Abstract/Notes: This article concentrates on the importance attributed to music education by three Italian educationalists (Rosa Agazzi, Giuseppina Pizzigoni, Maria Montessori) who, at the turn of the 20th century, despite their different didactic experiences, regarded it as an essential part of an education blueprint for citizenship, starting as early as childhood. / Il contributo si sofferma sull’importanza assegnata all’educazione musicale da parte di tre educatrici italiane (Rosa Agazzi, Giuseppina Pizzigoni, Maria Montessori) che, con l’avvento del Novecento, pur nelle loro differenti esperienze didattiche, la considerano una componente fondamentale nell’ambito di un percorso di educazione alla cittadinanza, a partire dall’età infantile.

Language: Italian

DOI: 10.6092/issn.2039-9715/7613

ISSN: 2039-9715

Language: French

Abstract/Notes: There are 25 million displaced children worldwide, and those receiving schooling are often educated in overcrowded classrooms. Montessori is a child-centred educational method that provides an alternative model to traditional educational approaches. In this model, students are able to direct their own learning and develop at their own pace, working with materials rather than in supervised groups or with direct teacher instruction. Because most children are working alone, teachers have more time to work one-on- one with children even when student-teacher ratios are quite large. This gives teachers increased opportunity to tailor their teaching to the specific needs and strengths of each student. We conducted an evaluation of Montessori classroom conversion for displaced students on the Thai-Myanmar border. We administered the Ages and Stages Questionnaire (ASQ) to 66 children before and after classroom conversion and across treatment and control classroom conditions. We then conducted difference in difference testing. All domains showed meaningful improvements in ASQ scores, with the Montessori students gaining 18 points relative to the traditional students (p = 0.33). However, only the personal-social domain of the ASQ was statistically significant (8.8 point gain for the Montessori students relative to the control, p < 0.05) in our underpowered sample.

Language: English

ISSN: 1443-1475, 2202-493X

Abstract/Notes: Every child needs planned, aesthetic education in order to influence the experiencing, feeling and enjoying of beautiful things as a counterbalance to our currently rationalized world. Since the contemporary school strives for the development of professional knowledge and skills on the basis of intellectual actions, while (at the same time) neglecting other dimensions of the child’s personality (emotions, feelings, etc.), it is one of the most important tasks of the education of children and young people to develop the ability to enjoy art and beauty, and in one’s inner and outer life to act in accordance with a sense of proportion, harmony and beauty. The purpose of the article is to highlight the significance of aesthetic education in the development of the personality as a whole, to shed light on the aims of aesthetic education, to define the aesthetic dimension of experience and to ascertain the reasons for the neglect of aesthetic education in theory and practice.

Language: English

DOI: 10.4236/ce.2014.519190

ISSN: 2151-4755, 2151-4771

Abstract/Notes: Tato diplomová práce se zabývá školním hodnocením. Práce je rozdělena na dvě části, a to teoretickou a praktickou. V teoretické části dochází nejprve k vysvětlení Montessori pedagogiky a jejich principů jako jsou svoboda dětí, předem připravené prostředí či principy věkové heterogenity. Dále se zde pojednává o didaktickém materiálu, které tyto typy škol využívají. Poslední částí této kapitoly je postavení učitelů a dospělých ve škole. Poté následuje kapitola o hodnocení. Dochází zde k vymezení jeho definice, jaké funkce hodnocení existují a také typy, které jsou ve školách využívány. V neposlední řadě pak formy hodnocení, tedy klasifikace pomocí známek a slovní hodnocení. Druhou částí této práce je praktická část. Cílem praktické části je najít odlišnosti ve způsobu hodnocení ve dvou typech základních škol, tedy v Montessori základní škole a běžné základní škole a také zjistit, které typy hodnocení, o kterých pojednává teoretická část, jsou v hodinách nejvíce využívány. Pro výzkum byla použita metodu pozorování a hloubkové rozhovory s vyučujícími, u kterých probíhal náslech. Výsledky praktické části ukázaly, že oba typy základních škol využívají jiné formy hodnocení. V běžné základní škole se jedná nejvíce o známky, které jsou i na vysvědčení. V Montessori základní škole se využívá slovní hodnocení a zpětná vazba žákova výkonu. Na konci roku pak žáci dostávají tzv. dopisy, které shrnují jejich výsledky na uplynutý rok. / This diploma thesis deals with a school assessment. It is divided into two parts, the theoretical and the practical one. In the theoretical part, first of all, the Montessori pedagogy and its principles like a freedom of children, beforehand prepaired surroundings or principals of the age heterogeneity are clarified. Further on the didactical material, used in those types of schools, is discussed. The last part of this chapter deals with the position of teachers and adults at school. Next there is a chapter about the assessment. It circumscribes the definition, functions and types of the assessment used in schools. Last, but not least, the forms of the assessment, which means classification by marking or a word evaluation. The second part is the practical one. It is aimed at finding the difference between the way of assessment in two types of primary schools, which means the Montessori primary school and an ordinary primary school and also at finding out, which types of assessment, concerned by the theoretical part, are used the most during lessons. For the research the method of observation and in-depth conversations with the teachers, at whose lessons the sitting in on a classes took place, were used. The outcome of this work was that both types of primary schools use different types of assessment. At the ordinary school it is mostly about the grades, which also occur at the school report. At the Montessori school, the verbal assessment and a feedback to student’s performance is used; at the end of the year the students receive the so called letters, which summarize their results from the last year.

Language: Czech

Published: Prague, Czechia, 2017

Language: English

Abstract/Notes: The paper focuses on the relationship between Outdoor Education and adolescence in order to highlight the educational potential of this specific approach in relation to the development tasksof the age in which “going out” represents the symbolic figure of the personal and social identity construction. Starting from Rousseau and Montessori’s perspective, rethinking adolescents’education according to the outdoor method is today particularly congenial in school and extraschool contexts, with particular regard to their social and civic education. / Il contributo mette a fuoco il rapporto tra Outdoor Education e adolescenza al fine di mettere in luce il potenziale educativo di questo specifico approccio in ordine ai bisogni evolutivi dell’età in cui l’“uscire fuori” rappresenta la cifra simbolica del processo di ricerca e di costruzione della propria identità personale e sociale. Muovendo dalle prospettive di Rousseau e Montessori sul tema, ripensare l’educazione degli adolescenti secondo la modalità outdoor si rivela oggi particolarmente congeniale sia in contesti scolastici che extrascolastici, con particolare riguardo alla loro formazione sociale e civica.

Language: Italian

DOI: 10.7346/SE-012020-09

ISSN: 1722-8395, 2035-844X

Language: English

ISSN: 1071-6246

Abstract/Notes: Speech delivered by author on October 12, 1956 at the 4th National Study Conference (Venice, Italy).

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, 1957

Language: English