Abstract/Notes: This article describes how important music is to us at every time in our life, from birth to death.

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: Previously published in AMI Communications, 1/2, 1976

Language: English

ISSN: 1877-539X

Abstract/Notes: Purpose: This article investigates the role of private supplementary tutoring in Denmark in light of the country's pedagogical traditions in schools and leisure spheres. Design/Approach/Methods: Although tutoring activities are increasing, the phenomenon is not as prevalent in Denmark as in many other countries. In this article, we look in to the history of Danish pedagogy for answers as to why this is the case. In the analytical sections of the article, we include research on parental values of child-rearing, as well as findings from a pilot study on Danish families purchasing private supplementary tutoring, the public debate about private tutoring, and contemporary youth research. Findings: With a solid emphasis on democracy and equality in Danish pedagogy, the conditions for increasing private supplementary tutoring in Denmark have been challenged. However, a current focus on global competition, formal competencies, and higher academic performance among children and young people suggests that providers of private tutoring perhaps face a brighter future also in Denmark. Originality/Value: This article addresses a new field of qualitative research on private supplementary tutoring in Denmark and may be a platform for further reflection and empirical research.

Language: English

DOI: 10.1177/2096531120983335

ISSN: 2096-5311

Language: English

Abstract/Notes: Maria Montessori was an Italian psychiatrist who dedicated her life to education, firstly educating children who had psychological difficulties and then working at Casa dei Bambini with children aged 3 to 6 years. In this context, she developed the method of Scientific Pedagogy, which became known worldwide as Montessori Method. Currently, her method covers the education of babies up to college students. Although her ideas have reached the most diverse age groups, several countries and even non-education areas, such as nursing homes and hospitals; Montessori, even today, is little known. This study aims at revisiting the works of Maria Montessori and her collaborators to understand their contributions to early childhood education. To achieve this objective, a qualitative approach research was used, with bibliographic research as procedure. This work was divided into three sections. The first section presents the life of Maria Montessori and the development of her method, the production of her works; it also contextualizes Montessori in the educational context of that time: showing its non-connection with the New Education that was developed in the same period; in addition, it presents some of its main collaborators, such as: Mario Montessori, Gianna Gobbi, Adele Gnocchi, Silvana Montanaro, Camilo Grazzini, Helena Lubienska de Lenval, Paula and Angeline Lillard, Catherine L’Ecuyer, Talita Almeida; ending the chapter with the arrival of the System in Brazil. In the second section, there is the Montessori vision of human development, demonstrating The Four Plans of Human Development with the geometric and organic figures (Bulb) elaborated by the author. The third section presents the contributions of Maria Montessori to the education of strong, happy and integral children, presenting three important elements that are related in the education process: the environment, the teacher and the child; thus it presents what is needed from each of these to achieve the objective of forming strong, happy and integral children. This work concluded that the Montessori System has a lot to contribute to education, especially for early childhood education. / Maria Montessori foi uma psiquiatra italiana que dedicou sua vida à educação, primeiramente, educando crianças que tinham dificuldades psicológicas, e depois, atuando na Casa dei Bambini com crianças de 3 a 6 anos. Nesse contexto, ela desenvolveu o método da Pedagogia Científica, o qual ficou conhecido mundialmente como Método Montessori. Atualmente, seu método abrange desde a educação de bebês até a universitária. Embora suas ideias tenham atingido as mais diversas faixas etárias, diversos países e até mesmo áreas que não são da educação, como asilos e hospitais, Montessori, ainda hoje, é pouco conhecida. O presente trabalho tem como objetivo revisitar as obras de Maria Montessori e de seus colaboradores para compreender suas contribuições para a educação na Primeira Infância. Para alcançar tal objetivo, foi utilizada a pesquisa de abordagem qualitativa, tendo como procedimento a pesquisa bibliográfica. Este trabalho foi divido em três seções. A primeira seção expõe a vida de Maria Montessori e o desenvolvimento de seu método, a produção de suas obras; também contextualiza Montessori no contexto educacional da época, mostrando a sua não ligação com a Escola Nova, que se desenvolvia no mesmo período; além disso, apresenta alguns de seus principais colaboradores, como: Mario Montessori, Gianna Gobbi, Adele Gnocchi, Silvana Montanaro, Camilo Grazzini, Helena Lubienska de Lenval, Paula e Angeline Lillard, Catherine L’Ecuyer, Talita Almeida; encerrando com a chegada do Sistema no Brasil. Na segunda seção, encontra-se a visão montessoriana do desenvolvimento humano, demonstrando os Quatro Planos do Desenvolvimento Humano a partir das figuras geométrica e orgânica (Bulbo) elaboradas pela autora. A terceira seção expõe as contribuições de Maria Montessori para a educação de crianças fortes, felizes e integrais, apresentando três elementos importantes que se relacionam no processo de educação: o ambiente, o professor e a criança; assim, apresenta o que é necessário de cada um desses para atingir o objetivo de formar crianças fortes, felizes e integrais. Conclui-se, com este trabalho, que o Sistema Montessori tem muito a contribuir para a educação, em especial o seguimento da educação infantil.

Language: Portuguese

Published: São Paulo, Brazil, 2021

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

Language: English

Published: New Brunswick, New Jersey, 1975

Abstract/Notes: <正> 意大利女教育家,蒙台梭利法的创始人。作为意大利女性,最初毕业于罗马大学医学系,后到法国钻研特殊儿童的治疗。1899年任国立异常儿童学校校长,1909年任罗马大学讲师。1907年在罗马贫民街开设“幼儿之家”,采用自己考察的教育法,引起了世界的注目。她在人类学、生理学、异常心理学等领域潜心钻研,积累了实践经验,充分有效地利用

Language: Chinese

ISSN: 1671-1610

Language: German

DOI: 10.5169/seals-901872

ISSN: 1424-845X

Abstract/Notes: Un nombre important d’enseignant(e)s de l’école maternelle remettent actuellement en cause ses modalités pédagogiques habituelles en instillant dans leur pratique des éléments issus de la pédagogie Montessori. Qu’il s’agisse de l’organisation spatiale, du matériel, des usages du temps, ou du rôle de l’adulte, ces pratiques « d’inspiration montessorienne » s’avèrent très hétérogènes et plus ou moins orthodoxe. Cet article cherche à les catégoriser en distinguant des pratiques relevant d’un faible ou d’un fort engagement montessorien. Dans les deux cas, il s’agit aussi de mettre au jour d’inexorables limites à l’importation de la pédagogie Montessori au sein de l’école maternelle publique, du fait des programmes et du cadrage institutionnel. L’ensemble du raisonnement est l’occasion d’une réflexion sur l es emprunts pédagogiques partiels, lorsque des éléments d’une pédagogie sont repris sans forcément l’ensemble de ses principes fondateurs. [A significant number of french preschool teachers are currently changing their usual pedagogical methods by instilling elements from Montessori pedagogy into their practice. Concerning spatial organization, pedagogical material, uses of time, or adult’s role, these practices are very heterogeneous and more or less orthodox. This article seeks to categorize them by distinguishing practices within a weak or strong Montessori commitment. In both cases, it’s also a question of inexorable limits to the importation of Montessori pedagogy into public french preschool, due to programmes and institutional framework. This whole reasoning is an opportunity for reflection on partial pedagogical loans, when elements of a pedagogy are taken up without necessarily all its founding principles.]

Language: French

DOI: 10.3917/spec.012.0031

ISSN: 2256-7186, 2426-6272