Language: French

Language: French

Abstract/Notes: In the period 1880-1940 the education system of italian-speaking Canton Ticino was seeing pedagogical transfers coming from Italy. In a first period, the peagogical élite although deied that these pedagocal ideas came from Italy, using the terminological (and ideological) construction of “Metodo intuitivo” (i.e. Pestalozzi and Girard as the only fathers of the method). After 1910 the pedagogical influence of italian New Education (Montessori, Lombardo-Radice) grew more because the general interest in Ticino for italian culture grew with the movement for Defence of Ticino’s italian identity. World war 1 and fascism brought the New Education fellows in Ticino into a deep dilemma: their pedagogical ideas and actions were accepted only if accompanied by a total distance from any official italian political position. This was very difficult and led at the end to a growing total distance from Italy, even if the pedagogical élite tried to avoid the complete end of any cultural contact with Italy. The end cames with Abyssinia war and World war II that led to a total isolation of Ticino from Italy.

Language: German

DOI: 10.24452/sjer.40.1.5052

ISSN: 2624-8492

Abstract/Notes: from Canada, France, Germany, Great Britain, India, Ireland, Italy, Japan, Mexico, Norway, Pakistan, Sri Lanka, Sweden, Switzerland, United States.

Language: English

ISSN: 0519-0959

Abstract/Notes: Through performance monitoring individuals detect and learn from unexpected outcomes, indexed by post-error slowing and post-error improvement in accuracy. Although performance monitoring is essential for academic learning and improves across childhood, its susceptibility to educational influences has not been studied. Here we compared performance monitoring on a flanker task in 234 children aged 4 through 15, from traditional or Montessori classrooms. While traditional classrooms emphasize that students learn from teachers' feedback, Montessori classrooms encourage students to work independently with materials specially designed to support learners discovering errors for themselves. We found that Montessori students paused longer post-error in early childhood and, by adolescence, were more likely to self-correct. We also found that a developmental shift from longer to shorter pauses post-error being associated with self-correction happened younger in the Montessori group. Our findings provide preliminary evidence that educational experience influences performance monitoring, with implications for neural development, learning, and pedagogy.

Language: English

DOI: 10.1111/mbe.12233

ISSN: 1751-228X

Language: English

ISSN: 0855-0026

Abstract/Notes: With the current immigration and migration trends in Europe and worldwide, English as an Additional Language (EAL) education is becoming a prominent area of educational research. The discourse around EAL and social justice education has, until now, largely focused on primary, secondary, and post compulsory aged students. Preschool aged EAL children have been left out of the academic discourse. Pedagogical approaches need to be explored to marry EAL and social justice for preschool children. Maria Montessori’s pedagogical approach may be able to achieve this unity without compromising the language development that is desired. The following study is a piece of action research, applying the Montessori Method to a group of nine EAL children in the Canton of Zürich, Switzerland. The data gathered suggests that applying Montessori’s approach to EAL education, that of listening to the child and being attentive to hisher needs, gives autonomy to the student, and can promote social justice in preschool EAL education. Listening to the child occurs through ‘observation’ (attentiveness to the child), critical reflection of practice, and experimentation in education. In this way each child receives a customized education that has, at its foundation, respect for the child. Using ‘observation,’ field notes, and researcher reflections, it became apparent that young children are able to communicate their educational needs. TESOL outcomes were used to monitor the rate at which English was learned. Each language journey was vastly different, but regardless of the initial outcomes met, all children demonstrated increases in their comprehension and spoken English. It is important to recognize that children must be listened to and should be considered valued members in their education. https://doi.org/10.17635/lancaster/thesis/40

Language: English

Published: Lancashire, England, 2017

Abstract/Notes: Preceded by photograph(s) of Mahatma Gandhi's visit to Rome. Includes news regarding the following locations: Italy, Bulgaria, Romania, Chile, England, Switzerland, Germany.

Language: Italian

Abstract/Notes: Australia, Canada, Germany, Great Britain, France, Ireland, Pakistan, Sweden, Switzerland, AMI-EAA

Language: English

Abstract/Notes: Australia, Canada, Finland, France, Germany, Great Britain, Ireland, Pakistan, Sweden, Switzerland, United States

Language: English

ISSN: 0519-0959