Abstract/Notes: La educación multicultural ha estado en el punto de mira durante décadas desde finales del siglo pasado. El fenómeno de la inmigración y los asentamientos masivos en determinados puntos de nuestro país, obligaron a las autoridades a cubrir las necesidades de estos nuevos núcleos poblacionales. De este modo, surgieron nuevas escuelas que poco a poco iban transformándose en guetos de un alumnado inmigrante que desconocía tanto la cultura como la lengua del país de destino. Estos centros educativos, focos de controversia, se han convertido en un reto para sus docentes que, implicados/as en su labor, han ido transformando la realidad para conseguir mejorar la calidad. En este contexto, situamos la “buena práctica” en educación infantil, donde una profesora con un alumnado en riesgo ha hecho realidad su sueño de trasladar la metodología Montessori a su clase. / Multicultural Education has been in the spotlight for ages. During the last decades of last century, the phenomenon of immigration and the development of massive settlements of immigrant communities in certain parts of Spain led political and educational authorities to confront and help in assisting the needs of these growing social groups. In this way, new school communities emerged but they slowly became into ghettos of immigrant students who, in many occasions, did know little or nothing about the target language or culture of their new country. These schools may have been seen as spots of controversy and they have indeed been a challenge for their teachers, who have been able to improve the quality of education through their daily work. Considering this context, we place the concept of ‘good practice’ in young children education at the core of this article by making reference to the experience of a female teacher who has made true her dream of implementing Montessori Methodology in a risk group of Infant students.

Language: Spanish

ISSN: 2255-0666

Language: English

ISSN: 0040-7887

Language: Korean

ISSN: 1226-9417

Language: English

Abstract/Notes: The article focuses on the first part of the atypical path of Helene Lubienska de Lenval (1895-1972), an educationalist without formal qualifications: from her early collaboration and breake with Maria Montessori, to a personal interpretation and integration of the Montessori method, which she would later pass on to thousands of French teachers through her many different contributions. The A. goes beyond the apparent simplicity of Lubienska’s practice by analyzing the wealth of her contributions – which were inspired, among other things, by the Christian liturgy. The article explores the reasons for the lack of recognition during her life, despite her dense and diversified literary output and her novel pedagogical approach.

Language: French

ISSN: 1971-1093, 1971-1131

Abstract/Notes: La tesi si propone di analizzare le proposte pedagogiche di Maria Montessori e Rudolf Steiner in relazione alla scuola tradizionale e alla diffusione di tali scuole nel Mondo e in Italia, con particolare focus su Torino. Ripercorrendo il contesto socio-culturale e...

Language: Italian

Published: Torino, Italy, 2019

Language: English, Italian

Published: Roma, Italy: Ente Opera Montessori, 1950

Language: German

Language: Dutch

ISSN: 0166-588X

Abstract/Notes: Kako bi odgojili kompetentno dijete ono treba poštovanje, slobodu izražavanja, te mnoštvo poticaja prilikom svog odgoja i obrazovanja, a najviše od svega potporu i ohrabrenje da sve što radi pokuša napraviti samo. Djetetu se prilikom samostalnih aktivnosti ili određenih zadataka jača samopouzdanje, dijete se razvija, uči na greškama, te pronalazi rješenja. Dijete od svoga rođenja prolazi kroz mnoštvo razvojnih faza koje su teške, kako za osobe koje sudjeluju u odgoju i učenju djeteta, tako i za samo dijete, te mu samim time mi kao osobe odgovorne za predškolski odgoj i obrazovanje trebamo moći i znati pomoći da kroz sve te faze prođe na najbolji mogući način. Upravo su promjene u razmišljanjima o odgoju, te drugačiji pristup odgoju, te djetetu kao jedinki dovele do pojave alternativnih pedagoških koncepcija. Montessori pedagogija svojim načinom rada, te samim pristupom prema dječjem odgoju i poštivanju različitosti među djecom i danas nadahnjuje mnoge, te je izrazito priznata u cijelom svijetu. U radu se pojašnjava tijek reforme odgoja i obrazovanja koji je naposljetku i doveo do pojave alternativnih pedagoških metoda i različitih pristupa u odgoju i obrazovanju, a sam rad baziran je na pedagošku konceociju Marie Montessori. [In order to raise a competent child, it needs respect, freedom of expression and a lot of incentives during its upbringing and education, but most of all a child needs support and encouragement to try and do everything on its own. While performing independent activities or certain tasks, the child develops, learns from its mistakes and finds solutions. It goes through many difficult development phases from the moment of its birth – difficult phases for the people who participate in the upbringing and education of the child, as well as for the child itself. Therefore, as people who are responsible for the preschool upbringing and education, we must be able, and we must know how to help the child to go through all those phases in the best possible way. The changes in the way we think about upbringing, a different approach to upbringing and child as an individual have led to the occurrence of alternative pedagogical concepts. Montessori pedagogy, with its way of working, and it is very approach to childcare and respect for diversity among children, still inspires many today, and is widely recognized throughout the world. The paper clarifies the course of educational reform, which eventually led to the emergence of alternative pedagogical methods and different approaches in education, and the work itself is based on the Marie Montessori pedagogical concept.]

Language: Croatian

Published: Zagreb, Croatia, 2019