Abstract/Notes: Religious and moral development is essential to early childhood education; therefore, it is necessary to implement development strategies. This study aimed to explain the strategy for fostering young children's religious and moral development. This is qualitative research employing a literature review methodology. Collecting articles, reducing articles, presenting articles, explaining articles, and drawing conclusions comprised the data analysis technique. The findings revealed that media for fostering religious and moral development include Alqur'an learning media, digital animation media, Educational Game Tools, BEAT application media, ICT (Information and Communication Technology), VCDs, and student worksheets. While the strategies for developing religious and moral aspects in young children are exemplary, they include playing while learning, the Montessori method, the PAIKEM model, behavior development, habituation, storytelling, demonstration methods, and programs for character education. In conclusion, the strategy for fostering religious and moral development in young children can be implemented through various media and instructional techniques.

Language: English

DOI: 10.24042/ajipaud.v5i2.13970

ISSN: 2622-5182, 2622-5484

Abstract/Notes: The child's capacity for self-actuated intellectual growth and the possibility of speeding up intellectual growth through improved opportunities and increased stimulation were studied. Six exploratory studies carried out during the first two years of this project were reported. The three main areas of learning which were investigated with the idea of locating promising approaches were reading, creativity, and logical operations. These studies concerned (1) exploring the teaching of reading to very young children, (2) a teaching machine approach which showed some promise in the first study, (3) preferences for high-frequency versus low-frequency word use occurring in children's speech, (4) construction activities involving independent problem-solving, and guided construction, (5) a method of inducing conservation of substance in kindergarten children, and (6) teaching formal logical operation to preschool children. Two other studies were discussed, including (1) instruction of direct verbal instruction in language, arithmetic, and reading to four-year old disadvantaged children, and (2) comparison of a direct verbal instruction with a Montessori program for four-year olds. Results and conclusions were many and varied. (EF)

Language: English

Published: Washington, D.C., Jun 1967

Abstract/Notes: Following the more recent and up-to-date literary criticism, the article outlines the biog- raphy and the complicated cultural and scientific route of Maria Montessori. The main stages of her psycho-pedagogical works are underlined, as well as the origin and develop- ment of the enterprise she furthered in special education and in children’s care. Through the analysis of a large review of both traditional and recent studies about Maria Montessori and her work, it stands out the Montessorian conception of a scientific pedagogy. This one, based on the Positivistic culture, is not extraneous to other influences, such as the Itard’s Sensism, and the theosophical suggestions about an aesthetic and moral perfecting of the human being through the exercising of his sensibility. The Montessori’s idea of spir- itual embryo can be referred to the Neo-evolutionist theories and to religious contamina- tions from different sources. It is so possible to outline the eclectic connotation of the anthropological – and then psycho-pedagogical – thought that the researcher and peda- gogue Maria Montessori had worked out.

Language: French

ISSN: 1971-1093, 1971-1131

Abstract/Notes: U uvodnom se dijelu govori o pojmu djetinjstva, o prenatalnoj psihologiji te o različitim odgojnim pristupima malom djetetu. Predstavljeni su početci razvoja dječjih vrtića u Hrvatskoj te rezultati mijenjanja konteksta i njihove odgojno-obrazovne prakse. Potom su predstavljeni alternativni vrtići (Montessori, Waldorf, Raggio), a zatim i prijedlog logopedagoškog vrtića u kome bi dječji razvoj bio potpomognut logopedagoškim vrijednostima. [The introductory part talks about the concept of childhood, prenatal psychology and different educational approaches to a small child. The beginnings of the development of kindergartens in Croatia and the results of changing the context and their educational practice are presented. Then, alternative kindergartens (Montessori, Waldorf, Raggio) were presented, followed by a proposal for a speech therapy kindergarten in which children's development would be supported by speech therapy values.]

Language: Croatian

ISSN: 1330-0059

Abstract/Notes: Nel panorama pedagogico italiano del XX secolo Maria Montessori è stata tra le figure femminili più interessanti. Ha interpretato con cura e perspicacia la figura del bambino, chiarendo il ruolo significativo che l’ambiente riveste nella sua formazione cognitiva ed emotiva e della sua mente “assorbente”. Punto di partenza dei suoi studi è stato Il metodo della pedagogia scientifica (1909), da cui è emerso in maniera evidente che la scienza doveva studiare il processo di formazione della personalità del bambino nella sua interazione sociale. La Montessori, ha rivendicato i diritti dell’infanzia di fronte al mondo degli adulti, evidenziando l’antico errore, dal punto di vista psicologico ed educativo, di far assumere al bambino atteggiamenti e abiti mentali che non siano conformi alla sua natura di bambino. A tal scopo, la studiosa organizzò il suo l’ambiente educativo, cioè la scuola dell’infanzia, come un luogo ideale in cui il bambino, in piena libertà di azione e opportunamente stimolato, potesse fare le sue esperienze formative. Una rilettura del pensiero di Maria Montessori ha reso possibile alcuni riscontri con problematiche pedagogiche attuali che hanno avuto riflessi nella Pedagogia contemporanea, per esempio, il rapporto tra ambiente e educazione, l’organizzazione del processo di insegnamento-apprendimento, l’uso di procedure, di tecniche e di materiali relativi ad un intervento pedagogico vero e proprio. [In the Italian pedagogical panorama of the twentieth century, Maria Montessori was among the most interesting female figures. She has interpreted the figure of the child with care and insight, clarifying the significant role that the environment plays in her cognitive and emotional formation and in her "absorbing" mind. The starting point of her studies was The Method of Scientific Pedagogy (1909), from which it emerged clearly that science had to study the process of formation of the child's personality in its social interaction. Montessori claimed the rights of childhood in front of the adult world, highlighting the ancient error, from a psychological and educational point of view, of making the child assume attitudes and mental habits that do not conform to her child's nature. For this purpose, the scholar organized her educational environment, that is the kindergarten, as an ideal place where the child, in full freedom of action and appropriately stimulated, could have his educational experiences. A re-reading of Maria Montessori's thought has made possible some feedbacks with current pedagogical problems that have had repercussions in contemporary Pedagogy, for example, the relationship between environment and education, the organization of the teaching-learning process, the use of procedures, of techniques and materials related to a real pedagogical intervention.]

Language: Spanish

DOI: 10.14516/fde.2015.013.018.002

ISSN: 1698-7802

Abstract/Notes: In questa prima fase della ricerca - ancora in itinere - si compie un’analisi storico-pedagogica del rapporto infanzia/famiglie/istituzioni. L’indagine si focalizza sulle trasformazioni dei modelli familiari, visti nella loro interdipendenza con l’elaborazione di nuove pratiche educative. Al riguardo, l’avvento del’900 si profila come un passaggio importante, che trova un suo esito nel volume di Ellen Key, Il secolo dei fanciulli. Proprio in quest’opera, la scrittrice svedese elabora una nuova idea di “maternità” e di “paternità” che pone al centro i bisogni e le esigenze infantili. La sua prospettiva diventa oggetto di dibattito, agli inizi del secolo scorso, sia in campo pedagogico, sia in campo femminista, soprattutto in merito al dilemma per la donna di coniugare insieme sfera pubblica e sfera privata, maternità e autonomia individuale. Secondo l’ipotesi qui evidenziata è in particolare Maria Montessori a raccogliere la sfida di Ellen Key, con il suo esperimento pedagogico della “Casa dei bambini”, in cui lo spazio domestico, “privato” si trasforma in uno spazio scolastico, “pubblico”, a misura di “bambino” (valenza estetica degli ambienti, cura delle relazioni umane, ecc.). [In the first phase of research it conducts an historical and pedagogical analysis on the relationship between childhoods, families and institutions, identifying family-models changes and their interdependence with the elaboration of new educative practices. At the beginning of twentieth century, Ellen Key wrote the famous book The century of children. Following the introduction of Modernity age, the author defined a new idea of “motherhood” and “fatherhood” which focused on childish subjects’ needs and requirements. Her prospective became item of debate both in pedagogic and in feminist fields, especially in regard to women’s dilemma on how to combine public and private life, motherhood and individual autonomy. In particular, Maria Montessori took up the Ellen Key challenge, in fact she made the pedagogical experiment of Children’s House, where domestic space became institutional space (settings’ aesthetic quality, human relationships’ care).]

Language: Italian

DOI: 10.6092/issn.1970-2221/1767

ISSN: 1970-2221

Abstract/Notes: L’ecologia dello sviluppo umano è da tempo un aspetto importante della ricerca educativa; a partire dalla teoria educativa di Maria Montessori e dagli studi di Urie Bronfenbrenner l’ecologia è parte integrante di una visione aggiornata delle prassi educative. Le recenti discussioni riguardanti la protezione e la sostenibilità dell’ambiente richiamano anche oggi l’attenzione degli studiosi e degli educatori su questa questione. L’enciclica di papa Francesco sulla crisi ambientale richiama tutti gli uomini, a prescindere dalla loro fede religiosa, a prendere iniziative per la difesa dell’ambiente e per la promozione di migliori condizioni di vita delle persone umane e persino di tutti gli esseri viventi. La questione ecologica richiama l’esigenza di una protezione del principale ambiente educativo e di vita del bambino, che è la famiglia; la recente risoluzione del Consiglio delle Nazioni Unite per i diritti umani sottolinea questo obiettivo e costituisce una base per una profonda riflessione sulle migliori pratiche da realizzare al fine di offrire all’infanzia le cure di cui ha bisogno e garantire la tutela dei suoi diritti. Montessori offre suggerimenti interessanti per la pratica educativa. / La ecología del desarrollo humano ha sido durante mucho tiempo un aspecto importante de la investigación en educación; a partir de la teoría educativa de María Montessori y los estudios de Urie Bronfenbrenner la ecología es una parte integral de una visión actualizada de las prácticas educativas. Los recientes debates sobre la protección y la sostenibilidad del medio ambiente llaman hoy la atención de los estudiosos y educadores sobre este tema. La encíclica de Francisco sobre la crisis ambiental pide a todas las personas, independientemente de su religión, a tomar iniciativas para proteger el medio ambiente y para la promoción de mejores condiciones de vida de las personas y por todos los seres vivientes. La cuestión ecológica recuerda la necesidad de protección del principal ambiente educativo de la vida del niño, que es la familia; La reciente resolución del Consejo de las Naciones Unidas para los Derechos Humanos indica este proposito y nos permite reflexionar profundamente sobre las mejores prácticas que se implementarán para ofrecer a los niños la atención que necesitan y garantizar la protección de sus derechos. Montessori ofrece sugerencias interesantes para la práctica educativa. / The ecology of human development has long been an important aspect of educational research; since Maria Montessori’s educational works and Urie Bronfenbrenner’s studies, ecology became an integral part of an updated vision regarding the educational practices. Today’s discussions about the biological and social environment, its protection and sustainability, recall the attention of scholars and educators on this issue. Pope Francis’s encyclical about the environmental crisis asks all people, regardless of their religious belief, to take initiatives in order to protect the environment and to promote better living conditions for all people and even for all living beings. The ecological question recalls the need for the protection of the main educational environment in the child’s life, which is the family. A recent United Nations Human Rights Council’s resolution points out this purpose and constitutes a basis for a deep reflection upon the best practices to implement in order to offer all children the care they need and to ensure the protection of their rights. Montessori provides interesting suggestions for the educational practice.

Language: Italian

ISSN: 2255-0666

Abstract/Notes: L’ultimo secolo del millennio avrebbe potuto essere il secolo dell'infanzia. Ma è stata una promessa tradita, è stato invece il secolo della scomparsa dell'infanzia. Una scomparsa fisica ed anche simbolica. Siamo entrati nel terzo millennio con un'infanzia colonizzata da parte dal mondo degli adulti, persa tra le onde dei mari mediatici e commerciali. Fortunatamente, nella seconda metà del Novecento, è esistita anche una pedagogia popolare in grado di preservare elementi importanti dell'identità infantile: l’infanzia del cuore e della relazione (Agazzi), l’infanzia della mente e dell’autonomia (Montessori), l’infanzia della fantasia e della creatività (Malaguzzi) e l’infanzia scout e dei perchè (Ciari). L'autore sottolinea l'importanza di questa pedagogia popolare e delle proposte didattiche che ne derivano. L'articolo si conclude con 10 tesi per un Manifesto per i bambini da zero a sei anni. / Three questions summarize the main points of this text: How can we respond from school to a revolution that is considered by many more important than Gutenberg's? What are the cognitive changes detected so far in our way or reading, writing, and even thinking, that arise from our experiences with new technologies and what changes will they reasonably demand us to cope with them in our teaching practice? What are the challenges raised by all this in teacher education?

Language: Italian

ISSN: 2255-0666

Language: Italian

ISSN: 0033-9571, 1724-1871

Language: English

DOI: 10.1037/h0074838

ISSN: 0022-0663, 1939-2176