 1924, Alípio Franca translated The Method of Scientific Pedagogy applied to the Child Education at the Boys? House. In Rio de Janeiro, course-wares and parts of Montessori method were spread to Children education by education law, in 1921 and in 1929. Evidences of the Montessori use in perspective non-restricted to materials were found in children radio shows performed by Mary Buarque, in São Paulo, from 1936, whereupon self-education, the independence, the knowledge of child development phases, the singers freedom movement and the minimal intervention of the adult tutor made part of the proposal. In a mystic perspective, there was a link with the method and the social and theosophic assistance, in the 50 decade, disseminating in Rio de Janeiro and Paraná, by Piper Lacerda Borges and his husband. In the reuse given to the Agostinho da Silva method, also in the 1950, were present in the some universities creations, such as the Federal University of Santa Catarina as well from Paraíba and The University of Brasilia. Concluded that between 1914 and 1952, the establishment process of the Montessori method in Brazil was lead by several different individuals, from different parts of the country, with appropriations and personal representations.]

Language: Portuguese

Published: Florianópolis, Brazil, 2017

Abstract/Notes: Dieses Buch beinhaltet eine wissenschaftliche Auseinandersetzung der Reformpädagogik Emmi Piklers und Maria Montessoris im Bereich des freien Spiels. Ziel der Untersuchung ist es, die von Emmi Pikler und Maria Montessori entwickelten Richtlinien einer optimalen Erziehung darzustellen, miteinander zu vergleichen und anhand wissenschaftlicher Untersuchungen zu beurteilen. Die grundlegende Frage ist, auf welche Details Eltern und Erzieher im kindlichen freien Spiel achten müssen, um eine ideale Entwicklung des Kindes ermöglichen zu können und welche Vorteile eine solche Erziehung für das Kind bringen kann. Anhand der Methode einer Inhaltsanalyse wird versucht, die entsprechenden Konzepte zur Darstellung der pädagogischen Annahmen einzubringen. Desweiteren wird über die Parallelen und Unterschiede in den erzieherischen Theorien Piklers und Montessoris diskutiert. Bei jenen Annahmen, in denen Pikler und Montessori differenzierte Ansichten vertreten, sollen wissenschaftliche Untersuchungen zeigen, welche Theorie tatsächlich im Interesse des Kindes ist. Anhand mehrerer empirischen Studien werden die Konzepte der beiden Pädagoginnen verglichen und beurteilt. Anhand eines Literaturreviews werden die sechs Studien und ihre Forschungsergebnisse zusammengefasst. Der Leser erhält dadurch einen Überblick über Art und Vorgehensweise der Untersuchung was die Interpretation der Ergebnisse nachvollziehbar macht. Weiter bietet das Buch einen Überblick über Gestaltung und Organisation von Pikler- beziehungsweise Montessorispielgruppen, das freie Spiel aus Entwicklungspsychologischer Sicht und biographischen Angaben der beiden Reformpädagoginnen. [This book contains a scientific examination of Emmi Pikler's and Maria Montessori's reform pedagogy in the area of ​​free play. The aim of the study is to present the guidelines for optimal upbringing developed by Emmi Pikler and Maria Montessori, to compare them and to assess them on the basis of scientific studies. The basic question is which details parents and educators have to pay attention to in children's free play in order to enable ideal development of the child and what advantages such an upbringing can bring to the child. Using the method of content analysis, an attempt is made to introduce the appropriate concepts for the presentation of the pedagogical assumptions. Furthermore, the parallels and differences in the educational theories of Pikler and Montessori are discussed. In the case of those assumptions in which Pikler and Montessori represent differentiated views, scientific studies should show which theory is actually in the interest of the child. Based on several empirical studies, the concepts of the two teachers are compared and evaluated. The six studies and their research results are summarized using a literature review. This gives the reader an overview of the type and procedure of the investigation, which makes the interpretation of the results comprehensible. The book also offers an overview of the design and organization of Pikler and Montessori play groups, free play from a developmental psychological point of view and biographical information from the two reform educators.]

Language: German

Published: Salzburg, Austria, 2008