Language: German

Published: [Wien, Austria]: [s.n.], 1995

Language: German

Published: Paderborn, Germany: Schöningh, 1933

Series: Pädagogisches Handbuch

Language: Norwegian

Published: Tønsberg, Norway: Forfatterne, 2002

Language: German

Published: Weinheim, Germany: Beltz, 2007

Edition: 5th ed.

ISBN: 978-3-407-25444-3 3-407-25444-X

Language: Italian

Published: Molfetta, Italy: Ist. Prov. di Apicella, 1958

Abstract/Notes: Although there is a national curriculum for art education in the UK there are also alternative approaches in the private sector. This paper addresses the issue of the effect of these approaches on children's drawing ability. Aim. To compare the drawing ability in three drawing tasks of children in Steiner, Montessori and traditional schools. Sample. The participants were 60 school children between the ages of 5;11 and 7;2. Twenty children were tested in each type of school. Method. Each child completed three drawings: a free drawing, a scene and an observational drawing. Results. As predicted, the free and scene drawings of children in the Steiner school were rated more highly than those of children in Montessori and traditional schools. Steiner children's use of colour was also rated more highly, although they did not use more colours than the other children. Steiner children used significantly more fantasy topics in their free drawings. Further observation indicated that the Steiner children were better at using the whole page and organising their drawings into a scene; their drawings were also more detailed. Contrary to previous research Montessori children did not draw more inanimate objects and geometrical shapes or fewer people than other children. Also, contrary to the prediction, Steiner children were significantly better rather than worse than other children at observational drawing. Conclusion. The results suggest that the approach to art education in Steiner schools is conducive not only to more highly rated imaginative drawings in terms of general drawing ability and use of colour but also to more accurate and detailed observational drawings.

Language: English

DOI: 10.1348/000709900158263

ISSN: 2044-8279, 0007-0998

Abstract/Notes: The purpose of this Bachelor’s thesis is to find out the similarities and differences between traditional pedagogy, Montessori pedagogy and Waldorf pedagogy. We are also interested in finding out how the pedagogies works in practice, which working methods they use and the role of the pedagogue in respective pedagogy. In the theory-part the different pedagogies are presented and their characteristics, founders, view of the children and how the pedagogies are used in daycare are also introduced. We used two qualitative methods in our survey, which are interviews and observation studies in three different day nurseries in Finland. The result of the survey was that the basic thoughts are the same in all three pedagogies, but there were noticeable differences in how the activities are used, how the environment looks like and the view of the humans. / Syftet med detta lärdomsprov är att se vilka likheter och olikheter det finns mellan Traditionell pedagogik, Montessoripedagogik och Steinerpedagogik. Vi är också intresserade av att få veta hur pedagogikformerna fungerar i praktiken, vilka arbetsmetoder som används och vilken roll pedagogerna har inom respektive pedagogikform. I teoridelen presenteras de olika pedagogikformernas kännetecken, grundare, syn på barnet och hur pedagogikformerna används inom dagvården. Undersökningen är en kvalitativ studie, som består av intervju med en pedagog ur varje pedagogikform och observationsstudier på tre daghem i Finland. I undersökningen framkom det att grundtankarna är samma hos alla de tre pedagogikformerna, men att det fanns märkbara skillnader i hur verksamheten är uppbyggd, hur inomhusmiljön ser ut och synen på människan.

Language: Swedish

Published: Vaasa, Finland, 2014

Abstract/Notes: There are schools where educating the whole child was never a mere slogan and consequently has never gone out of fashion. Begun early in this century, these schools still thrive, providing evidence of the variety of ways in which holistic education takes form. This article takes a brief look at three such schools stemming from the thinking of, respectively, Maria Montessori, John Dewey, and Rudolf Steiner. I write from the vantage point of a teacher of young children for many years, and now a teacher of their teachers. My intention is to sketch out the connections as much as the contrasts among these three approaches and to trace their common heritage. When education has become as fragmented and meaningless for many children as life is for their families, a strong alliance is called for among holistic educators. We need to remind ourselves of the closeness of our basic beliefs even as we continue to enact them in varied and differing ways. The interconnections among these three approaches to education can themselves be traced to Johann H. Pestalozzi and Friedrich Froebel, and I will try to identify the roots these two pioneers shared...

Language: English

DOI: 10.1080/00131728909335517

ISSN: 0013-1725, 1938-8098

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1470-8647