Language: Italian

ISSN: 0036-9853

Abstract/Notes: Mit diesem Buch legt die Zürcher Kinderpädagogin Heidi Maier-Hauser den Nachfolgeband zu ihrem erfolgreichen Buch "Lieben - ermutigen - loslassen" vor. Einfühlsam beschreibt sie die Prinzipien einer Erziehung, die Kindern Selbstvertrauen und Lebensintelligenz geben. "Hilf mir es selbst zu tun. Zeig mir wie es geht! Und dann bitte lass mich gewähren! Ich habe das Recht, mich zu irren. Ich muss meine eigenen Erfahrungen machen, um zu einem gesunden und mutigen Menschen heranwachsen zu können." Kinder haben kein Anrecht auf perfekte Eltern, aber sie haben ein Anrecht darauf, dass wir unser Bestes geben - unter dieser Devise steht das neue Buch von Heidi Maier-Hauser. Und wenn wir unser Bestes geben, können wir auch loslassen und darauf vertrauen, dass unser Kind seinen Weg Schritt für Schritt bewältigt. Unsere Angst, das Kind könnte ohne unser stetes Eingreifen sein Leben nicht bewältigen, ist ein verständlicher aber schlechter Ratgeber. "Das beste zu wollen" bedeutet die Fähigkeit zu besitzen, in vielen Situationen auszuhalten und dem spontanen Bedürfnis, in den Alltag des Kindes einzugreifen, nicht zu folgen.

Language: German

Published: Weinheim, Germany: Beltz, 2011

Edition: 3rd ed.

ISBN: 978-3-407-22864-2 3-407-22864-3

Series: Beltz-Taschenbuch , 864

Language: English

ISSN: 1071-6246

Abstract/Notes: Childhood education goes with a lot of innocence, searching and exploring the environment that surrounds the young learners. The amount of energy and inquisitiveness displayed by children at this tender age is a marble to many parents and teachers alike. This small-scale research represents a sincere attempt to contrastively analyze Montessori and Al-Ghazali’s ideas on child education. The ideas of the two scholars, one from the West and the other from the East, till these days have great significance to their respective communities. In a way, this study should be seen as an initiative undertaken in the absence of a study discussing the differences and commonalities found in the ideas of the two scholars pertaining to child education. By employing the textual analysis method and using Montessori’s principles of child education as the framework, the researchers conducted a comparative analysis. In the course of analyzing the data, the researchers had identified six emerging themes in the ideas of Montessori and Al-Ghazali. The findings have also indicated that the principles of these two prominent scholars either intersect with each other or stand in total isolation. ********************************************************* Pendidikan kanak-kanak berlakumalalui proses pencariandan penerokaanterhadap persekitaran mereka. Keceriaan dan sifat ingin tahu yang dipamerkan oleh kanak-kanak dalam proses tersebut amatlah penting bagi para ibubapa dan guru Pandangan-pandangan Montessori dan Al-Ghazali tentang pendidikan kanak-kanak telah meninggalkan kesan yang amat penting dalam komuniti Barat dan Timur hingga ke hari ini. Kajian ini dilakukanuntuk membandingkan pandangan kedua-dua cendekiawan ini tentang pendidikan kanak-kanak. Secara tidak langsung, ia boleh dilihat sebagai usaha untuk mengisi kekurangan dalam bidang kajian. Kajian ini menggunakan kaedah analisa tekstual dan prinsip pendidikan kanak-kanak Montessori sebagai rangka kajian. Daripada kajian ini, terdapat enam tema yang boleh digarapkan daripadapandangan kedua-dua cendekiawanyang didapati secara bersilang atau terpisah di antara satu sama lain.

Language: English

DOI: 10.31436/jia.v15i2.759

ISSN: 2289-8077

Abstract/Notes: Compra online il PDF di Scienze umane e pratica di democrazia : da Maria Montessori a Franco Basaglia, Babini, Valeria P. - Franco Angeli - Articolo

Language: Italian

DOI: 10.3280/RSF2013-001002

ISSN: 1972-5582, 1129-6437

Language: Italian

Published: Trento, Italy: Erickson, 2019

ISBN: 978-88-590-2042-4 88-590-2042-5

Abstract/Notes: This action research aimed to highlight the benefits of integrating the Montessori Math Curriculum with State Standards in an upper elementary classroom. The performance of the action research took place over six weeks at a public Montessori school. There were seventeen upper elementary participants. Documentation used in this action research was a tally sheet for observable use of Montessori math material, school weekly lesson plans, teacher observation and reflection notes, and student and parent Pre and Post Math Interest Surveys. All lessons were given daily during the morning hours according to the school master's schedule. Some positive effects of this action research include changes in student feelings towards math and increased autonomy. For clarity in other areas, extend the action research period beyond six weeks to allow more students to practice with Montessori lessons meeting various standards.

Language: English

Published: St. Paul, Minnesota, 2022

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Abstract/Notes: The purpose of this study was to determine whether a difference exists between the academic progress of seventh and eighth grade students who attended Texas public Montessori schools and the academic progress of their peers who attended matched non- Montessori schools. Specifically, this study sought to determine whether students enrolled in Montessori programs had higher percentages of passing rates on state mandated criterion referenced tests than students enrolled in non-Montessori programs for early adolescents. Research questions were posed and corresponding research hypotheses were tested within the subject matter disciplines of reading and mathematics in the seventh grade and within the subject matter disciplines of reading mathematics, science, and social studies in the eighth grade. In all but one analysis, the Montessori students had higher passing percentages than non-Montessori students. Seventh grade Montessori students had higher passing percentages in math and higher passing percentages in reading. Eighth grade Montessori students had higher passing percentages on reading, science, math and social studies. The study provided evidence that Montessori programs for early adolescents produce favorable academic outcomes when compared with their matched non-Montessori counterparts in public schools.

Language: English

Published: Stephenville, Texas, 2011

Abstract/Notes: In 2002, Cincinnati Public Schools (CPS) adopted a policy committing itself to develop all schools in the district as community learning centers. In Pleasant Ridge, one of Cincinnati's most racially and socio-economically diverse neighborhoods, the community set itself to the task of rebuilding what had been a failing school that reflected little of the neighborhood's diversity. After-school programming to provide extracurricular opportunities emerged as a top priority, as did health and wellness services. Another priority was the development of the Pleasant Ridge school facility as an environmentally sound and sustainable "green" building. Yet, despite the promise of an environmentally cutting-edge school and partnerships ranging from the YMCA to various health providers, all of this was not sufficient to attract new families to the school. And so, just as the environmental enthusiasts were leading a grassroots effort to dramatically change the plans for the physical facility, a group of young parents became involved in challenging the academic program. This group, mostly parents of infants and toddlers, asked themselves, "What would it take for us to send our children to this new school?" Their collective answer was a conversion to a Montessori program.

Language: English

ISSN: 1054-0040