Abstract/Notes: Contact with non-Montessorians

Language: English

ISSN: 1470-8647

Language: English

ISSN: 1470-8647

Language: English

ISSN: 1054-0040

Abstract/Notes: Rev. of book by that title by Sue Palmer

Language: English

ISSN: 1470-8647

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Language: English

Abstract/Notes: Il contributo intende sondare alcuni tratti della pedagogia e del metodo Montessori di interesse per ripensare gli attuali contesti educativi escolastici sempre più interdipendenti ed eterogenei (Zoletto, 2012). L’individualizzazione nell’apprendimento e la differenziazione sono tensioni costanti nel pensiero di Montessori e si concretizzano nel ruolo dell’ambiente preparato dall’adulto a misuradi ogni bambino, in cui sono organizzati materiali di sviluppo non condizionati daappartenenze culturali (PescieTrabalzini, 2007) e nella pluralità linguistica assunta quale tratto strutturale del contesto (Consalvo, 2020), come avviene in molte scuoledi metodo che stanno sperimentando progetti bilingui. È dall’ambiente secondo Montessori (2000) che i bambini prendono il linguaggio, le abitudini e le caratteristiche della comunità a cui partecipano e per questo gli ambienti scolastici e le atmosfere relazionali costruiti sulla base della unicità e differenza di ognuno sono interculturali (Pesci,2006). Il contributo propone le prime riflessioni scaturite dal lavoro di indagine sull’attualità interculturale di Montessori in prospettiva plurilingue, che èuno dei filoni di ricerca del PRIN (2017) Maria Montessori from the past to the present(Unitàdi ricerca: Bologna, Milano, Roma, Aosta). / This paper will explore some aspects of the Montessori method and pedagogy that are pertinent in rethinking today's increasingly interdependent and heterogeneous educational and school contexts (Zoletto, 2012). Personalized learning and differentiation are constant tensions in Montessori thinking, taking shape in the environment prepared by the adult specifically for each child, where the developmental materials offered are not conditioned by cultural affiliations (Pesci e Trabalzini, 2007) and linguistic plurality is a structural feature of the context (Consalvo, 2020), as occurs in many method schools that are experimenting with bilingual projects. According to Montessori (2000), children acquire language, habits and the characteristics of the community they are part of from the environment, and for this reason school environments and the relational atmospheres based on the uniqueness and differences of each individual are intercultural (Pesci, 2006). The paper offers some initial reflections starting from an investigation of Montessori's intercultural relevance in a multilingual perspective, one of the PRIN (2017) research areas Maria Montessori from the past to the present (Research Units: Bologna, Milan, Rome, Aosta).

Language: Italian

DOI: 10.6092/issn.2420-8175/13899

ISSN: 2420-8175

Language: English

Published: Washington, D.C., 1965

Abstract/Notes: Chronic traumatic situations are common and impact many of the children served in public schools. Toxic stress caused by trauma influences the development and function of the brain, impacting memory and emotion. The effects of toxic stress can manifest as behavior and learning challenges. To address these challenges in children exposed to chronic trauma, the underlying toxic stress must be addressed through effective nurturing.

Language: English

Published: Washington, D.C., 2016

Abstract/Notes: Adverse Childhood Experiences (ACEs) have been proven to be linked to increased risks of a multitude of negative health outcomes and conditions when children reach adulthood and beyond. To better understand the relationship between ACEs and the associated health outcomes and eventually to pan and implement preventive interventions, access to an integrated coherent actionable data set is crucial. In this paper, we introduce a formal reusable ontological framework to capture the knowledge in the domain of Adverse Childhood Experiences to improve ACEs surveillance and response.

Language: English

Published: Washington, D.C.: IOS Press, 2019

ISBN: 978-1-61499-958-4

Series: Studies in Health Technology and Informatics , 258