Language: German

ISSN: 0944-2537

Abstract/Notes: Le rivoluzioni scientifiche dei primi decenni del Novecento misero in discussione i principi del paradigma classico della scienza e della natura. Maria Montessori comprese in profondità queste rivoluzioni, e intuì la necessità di un nuovo paradigma, capace di superare il modo di pensare per dicotomie (oggetto/soggetto, mente/corpo, organismo/ambiente, specie/ecosistema, natura/cultura, res cogitans/res extensa). Anticipò nella sua teoria e nella sua azione pedagogica e sociale i lineamenti di una epistemologia relazionale, sistemica ed evolutiva, che avrebbe poi conosciuto un pieno sviluppo a partire dagli ultimi decenni del secolo: un’epistemologia della complessità, all’interno di un orizzonte umanistico planetario. È questo l’orizzonte epistemologico e umanistico nel quale, con coraggio e immaginazione, Maria Montessori delineò la sua idea di «bambino cosmico» e di «educazione cosmica», e nel cui specchio oggi possiamo rileggere e rigenerare la sua idea. [The scientific revolutions of the early decades of the Twentieth century challenged the principles of the classical paradigm of science and nature. Maria Montessori deeply understood these revolutions, and realized the need for a new paradigm, able to overcome the thinking by dichotomies (object/subject, mind/body, organism/environment, species/ecosystem, nature/culture, res cogitans/res extensa). She anticipated in her theory and in her pedagogical and social action the features of a relational, systemic and evolutionary epistemology, which would later have developed starting from the last decades of the century: an epistemology of complexity, within a planetary humanistic horizon. This is the epistemological and humanistic horizon in which, with courage and imagination, Maria Montessori introduced her idea of a "cosmic child" and "cosmic education", and in whose mirror today we can reinterpret and regenerate her idea.]

Language: Italian

ISSN: 2036-6981

Abstract/Notes: The introduction in 2011 of a universal free preschool year for all children in Ireland prior to attending primary school was heralded as a significant commitment to children and families. As a result of this policy initiative there are increasing numbers of young children accessing preschool provision. However, despite increased access and increased investment in ECEC provision, little is known about the quality of preschool children’s experiences, or the impact of the pedagogical approach on children’s levels of wellbeing and involvement in their learning. Equally there has been no evaluation of the quality or the effectiveness of the preschool provision in supporting children’s development of 21st century skills. This thesis explores how the preschool educator’s image of the child as a learner influences her/his pedagogical approach and how the educator’s pedagogical approach subsequently impacts on children’s levels of wellbeing and involvement in their meaning making processes. The study, an ethnographic comparative study, was conducted across three preschool setting types, Montessori, Play-based and Reggio inspired in the west of Ireland and Boston. The findings identify that children’s levels of wellbeing and involvement are high when their basic needs for autonomy, competence and relatedness are met in an autonomy supportive, child-centred learning environment. In comparison, when the learning environment is controlling and the approach to teaching and learning is didactic and adult-led, children’s levels of wellbeing and involvement are low. These findings have significant implications for policy and practice and provide a compelling argument for the evaluation of the quality of preschool provision in Ireland.

Language: English

Published: Galway, Ireland, 2020

Language: English

Abstract/Notes: Focusing on the transnational circulation of ideas about suffrage and education, this article explores the work of suffragist Muriel Matters (1877–1969), and teacher educator Lillian de Lissa (1885–1967). It begins with Matters’ and de Lissa’s childhoods and education in post-suffrage Australia, and their initial work as an actress and kindergarten teacher respectively. The second section focuses on the development of their politics when Matters migrated to England in 1905 and joined the Women’s Freedom League, and de Lissa became the foundation principal of the Adelaide Kindergarten Training College in 1907. The third section discusses their engagement with Maria Montessori’s educational approach, which Matters incorporated into her socialist feminist activism during the First World War, and which led to de Lissa’s recruitment to England as a liberal feminist teacher educator in 1917. The final section highlights their advocacy for Montessori education in the United Kingdom during the interwar years.

Language: English

DOI: 10.1080/0046760X.2021.1906457

ISSN: 0046-760X, 1464-5130

Language: English

ISSN: 0449-3486

Abstract/Notes: Children of kindergarten age develop very quickly. With proper stimuli, they should reach the appropriate level of school readiness around the age of six. The subject of the study carried out in one of Cracow’s kindergartens was to determine the level of school readiness in terms of social development. Tests were carried out among five-year-olds attending a kindergarten based on the pedagogic principles of Maria Montessori. The author wished to know what social skills were developed by the children within the context of an alternative method of interaction. The test group included 22 children from four mixed-age groups. The school readiness evaluation was carried out twice in the school year 2012/13, with the use of the categorised observation technique. The results show that within one year’s time of preparation for school the children made significant progress, but – due to their age and biological development – not all the required skills were shaped at the highest possible level. In the second test only 13.6% children obtained the highest grade in all the test indicators. More than 78% children obtained the high or medium level, which means that the skills tested have not been fully shaped. Children need more time for improving and reinforcing these skills. Social and emotional development is strictly related to the process of growing up. Therefore, certain skills cannot be shaped faster. These include an adequate reaction to new situations, overcoming difficulties, as well as performing and planning tasks on one’s own. The test results confirm that the Montessori educational context faclitates the shaping of such skills as independence of action, making good contacts with adults and peers, or preparing and tidying up the workplace. It was a partial and pilot study.

Language: English

ISSN: 2084-7998

Language: English

ISSN: 2637-7179

Abstract/Notes: This study applies Bronfenbrenner's ecological framework as a theoretical lens in looking at using social and emotional learning in the prevention of bullying. The purpose of this study was to determine what systems and structures were perceived to make a positive difference in creating an anti-bullying climate. Additionally, this study sought to determine how those systems and structures were implemented and sustained. Taking a case study approach, a small, private school of approximately 360 students was used in this qualitative research. Utilizing interviews, observations and artifact review data were triangulated and interpreted for analysis. Findings for this study indicate that applying a whole school approach emphasizing continuity, creating a community of belonging and connection, and focusing on the development of the whole child contributes to creating and sustaining an anti-bullying climate. Additionally, developing social and emotional skills through integrated curriculum, the learning environment, and the teacher as facilitator contribute to a healthy climate that resists bullying. As this study suggests social and emotional learning can positively affect classroom and school climates.

Language: English

Published: Los Angeles, California, 2014

Language: English

ISSN: 0889-5643