For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Book
Practical Visionaries: Women, Education, and Social Progress, 1790-1930
See More
Language: English
Published: Harlow, England: Longman, 2000
ISBN: 0-582-40431-2 978-0-582-40431-1
Series: Women and men in history
Conference Paper
Positive Socialization in an Educational Inclusion Group of a Montessori Elementary School
Available from: IATED Digital Library
8th International Conference on Education and New Learning Technologies
See More
Abstract/Notes: The purpose of the present work was to foster positive socialization in a multilevel group of a Montessori elementary school comprised by 20 students between 9 and 12 years old and many students with Special Education Needs. Positive socialization refers to the group of behaviors to aid the more vulnerable and concern for the others (Rudolph, 2000). It is important to nurture these behaviors during the school age since this is the stage where students require them to foster healthy coexistence and cooperation, as well as respect for differences and diversity among peers, which is closely related to educational inclusion, which premise is to make a school for all, for which the creation of spaces where coexistence and differences acceptance are nurtured taking into account the needs of each student (Romera, 2008). The Elementary Education Syllabus in Mexico mentions the inclusion principle, which emphasizes the teaching of values, attitudes and behaviors towards helping the others (Secretary of Public Education, 2011). Under this perspective, a traditional empirical quantitative applied field study was conducted. The design was of only one group, with two pretest-posttest measurings in which also 5 teachers participated in the group activities. The group was assessed in Positive socialization by means of the Socialization Battery BAS-3 by Silva and Martorell (1987) which defines a child’s profile by five factors. The pretest results indicated five subjects obtained a scoring below the mean value in the Concern for the others scale, this meant the subjects had little social sensitivity or concern for others. In addition, the Inclusive Practices in the Classroom Evaluation Guideline in its observation and self-report version by Garcia, Romero and Escalante (2009) was applied, which allowed to measure the levels of educational inclusion in the group. The results determined that four teachers obtained a scoring below the mean value in the planning area scale. Based on the pretest results obtained from both instruments, an intervention program was designed based on the Cooperative play proposal by Garaigordobil (2004), to foster prosocial behaviors, while the decision taking according to the students’ needs were worked with the teachers. At the end of the intervention, a posttest was applied to the group and the results indicated a significant increment in the positive socialization, especially, the behaviors towards helping the others in the students with the lowest scores from the pretest; teachers planning also improved to achieve a more inclusive environment in the group. The results were validated with the non-parametric Wilcoxon test using the Statistical Package for the Social Sciences (SPSS) software.
Language: English
Published: Barcelona, Spain: International Academy of Technology, Education and Development (IATED), 2016
Pages: 7934-7941
DOI: 10.21125/edulearn.2016.0741
ISBN: 978-84-608-8860-4
Article
Orientamento sociale e metodo Montessori
Publication: Maieutica, vol. 2, no. 14
Date: 1949
Pages: 15-21
See More
Language: Italian
Article
Il problema sociale del fanciullo
Publication: Ragazzi d'oggi (Ente Nazionale per la Protezione Morale del Fanciullo), vol. 3, no. 2
Date: 1952
Pages: 1-4
See More
Language: Italian
Article
Die sozialen Rechte de Kindes [The social rights of the child]
Publication: Montessori-Nachrichten
Date: Nov 1926
Pages: 2
See More
Language: German
Book Section
Solving the Social Problem [Lecture 20; 21 October 1946]
Book Title: The 1946 London Lectures
Pages: 144-150
See More
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018
ISBN: 978-90-79506-00-2
Series: The Montessori Series , 17
Book Section
Social Development and Adaptation [Lecture 11; 25 September 1946]
Book Title: The 1946 London Lectures
Pages: 80-86
See More
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018
ISBN: 978-90-79506-00-2
Series: The Montessori Series , 17
Video Recording
Montessori: Pathways to Social Reform
See More
Abstract/Notes: This video puts forward Montessori's international outreach to serve children in need as a comprehensive world mission of Montessori education both yesterday and today. Beginning with the Rome Centenary Conference in January, 2007, including commentary by Renilde Montessori, the video documents Montessori's historic focus on the cause of children in difficult social environments. The video emphasizes the revolutionary aspects of Montessori education not only in serving the underserved, but in preparing young adults who aspire to solve the problems of the future. Jointly produced by NAMTA and AMI, this video is part of a Centenary trilogy of short subjects drawing attention to Montessori's unique contribution to educational reform over the past century.
Runtime: 16 minutes
Language: English
Published: Burton, Ohio, 2007
Presentation
Liberty, Discipline and Pedagogy: Mapping Pathways Towards Social and Cultural Independence Through the Regulation of Activity and Attention in a Montessori Classroom
See More
Abstract/Notes: The term discipline weaves together, through its etymology and use, both learning and regulation, suggesting that one cannot be achieved without the other. It is in this sense, that Dr Maria Montessori applied the term as she designed her distinctive pedagogy during the first half of the twentieth century. Her aim was for children to regulate their activity and their attention through interaction with meticulously designed objects combined with precise language, including the language of educational disciplines. What distinguishes Montessori pedagogy is that children’s liberty is identified as both the means and the end of this regulation. Liberty and discipline were considered by Dr Montessori (1998 [1939], p. 41) to be ‘two faces of the same coin, two faces of the same action’. Montessori’s emphasis on liberty locates her pedagogy in the Enlightenment tradition, but her simultaneous emphasis on discipline, in both senses, reveals an orientation out of step with the tradition of Rousseau, the tradition which remains in the foreground whenever pedagogy is linked with the legacy of the Enlightenment. This paper presents Montessori’s pedagogy of liberty and discipline as one realisation of another, less visible, Enlightenment tradition. This tradition comes into clearer view when human development is perceived as socially, and therefore, semiotically, mediated (Vygotsky 1986 [1934]) and pedagogy is perceived as discipline knowledge embedded in a regulating social order (Bernstein 2000).
Language: English
Presented: University of Sydney, Sydney, Australia: Disciplinarity, Knowledge and Language (Symposium), Dec 2008
Book
Formazione permanente e trasformazioni sociali: scritti in onore di Rosetta Finazzi Sartor
See More
Language: Italian
Published: Padova, Italy: Università degli Studi di Padova, Dipartimento di Scienze dell'educazione, 1998