Language: Italian

ISSN: 0031-3777

Abstract/Notes: Nella consapevolezza che spazi e tempi costituiscono spesso il principale strumento educativo per coloro che frequentano la prima scuola a più livelli – tanto per i bambini, nei quali tali categorie contribuiscono a rafforzare il livello di familiarità con il contesto di apprendimento, quanto per gli educatori, che riconoscono spesso nell’organizzazione di spazi e tempi scolastici un fondamentale dispositivo didattico – il presente contributo intende focalizzare l’attenzione sul metodo Montessori, che rappresenta in tal senso un utile strumento per adattare spazi e tempi della programmazione educativa ai ritmi di apprendimento e ai livelli cognitivi dei bambini. Il principio 'dell’aiutami a fare da solo' alla base del metodo Montessori, che per i bambini presenta valenza emancipativa, in quanto dispositivo ideale per apprendere l’autonomia, può dunque diventare per gli educatori un utile strumento didattico per avviare un’azione trasformativa della propria esperienza professionale e per ripensare in termini progettuali il proprio agire formativo. / Los espacios y tiempos son, con frecuencia y desde diversas perspectivas, el principal instrumento educativo para los niños de Educación Infantil. Son importantes para los niños, porque contribuyen a reforzar el nivel de familiaridad con el contexto de aprendizaje, y lo son para los educadores porque la organización de los espacios y de los tiempos escolares resulta, para ellos, un dispositivo didáctico fundamental. El presente artículo quiere dirigir la atención al método Montessori que representa, en tal sentido, un instrumento útil para adaptar los espacios y los tiempos de la programación educativa a los ritmos de aprendizaje y a los niveles cognitivos de los niños. El principio de 'Ayúdame a hacerlo yo sólo' que está en la base del método Montessori, tiene para los niños un valor de emancipación en cuanto dispositivo ideal para aprender la autonomía y puede, por lo tanto, convertirse para los educadores en un instrumento didáctico útil para empezar una acción transformadora de su propia experiencia profesional y para repensar, en términos de proyecto, su propia acción educativa. / Space and time are often, and from different perspectives, the main educational tools for Early Childhood Education. They are very important for children because they help them to strengthen their level of familiarity with the context of learning, and so are for educators because the organization of space and school time acts as an essential teaching device. This article aims to draw attention to the Montessori method because it represents, in this sense, a useful tool to adapt the spaces and times of educational programming to the rhythms of learning and to cognitive levels of children. The principle of “Help me do it by myself”, which is one of the basis of the Montessori method, has a great value for emancipation as an ideal device for children to learn autonomy. This principle may, therefore, become a useful teaching tool for educators to transform their professional experience and to rethink, in terms of project, their own educational practices.

Language: Italian

ISSN: 2255-0666

Language: German

Published: Neuwied: Luchterhand, 1992

ISBN: 978-3-472-01057-9

Language: German

DOI: 10.1024/2235-0977/a000335

ISSN: 2235-0977

Language: English

ISSN: 1071-6246

Language: Russian

Abstract/Notes: Although Montessori's name is almost universally known in education circles today, and there are countless nursery schools throughout the world using the "Montessori Method," the real core of her thinking has remained largely misunderstood. Most people regard the method as a system for the education of very young children. And most who have some direct experience of it, either as parent or teacher, would regard it as involving a certain set of procedures and specialized educational materials with clear and elaborate instructions for their use. However, the essence of Montessori's philosophy of education is in reality far broader than this, and contains a powerful message for educators everywhere. What is less well-known about Montessori's work is that she began by establishing the effectiveness of her approach at the pre-elementary level, but also strongly encouraged the extension of her method to the higher levels of education. Wentworth's purpose in writing this book is to elucidate this vital aspect of Maria Montessori's life's work and to show how it applies to real-life teaching situations. She believed that by transforming the process of children's education she could help to transform the attitudes of the adults they will later become, and so those of society and the world at large--a message she promoted as vitally relevant to the future of humankind as a whole.

Language: English

Published: New York, New York: Routledge, 1999

Edition: 1st

ISBN: 978-1-4106-0440-8

Language: Italian

ISSN: 1125-8527

Language: Japanese

Published: Tokyo, Japan: Daiichi Hoki Shuppan, 1978

Abstract/Notes: Este artículo aborda la pedagogía científica de Montessori y cómo con sus investigaciones y la creación de las casas de niños se formalizan e instalan en la escuela moderna discursos y prácticas médicas, biológicas, antropológicas y psicológicas en el campo de la pedagogía. Influenciada por las teorías de Lombroso y de Darwin, consideraba que el ser humano no era más que una célula compuesta por protoplasma y núcleo del tamaño de una décima de milímetro del cual proceden individuos muy diferentes entre sí. Por tanto, para realizar y entender las investigaciones prácticas de la antropología con fines pedagógicos, se requieren suficientes nociones de biología y del aporte de otras disciplinas con las cuales la pedagogía tiene afinidad. De ahí la importancia de mostrar y cuestionar los efectos de estos discursos y prácticas sobre la concepción de una pedagogía activa, lejana ya de la preocupación por la formación del niño en su relación consigo mismo, con el saber y con el mundo, enunciados pedagógicos que pierden vigencia en el funcionamiento de la escuela propuesta por Montessori. Para tal fin se toman como referencia algunos conceptos de Foucault (población, políticas, normalización, prácticas de saber) en la perspectiva de la noción de biopolítica. [This article deals with Montessori’s scientific pedagogy and how his researches and the creation of houses for children become official, as well as how discourses and medical, biological, anthropological and psychological practices are installed in the pedagogy field in modern schools. Influenced by the theories of Lombroso and Darwin, he considered that human beings were no more than a cell composed by a protoplasm and nucleus the size of a tenth of a millimeter, from where individuals who are very different from each other come from. This is why, in order to understand and carry out the practical researches of anthropology with pedagogical purposes, enough notions of biology are required, as well as the collaboration of other disciplines that work side by side with pedagogy. Thus the importance to show and question the effects of these discourses and practices regarding the conception of an active pedagogy, far from the concern for the child’s education in terms of his relationship with himself, knowledge and the world, pedagogical statements that lose validity in the operation of the school proposed by Montessori. For such purpose, some concepts from Foucault are taken as reference (population, policies, normalization, knowledge practices) in the perspective of the notion of bio-politics.]

Language: Spanish

ISSN: 0120-6680