Abstract/Notes: This article highlights two women important for pedagogy. María Montessori was a medical doctor who initially carried out research to alleviate the tensions generated by the poor sanitary conditions the children of this society experienced and under which they were educated through traditional strategies that had to be changed. Giuseppina Pizzigoni was a teacher who imagined a new school where children, the offspring of a brutally industrialized society, could be happy while learning. For both women the children’s education, being the task of adults, parents and teachers alike, should be carried out with responsibility and new methodologies they themselves constructed and proposed. For them, the future of humanity lies in the success of this task.

Language: Spanish

DOI: 10.17227/pys.num58-17099

ISSN: 2500-6436, 0121-2494

Abstract/Notes: The research was conducted with 56 educators (28 experimental and 28 control group) in order to evaluate the effect of the Montessori Educator Training Program (METP) on the competencies of the Montessori approach. The research was carried out in experimental design. In experimental process, the METP was applied to the experimental group. Findings revealed that there was no significant difference between the pretests of groups; but also a significant difference between the posttests. And it’s also showed that there is a significant difference; however, there was no significant difference between the pretest and posttests of control group. These findings showed that Program is effective on the thoughts, feelings and behaviors related to Montessori philosophy. According to the findings, it can be suggested that the trainings should be disseminated and that the trainings should be given by people who have knowledge of Montessori philosophy and practice and who have received training from international organizations. / Montessori Eğitimci Eğitim Programının, eğitimcilerin Montessori yaklaşımına ilişkin yeterliklerine etkisini değerlendirmek amacıyla yapılan araştırma 56 (28 deney ve 28 kontrol) eğitimci ile gerçekleştirilmiştir. Araştırma, ön test son test kontrol gruplu 2x2 faktöriyel desende yürütülmüş, veriler araştırmacılar tarafından geliştirilen Genel Bilgi Formu ve Montessori Eğitimine İlişkin Eğitimci Değerlendirme Anketi ile toplanmıştır. Deneysel süreçte deney grubundaki eğitimcilere 160 saatlik Montessori Eğitimci Eğitimi Programı uygulanmıştır. Araştırma bulguları, deney ve kontrol grubunun ön test puanları arasında anlamlı bir fark olmadığını; bunun yanında son test puanları arasında anlamlı bir fark olduğunu göstermiştir. Deney grubunun ön test ve son test puanları karşılaştırıldığında anlamlı bir fark olduğu; buna karşın kontrol grubunda ön ve son test puanları arasında anlamlı bir fark olmadığı belirlenmiştir. Söz konusu bulgular Montessori Eğitimci Eğitiminin Montessori felsefine ilişkin düşünce, duygu ve davranışlar üzerinde etkili olduğunu göstermiştir. Bulgular ışığında eğitimlerin yaygınlaştırılması, eğitimlerin Montessori felsefesi ve uygulamasına hâkim, uluslararası kuruluşlardan eğitim almış kişiler tarafından verilmesi önerilebilir.

Language: English

DOI: 10.24130/eccdjecs.1967202261383

ISSN: 2564-7601

Abstract/Notes: E se Maria Montessori fosse vissuta ancora nei decenni passati dalla sua morte a oggi? Avrebbe verosimilmente incontrato don Milani, Mario Lodi, Rodari, Bortolato, Malaguzzi, Rosenberg, la Pedagogia del bosco, l’Apprendimento cooperativo, l’Educazione diffusa, le Scuole Senza Zaino. E, viceversa, senza Maria Montessori, quante di queste esperienze non sarebbero ciò che sono? In dieci diversi dialoghi viene proposto in questo volume un dizionario pedagogico di incontri e di temi significativi, fraternità pedagogiche evidenti e suggestive. Sono incontri che Montessori non ha mai vissuto personalmente, ma che possiamo provare a immaginare trasformandoli non solo in riflessione educativa e didattica ma anche in pratica quotidiana. Percorsi possibili di apprendimento e di sviluppo, spunti operativi per raccontare come l’incontro pedagogico possa essere declinato nel fare scuola, affidato alla professionalità di docenti che, appassionati al metodo Montessori, abbiano il desiderio e la capacità di farlo vivere nel presente, senza timore che la contaminazione possa voler dire snaturare l’essenza e il valore del metodo.

Language: Italian

Published: Trento, Italy: Erickson, 2018

ISBN: 978-88-590-1642-7

Language: English

Published: Chicago, Ill.: Virginia B. Fleege, 1987

Abstract/Notes: Ausgehend von der Beobachtung, dass in der Unterrichtsforschung Konzepte des „offenen Lernens“ für die Implementierung neuer Medien, wie dem Internet, empfohlen werden, wird der Zusammenhang zwischen reformpädagogischen Ansätzen und neuen Informationstechnologien hergestellt. Hier knüpfen die Untersuchungen der vorliegenden Arbeit an. Herausgegriffen wird das Konzept Maria Montessoris, untersucht in den USA, wo sich zum einen alternative Pädagogiken freier entwickeln können und zum anderen die Implementierung neuer Medien in den Unterricht offensiver vorangetrieben wird. Es wird angenommen, dass die Lernumgebung Montessoris unter dem Gesichtspunkt einer Modernisierung des Konzepts auf die heutigen Ansprüche eine optimale Lernlandschaft bietet, das Internet als natürliche Informationsquelle in den Unterricht zu integrieren. Die gegenwärtig kontroverse Umsetzung der Pädagogik Montessoris (AMI und AMS) sowie die zu diesem Zeitpunkt verwirklichte Internetnutzung in den Schulen werden am Beispiel der USA einer kritischen Reflexion unterzogen. Kapitel 1 dieser Arbeit betrachtet die Pädagogik Montessoris. Ein Abschnitt liefert Informationen über die kontemporäre Verwirklichung ihrer Pädagogik in den USA. Die Möglichkeiten des Internets für den Unterricht, die Aussagen der Forschung über das informationstechnische Lernen sowie seine Integration in den USA, wird in Kapitel 2 näher untersucht. In Kapitel 3 wird die Notwendigkeit des Interneteinsatzes in Schulen überprüft und die Eignung offener Strukturen als Basis dafür begründet. Die gewonnenen Erkenntnisse geben die Grundlage zu den in Kapitel 4 und 5 beschriebenen Untersuchungen, wie diese Implementierung in der Praxis nordamerikanischer Montessori-Schulen verwirklicht ist. Beschrieben wird sowohl eine Querschnittsuntersuchung als auch eine Fallstudie. Kapitel 6 schildert die pädagogischen Konsequenzen für die Nutzung des Internets im Unterricht. [Based on the observation that teaching research recommends concepts of “open learning” for the implementation of new media such as the Internet, the connection between reform-pedagogical approaches and new information technologies is established. This is where the investigations of the present work tie in. The concept of Maria Montessori is being singled out, examined in the USA, where, on the one hand, alternative pedagogies can develop more freely and, on the other hand, the implementation of new media in the classroom is being promoted more aggressively. It is assumed that the Montessori learning environment, from the point of view of modernizing the concept to meet today's requirements, offers an optimal learning landscape to integrate the Internet as a natural source of information into the classroom. The currently controversial implementation of Montessori pedagogy (AMI and AMS) as well as the internet usage in schools at that time are subjected to critical reflection using the example of the USA. Chapter 1 of this thesis looks at Montessori's pedagogy. A section provides information on the contemporary realization of their pedagogy in the USA. The possibilities of the Internet for teaching, the statements of research about information technology learning and its integration in the USA are examined in more detail in Chapter 2. Chapter 3 examines the necessity of using the Internet in schools and explains the suitability of open structures as a basis for this. The knowledge gained provides the basis for the investigations described in Chapters 4 and 5, how this implementation is realized in practice in North American Montessori schools. Both a cross-sectional study and a case study are described. Chapter 6 describes the pedagogical consequences for the use of the Internet in the classroom.]

Language: German

Published: Freiburg im Breisgau, Germany, 2003

Language: Japanese

Abstract/Notes: Book Reviews

Language: Dutch

DOI: 10.18352/bmgn-lchr.5751

ISSN: 2211-2898

Abstract/Notes: This paper aims to inquire about the pedagogy of María Montessori in Argentina from the point of view of the history of education. In order to achieve this goal, the historical sources analyzed were two of the most critical journals in the first half of the 20th century: El Monitor de la Educación Común and La Obra. The first was the official review of the National Education Council, which oversaw Argentinian primary education as a government organ. The second was driven by a group of teachers and was formerly known as the official representation of the New School in Argentina. This investigation looks for marks and hints on the reception among Argentinean teachers of this pedagogy, internationalized since the second decade of the 20th century, over these two journals. As the main contribution, we learn about different ways of appropriation of Montessori’s pedagogy as well as the critics of her proposal and its usage to discuss positions of power in the local pedagogy field.

Language: Spanish

DOI: 10.17227/pys.num58-17331

ISSN: 2500-6436, 0121-2494

Abstract/Notes: In the industry of didactic teaching materials, Montessori material has been established in a significant way as a possibility of providing children with different tools, so that they learn better and without trauma the contents of the school subject that culturally has been considered of greatest difficulty: mathematics. This reflection paper, derived from the review of the field, aims to make an analysis of the material within the framework of the scientific pedagogy method proposed by María Montessori at the beginning of the 20th century, emphasizing its specific contribution to the learning of mathematics in preschool children and in elementary school. The material used in the segments of practical life and sensory life will be reviewed, as well as deepen into the specialized material for the development of the mathematical mind, to show how the proposal of María Montessori’s method supposes an opportune path to take the children from the concrete representations of mathematical objects to the elevation of the min —that allows them to build abstractions—. Finally, a dialogue is established about the validity of Montessori’s material in the school from research that has promoted its use in mathematics classrooms, and the possibility of including the material in the training of mathematics teachers to strengthen their didactic knowledge is highlighted.

Language: Spanish

DOI: 10.17227/pys.num58-17295

ISSN: 2500-6436, 0121-2494

Abstract/Notes: L’articolo illustra il programma di ricerche del Laboratorio Montessori di Roma, un’as- sociazione che raccoglie ricercatori di varia provenienza impegnati nello studio della storia del metodo Montessori. Particolare attenzione è rivolta a due tematiche: da una parte, la formazione del carattere, che è stata oggetto di approfondite ricerche negli ultimi vent’anni (si vedano le ricerche di Angeline Stoll Lillard); e, dall’altra, l’educazione religiosa – temati- ca alla quale la Montessori si dedicò profondamente, mantenendo fino alla fine la radicata convinzione che il proprio metodo potesse essere utile all’insegnamento religioso e della religione cattolica in particolare. [This paper presents the research program of the Laboratory Montessori in Rome. The Laboratory is an association which brings together scholars from various countries to carry out research projects on the history of the Montessori movement. In 2011, the association has explored character education according to the Montessori method and special attention will be devoted to religious education. The character education has been studied with par- ticular attention in the last twenty years, and some research (for example, those of Angeline Stoll Lillard) have demonstrated the validity of the Montessori method. Religious education has been the subject of much discussion since Montessori had intense relationships with other cultures and religious figures from around the world. The author argues that Montes- sori devoted himself to Catholic education; she was linked to this confession until the end of his work and his life.]

Language: Italian

ISSN: 1971-1093, 1971-1131