Abstract/Notes: "Résumé de la belle conférence faite le 4 aout, en francais, au Congrés de Nice".

Language: French

ISSN: 2492-3524

Language: Italian

ISSN: 0042-7241

Abstract/Notes: A social skills intervention was implemented at two suburban preschools. The purpose of the intervention was to develop subjects' empathic and social problem-solving skills to test whether this training would increase prosocial behavior in class. In addition, the study compared the effectiveness of two teaching methods in promoting cognitive and affective skills: training using role playing and discussion-based training. The subjects were 45 children of both sexes between the ages of four-and-one-half to five-and-one-half years. At each school, teachers led one of three training groups: empathy and problem-solving using role playing; the same training using discussion; home and outdoor safety training, which served as an attention-control group. Training sessions were conducted for 15 to 20 minutes, three times a week for six weeks. Pre- and post-intervention empathy, role-taking, problem-solving scores, observational behavior ratings, and teacher ratings using the Devereux scales were administered. Results of pre-testing revealed expected, significant associations between cognitive and affective skills and between these abilities and subjects' social behavior, with empathy showing the strongest associations. Responses to affective measures, however, did not prove to be consistent across emotions. Empathic and role-taking responses to anger and fear stimuli were unrelated to responses to happiness and sadness stimuli, yet were associated most strongly with observed and rated social behaviors. No significant differences in gain scores emerged across the three treatment groups on outcome measures, although gains in cognitive and affective skills correlated significantly with behavioral improvement. The most likely reasons for this lack of training effects across groups were: all children were from a higher SES background and displayed fewer behavioral problems than subjects used by many other studies in this area; children at one setting (a Montessori program) were much less receptive to a group social skills approach; the small sample size provided insufficient statistical power to assess small effects. Implications of the study's findings for future measurement and training of empathy and social problem-solving skills were discussed.

Language: English

Published: Ann Arbor, Michigan, 1983

Abstract/Notes: Comment, au début du vingtième siècle, la méthode d’éducation des très jeunes enfants, conçue en Italie par la docteure en médecine et pédagogue Maria Montessori, a-t-elle diffusé en France et grâce à qui ? Telle est la question à laquelle nous tentons de répondre. Notre étude identifie d’abord les individus – au premier rang desquels une quinzaine d’éducatrices – qui, en France, avant 1914 et jusqu’au retour de la paix, ont diffusé cette méthode par des écrits, des conférences et surtout des expériences princeps. Puis, elle montre l’arrière-fond culturel et institutionnel et les valeurs (internationalité, engagement féministe et spiritualiste, compétence professionnelle) qui ont conditionné leur action. / How, at the beginning of the twentieth century, did the method of educating very young children conceived in Italy by the physician and educator Maria Montessori spread in France, and thanks to whom? This is the question that our study attempts to answer. It identifies the individuals−including some fifteen educators−who, in France, before 1914 and until the return of peace, disseminated this method through writings, conferences, and, above all, through pioneering experiences. It also shows the cultural and institutional background and the values (internationality, feminist and spiritualist commitment, professional skill) that conditioned their action.

Language: French

DOI: 10.3917/etsoc.175.0075

ISSN: 0014-2204

Abstract/Notes: This research delves into Twitter analysis, a well-known social media messaging service recently acquired by Elon Musk for $44bn, which we argue to enable researchers to better monitor (and try to solve) the status of the general population regarding the type of user and content of the received messages. With this analysis, it is intended to show the possibility of disseminating reliable, immediate, and high-quality messages (that would be unlikely obtained through official information channels), potentially provoking in this way an exponential impact afterwards. This idea in particular is key, due to any average social media population user and especially from 'Gen Z' (which hold 25% lower attention capacity and 40% lower check of the reliability of sources than its predecessor generation) could easily understand wrongly the massive (and unfiltered) amounts of information received, therefore generating false alarms, beliefs and in some cases, even own welfare losses. To do so, along this paper we propose the development of a pedagogical activity with a multi-methodological approach through which to carry out a qualitative (and cross-sectional) analysis in the degree of ‘Business Administration and Management’ of EDEM-Business School. Thus, the aforementioned activity would constitute a successful teaching innovation exercise as regards to the acquisition of the required competencies and learning outcomes established within the course, as well as to the achievement of a (attainable and consensual) solution to a real problem faced nowadays and selected by the students: in this case, the increase of awareness about the cervical cancer, a type of cancer that is currently the fourth most common among women worldwide and one of the easiest to prevent through screening tests. / El presente estudio profundiza en el análisis de Twitter, una conocida red social de mensajería adquirida recientemente por Elon Musk por 44.000 millones de dólares, a través de la cual se consigue fácilmente monitorizar (e intentar resolver) el estado general de la población en función del tipo de usuario y contenido de los mensajes recibidos. Con este análisis, se pretende mostrar la posibilidad de difundir mensajes fiables, de forma inmediata y de calidad (que difícilmente se obtendrían a través de los canales oficiales de información), provocando así potencialmente un impacto exponencial a posteriori. Esta idea en particular es muy relevante, debido a que cualquier usuario promedio de las redes sociales y especialmente de la 'Generación Z' (los cuales poseen un 25% menos de capacidad de atención y verifican un 40% menos la fiabilidad de las fuentes consultadas que su generación anterior) podría fácilmente entender de forma errónea la ingente cantidad de información recibida (y sin filtrar), generando por tanto posibles falsas alarmas, creencias y, en algunos casos, incluso pérdidas propias de bienestar. Para ello, a lo largo de este trabajo proponemos el desarrollo de una actividad pedagógica con un enfoque multimetodológico a través de la cual llevar a cabo un análisis cualitativo (y transversal) dentro del grado de ‘Administración y Dirección de Empresas’ de EDEM-Escuela de Empresarios. De esta forma, la actividad mencionada constituiría un ejercicio de éxito dentro de la innovación docente a la hora de adquirir las competencias requeridas y los resultados de aprendizaje establecidos dentro la asignatura, así como la consecución de una solución (alcanzable y consensuada) a un problema real seleccionado por los estudiantes y al que se enfrentan en la actualidad: en este caso, el aumento de la concienciación sobre el cáncer de cuello de útero, un tipo de cáncer que actualmente es el cuarto más común entre las mujeres en todo el mundo y de los más fáciles de prevenir a través de exámenes de detección.

Language: English

DOI: 10.35564/jmbe.2022.0023

ISSN: 2605-1044

Abstract/Notes: La presente investigación tiene como propósito identificar las representacionessociales hacia la violencia, de los estudiantes de la institución educativamunicipal Montessori del Municipio de Pitalito Huila. Los estudiantes, a pesarde que tienen información de los hechos violentos a partir de sus familias,reflejan representaciones sociales hacia la violencia con imágenes de muerte,asesinato, manipulación y privación, por cuanto fueron movilizados desus asentamientos originales por los grupos armados. Igualmente, se percibeninterpretaciones cognitivas de sentimientos de tristeza y miedo hacia laviolencia y deducen que la paz podría ser una opción para evitar estas situaciones.Con respecto a las relaciones sociales u opinión del entorno hacialos hechos de violencia, los entrevistados expresaron que el entorno hizocaso omiso de la situación y los medios de comunicación nunca expresaronapoyos hacia las víctimas. [The purpose of this research is to identify the social representations towardviolence, of the students of the Municipal Montessori Educational Institution of the Municipality of Pitalito, Huila. Although, the students have information on violent events from their families, they reflect social representations toward violence with images of death, murder, manipulation, anddeprivation, as they were mobilized from their original settlements by armedgroups. Similarly, cognitive interpretations of feelings of sadness and fearof violence are perceived and infer that peace could be an option to avoidthese situations. With regard to the social relationships or opinion of theenvironment toward acts of violence, the interviewees expressed that theenvironment overlooked the situation, and the media never expressed support for the victims.]

Language: Spanish

DOI: 10.21500/16578031.4394

ISSN: 2665-3354

Language: French

DOI: 10.4000/trema.4159

ISSN: 1167-315X

Language: Italian

ISSN: 2255-0666

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: English

ISSN: 0009-3920, 1467-8624