Language: English

ISSN: 0277-9064

Language: English

Published: Syracuse, New York, 1978

Abstract/Notes: In the present paper, we aim to investigate the theoretical foundations and consequent actions that moved Maria Montessori to explore, as a pioneer, the theme of individual differences. More specifically, the objective is to analyse the interconnection between the theme of differences which, in Maria Montessori’s work, features as context and pretext for informed pedagogical action steered towards inclusion in formal and non-formal educational contexts, revising the classic paradigms of intervention, in the light of the most recent interdisciplinary scientific discoveries.

Language: English

ISSN: 2036-6981

Abstract/Notes: This article examines how leaders in public, private, and hybrid educational systems manage competing pressures in their institutional environments. Across all systems, leaders responded to system-specific puzzles by (re)building systemwide educational infrastructures to support instructional coherence and framed these efforts as rooted in concerns about pragmatic organizational legitimacy. These efforts surfaced several challenges related to educational equity; leaders framed their responses to these challenges as tied to both pragmatic and moral organizational legitimacy. To address these challenges, leaders turned to an array of disparate government and nongovernment organizations in their institutional environments to procure and coordinate essential resources. Thus, the press for instructional coherence reinforced their reliance on an incoherent institutional environment.

Language: English

DOI: 10.3102/01623737221093382

ISSN: 0162-3737

Language: Korean

Published: Seoul, South Korea, 2018

Abstract/Notes: The microstudy presented is a psycho-pedagogical experiment, which consists in applying the Montessori-specific experimental factor to a group of pre-school children in the traditional system. The investigative approach is based on a comparative study, the results obtained being interpreted from both a quantitative and a qualitative point of view. In this paper we started from the premise that Montessori strategies foster the acquisition of reading and writing skills at pre-school age. The general objectives of the investigation are the introduction into the traditional experimental system of alternative methods of acquiring reading-writing skills specific to the Montessori system and the study of the Montessori system for the acquisition of reading and writing skills in methodical terms and from the point of view of the results obtained by applying these strategies.

Language: English

ISSN: 1841-0456, 2247-8671

Abstract/Notes: Abstract Aim. Montessori activities were implemented in nursing care of older adults in the home environment with the aim of creating meaningful, inclusive, and failure-free daily activities that improve their quality of life. Material and methods. In-depth comparative case studies with exploratory methods were used based on structured interviews and observation of four purposely selected older adults with and without dementia in the home environment. The data was collected using the Montessori methodology, which was divided into five phases. Results. Diff erent types of activities and roles were developed based on the individual’s abilities and interests. The participants felt more independent and self-confident in the performance of planned activities and satisfied that they are busy during the day and engaged in activities that contribute to their better mobility and health. Conclusions. Implemented activities can facilitate the inclusion of older adults in the daily routine of family life, increase the quality of life and the possibility of self-care in the home environment.

Language: English

DOI: 10.2478/pielxxiw-2023-0038

ISSN: 2450-646X

Abstract/Notes: This research is based on the view that early childhood education is a fundamental aspect of the direction of the child's life. On the other hand, the development of educational theory has an impact on the direction of progressive thinking on the pattern of education. The presence of serious attention to the golden age of children also determine an appropriate approach in the learning activities undertaken. The importance of the issue invites various views of educational leaders both from the West and the East, not least Abdurrahman An-Nahlawi and Maria Montessori. Both figures have contributed to the development of education for children from different perspectives. Based on the above, this research is directed to examine the thoughts of both into an alternative paradigm of Early Childhood Education. This research is a type of literature research with a philosophical, historical, and psychological approach. While the data are analysed using content and comparative analysis and using the inductive-deductive method in making conclusions. Based on the results of the research can be obtained: The educational concept of Abdurrahman An-Nahlawi for Early Childhood is based on the Shari'a of Islam as the perfect manhaj Rabbani. Thus, the ideal education is based on the Qur'an and Sunnah. Education becomes a means to prepare the child's life as a plenary man and realize the idealism of Islam in daily life. The concept of education Maria Montessori departs on the view of the child as a unique individual and able to construct learning independently. Thus, the need for an environment that is prepared for the development of children. Education is seen as real life for children.

Language: English

DOI: 10.14421/skijier.2018.2018.22.05

ISSN: 2580-3212

Abstract/Notes: While many children suffer from stress due to school-related factors, some alternative schooling systems, such as the Montessori pedagogy, emphasize stress-free learning environments (e.g., no grades, no tests, peer-peer learning). This study compared brain markers of stress, i.e., hippocampus, amygdala, and medial prefrontal cortex (mPFC) volumes, as a function of school experience. A cross-sectional comparative morphometric study was run between 45 traditionally schooled children and 44 Montessori-schooled children (3-12 years). While both groups were comparable in terms of cognitive abilities, socio-economic environment, and anxiety levels, volumetric values within their hippocampus and their mPFC differed. While there was hippocampal growth across development for all participants, there was a higher gain for Montessori-schooled children. Furthermore, female traditionally schooled children showed a loss in hippocampal and mPFC volume across age, while female Montessori-schooled children showed a gain. It seems that traditional pedagogical approaches induce mild but chronic stress, affecting underlying brain structures.

Language: English

Published: Jun 22, 2023

Abstract/Notes: It is undeniable that education is critical the evolution of modern societies. However, there are factors that affect schools in various ways, such as social, political and technological movements. Unfortunately, the schools have failed to keep up with the changes and transformations and still mostly facilitate the educational attitudes and philosophies adopted from the past century (Baker, 2012). Educational buildings, where teaching and learning activities take place, are important part of the education system. School buildings serve not only as educational facilities, but also as an important asset of the community and as a source of dominant aspects of education (Moore & Lackney, 1994). But more importantly, the extent to which school buildings enhance education has become an important issue for policy makers, educators, and design researchers, where it is also seen as a major focus in the fields of architecture and education. The needs in today’s education system raise several that require immediate attention - what kind of schools and classrooms would we like to have in the future and how should we improve the schools that we have today? Even though the structure of classes and the overall educational activities have been transforming globally, we still observe traditional classroom settings where students are seated in rows regardless of the teaching methods that the teachers engage in and the teachers’ interaction levels with students. Moreover, traditional classrooms are based on the concept that teacher is the only authority where students are not directed to see their peers as a source of learning or supported to interact and teach each other (Sharan, 1999). However, ideally, learning should occur in an environment that can allow students to engage with the concepts that are being used by teachers with a maximum opportunity. This approach promotes the idea that students should become a part of the teaching practice in classrooms, rather than being passive receivers. In addition, it is important to have a broad sense of communication in classroom environments. It is teachers’ task to create an environment for students for “the collision of reflections” that will eventually lead to students’ skills and intelligence to express their opinions and develop outcomes forming bases for knowledge building. Therefore, teachers’ role in classrooms and their interaction with students through their attitudes and motivational strategies play a crucial role in the overall teaching-learning process (Turner et.al., 2002).

Language: English

ISSN: 2301-2501