Language: English

Language: Catalan

ISSN: 2014-6965

Language: English

Abstract/Notes: The article is a presentation of a model of work with the elderly based on the principles of Maria Montessori pedagogy. The described model provides support for elderly people (also with cognitive deficits) not only in retaining maximum independence and highest possible level of intellectual functions, but also in their development through success-focused learning. Chosen elements adopted from Maria Montessori’s pedagogy such as prepared environment, specific didactic materials, and teacher/companion enable the classes’ participants to learn with joy, enjoying autonomy, respect and dignity. / Artykuł jest prezentacją modelu pracy z osobami starszymi opartej na założeniach pedagogiki Marii Montesssori. Opisywany model jest propozycją wsparcia osób starszych (również z deficytami poznawczymi) nie tylko w zachowaniu maksymalnej samodzielności, utrzymaniu funkcji intelektualnych na możliwie wysokim poziomie, ale także ich rozwój poprzez uczenie się zogniskowane na powodzeniu. Zaadaptowane z pedagogiki Marii Montessori wybrane elementy, m.in. przygotowane otoczenie, specyficzne materiały dydaktyczne, osoba nauczyciela/ towarzysza dają uczestnikom zajęć możliwość uczenia się z radością, poczuciem autonomii, szacunku i godności.

Language: Polish

ISSN: 1230-929X

Language: English

ISSN: 1075-4741

Abstract/Notes: Explicita-se as relações interdisciplinares na pedagogia através da epistemologia genética, analisando uma formulação teórica específica, no caso a pedagogia montessori. Através da operaciomalização da epistemologia genética verifica-se se ela é capaz de captar relações interdisciplinares no interior de uma formulação pedagógica específica e se esta pode ser considerada interdisciplinar. A pesquisa desenvolvida traz uma contribuição à pedagogia pois operacionaliza um modelo de análise de relações interdisciplinares no interior da pedagogia. O estudo concluiu que o modelo psicogenético possibilitou captar relações interdisciplinares no interior de formulações teóricas bem como possibilitou uma análise genuína da pedagogia montessori demonstrando o seu potencial em termos de formação integral do homem. [The interdisciplinary relationships in pedagogy are explained through genetic epistemology, analyzing a specific theoretical formulation, in this case, the montessori pedagogy. Through the operationalization of genetic epistemology, it is verified whether it is capable of capturing interdisciplinary relationships within a specific pedagogical formulation and whether this can be considered interdisciplinary. The research developed brings a contribution to pedagogy as it operationalizes a model for the analysis of interdisciplinary relationships within pedagogy. The study concluded that the psychogenetic model made it possible to capture interdisciplinary relationships within theoretical formulations as well as a genuine analysis of Montessori pedagogy, demonstrating its potential in terms of the integral formation of man.]

Language: Portuguese

DOI: 10.5902/19846444

ISSN: 1984-6444

Abstract/Notes: The complex history of Montessori’s Method spreading in the United States was signed by some misunderstandings connected with the reform of the american education system. The Method wasn’t understood in its specificity, but it appeared, in the same time, an alternative or an application of the tradition of Froebel’s Kindergarten. In those years the American pedagogical reflection tried to create an alternative to the continental tradition. For this reason the Progressive Education critized Montessori (i.e. Kilpatrick) for her spiritual and metaphysical premises but this movement couldn’t realize this project and it was inevitably connected with the tradition of European Activism.

Language: Italian

ISSN: 2039-4039

Abstract/Notes: Maria Montessori’s method left a deep and rich renovating educational footprint in the city of Barcelona before the Franco regime (1939). An active, cheerful, playful, co-educational, science-based system, in which the child is the protagonist. The teacher accompanies the students, trying to respect their rhythms in their personal learning itinerary. The Montessori revolution was possible because the Mancomunitat de Catalunya, the Diputació de Barcelona and the municipal administration believed in it, created schools, Case dei Bambini, and promoted continuous teacher training through courses, seminars, and Summer Schools. / El mètode de la doctora Maria Montessori va deixar una profunda i rica petjada educativa i renovadora a la ciutat de Barcelona abans del règim franquista (1939). Un sistema actiu, alegre, lúdic, coeducatiu, de base científica, en què el protagonista és l’infant. El professorat acompanya l’alumnat procurant respectar el ritme en l’itinerari personal d’aprenentatge. La revolució montessoriana fou possible perquè la Mancomunitat de Catalunya, la Diputació de Barcelona i l’administració municipal hi van creure, van crear escoles, Cases dels Nens, i van promoure la formació continuada dels mestres a través de cursets, seminaris i Escoles d’Estiu / El método de la doctora Maria Montessori dejó una profunda y rica huella educativa y renovadora en la ciudad de Barcelona antes del régimen franquista (1939). Un sistema activo, alegre, lúdico, coeducativo, de base científica, en el que el protagonista es el niño. El profesorado realiza un acompañamiento al alumnado, procurando respetar el ritmo en el itinerario personal de aprendizaje. La revolución montessoriana fue posible porque la Mancomunidad de Cataluña, la Diputación de Barcelona y la administración municipal creyeron en ella, creando escuelas, Case dei Bambini, y promoviendo la formación continuada de los maestros a través de cursillos, seminarios y Escuelas de Verano.

Language: Catalan

DOI: 10.2436/e&h.v0i40.150356

ISSN: 2013-9632, 1134-0258

Language: German

Abstract/Notes: Part 2 of 3

Language: English

ISSN: 1470-8647