Language: English

Published: Chicago, Ill.: Virginia B. Fleege, 1987

Language: English

ISSN: 0027-0172

Abstract/Notes: Un nombre important d’enseignant(e)s de l’école maternelle remettent actuellement en cause ses modalités pédagogiques habituelles en instillant dans leur pratique des éléments issus de la pédagogie Montessori. Qu’il s’agisse de l’organisation spatiale, du matériel, des usages du temps, ou du rôle de l’adulte, ces pratiques « d’inspiration montessorienne » s’avèrent très hétérogènes et plus ou moins orthodoxe. Cet article cherche à les catégoriser en distinguant des pratiques relevant d’un faible ou d’un fort engagement montessorien. Dans les deux cas, il s’agit aussi de mettre au jour d’inexorables limites à l’importation de la pédagogie Montessori au sein de l’école maternelle publique, du fait des programmes et du cadrage institutionnel. L’ensemble du raisonnement est l’occasion d’une réflexion sur l es emprunts pédagogiques partiels, lorsque des éléments d’une pédagogie sont repris sans forcément l’ensemble de ses principes fondateurs. [A significant number of french preschool teachers are currently changing their usual pedagogical methods by instilling elements from Montessori pedagogy into their practice. Concerning spatial organization, pedagogical material, uses of time, or adult’s role, these practices are very heterogeneous and more or less orthodox. This article seeks to categorize them by distinguishing practices within a weak or strong Montessori commitment. In both cases, it’s also a question of inexorable limits to the importation of Montessori pedagogy into public french preschool, due to programmes and institutional framework. This whole reasoning is an opportunity for reflection on partial pedagogical loans, when elements of a pedagogy are taken up without necessarily all its founding principles.]

Language: French

DOI: 10.3917/spec.012.0031

ISSN: 2256-7186, 2426-6272

Abstract/Notes: This article reflects how to know about Montessori pedagogy and the process she followed to build it, can help future teachers to be reflective and innovative. The aim is not to suggest that student teachers should know the pedagogy of Montessori, nor that of any specific pedagogue, and to put it into practice or imitate it, without further ado. Educational literature agrees that an educational system will be as good as its teachers, and they will not be able to improve education if they simply apply methods designed by others in an uncritical and decontextualized way. After describing how Montessori came to propose her method and establish her pedagogical principles, the importance of linking theory and practice in the initial and permanent training of future teachers is underlined.

Language: Spanish

DOI: 10.17227/pys.num58-17194

ISSN: 2500-6436, 0121-2494

Abstract/Notes: A través de algunos flash, dar luz a los horizontes del pensamiento pedagógico oculto de María Montessori. En particular, vamos a entregar a los lectores un conjunto de "islas" de su inabissabile inexplorado - porque inmortal - archipiélago de niño de la educación. Reforzar el teorema. En las siguientes líneas, illumineremo una cara de luna Montessori se mantuvo en gran medida en las sombras. Hablamos de su mirada problemática y dialéctico de puntos con pensamientos débiles.

Language: Spanish

ISSN: 2255-0666

Abstract/Notes: El presente trabajo de suficiencia profesional tiene como título: “La Aplicación del Método Montessori para el Desarrollo Integral en el Aula de 3 años, de la Institución Montessori School - Arequipa, 2021”. Además, el objetivo general es: Explicar la importancia de la aplicación del Método Montessori para el desarrollo integral de los niños de 3 años, de la Institución Educativa Montessori School – Arequipa, 2021. Está dividido en 4 capítulos; en el capítulo I se aborda la realidad educativa; en el capítulo II se plantean los antecedentes y bases teóricas; el capítulo III está referido al árbol de problemas y actividades y finalmente en el capítulo IV, se encuentran las conclusiones y recomendaciones. De acuerdo con las revisiones teóricas, el Método Montessori, es una educación que permite que los niños de la primera infancia se desarrollen de manera integral, teniendo en cuenta que esta filosofía se basa en el desarrollo natural de las personas, creando un ambiente propicio (ambiente preparado) que satisfaga los períodos sensibles, las tendencias humanas y aprovechando el primer plano de desarrollo que está caracterizado por la mente absorbente. Además, dándole vital importancia a la preparación emocional, física y psicológica del maestro. [The present work of professional sufficiency has as title: "The Application of the Montessori Method for Integral Development in the Classroom of 3 years, of the Montessori School Institution - Arequipa, 2021". In addition, the general objective is: Explain the importance of the application of the Montessori Method for the integral development of 3-year-old children, of the Montessori School Educational Institution - Arequipa, 2021. It is divided into 4 chapters; Chapter I addresses the educational reality; in chapter II the antecedents and theoretical bases are raised; Chapter III refers to the tree of problems and activities and finally Chapter IV contains the conclusions and recommendations. According to theoretical reviews, the Montessori Method is an education that allows early childhood children to develop in an integral way, taking into account that this philosophy is based on the natural development of people, creating a conducive environment ( prepared environment) that satisfies sensitive periods, human tendencies and taking advantage of the first plane of development that is characterized by the absorbing mind. In addition, giving vital importance to the emotional, physical and psychological preparation of the teacher.]

Language: Spanish

Published: Lima, Peru, 2021

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 1993

ISBN: 3-210-25090-1

Language: English

ISSN: 1054-0040

Language: English, French, German

DOI: 10.5169/seals-330152

ISSN: 1663-0629

Language: English

Published: New Brunswick, New Jersey, 1975