Language: English

ISSN: 0519-0959

Abstract/Notes: How to combine experience and learning in a school or a university? How do new pedagogies get created? Who creates them, and why? The history of education is full of creative educators who integrated experience and education in new ways. By comparing a few of these cases it is possible to uncover some underlying characteristics of this practice. This is the goal of this study: to identify common, fundamental elements in the practice of integrating experience and education that transcend any particular pedagogy. The study selects six cases: three historical educators of children: John Dewey (U.S.), Maria Montessori (Italy), and Rabindranath Tagore (India); and three contemporary educators of managers and leaders: Ronald Heifetz (U.S.), Marshall Ganz (U.S.), and Henry Mintzberg (Canada). The data is collected from archival sources, direct observation and interviews. It focuses on their pedagogical creations and some biographical facts. Following a constructivist grounded theory approach (Charmaz, 2006) the collected data is re-selected, coded, and organized according to common categories.A set of principles and practices on how to integrate experience and education emerged from this study. First: the sources of educative experiences: connecting with nature, service to society, community life, personal relationships, and discovering oneself. Second: the principles of educative experiences: educating for and in the present; embracing real life in real context; integrating content, method, and practice; educating in the 'whole game;' and combining head, heart, and hands. Third: the attributes of experiential learners: doing first, courageous, explorer, appreciative, reflective, and autonomous. And fourth: the tasks of creating pedagogies: designing learning experiences, establishing a laboratory of pedagogy, integrating everything into a culture, training other educators, leading a pedagogical movement, and writing about pedagogy and education. The findings contribute to the literature on experience and education by offering a set of principles and practices about pedagogical creation and development. These can help educators, schools, and universities to promote pedagogical innovation. Business schools can also use these findings to foster pedagogical experimentation and help bring their teaching methods closer to the actual practice of managers and leaders. / Comment allier l'expérience et l'apprentissage dans une école ou une université? Comment les nouvelles pédagogies voient-elles le jour? Qui les crée et pourquoi? L'histoire de l'éducation est riche de pédagogues créatifs qui intègrent l'expérience et l'éducation de façon créative. La comparaison de quelques cas permet de révéler des caractéristiques sous-jacentes de cette pratique. L'objectif de la présente étude est de recenser les éléments communs et fondamentaux de la pratique d'intégration de l'expérience et de l'éducation qui transcendent toute pédagogie. L'étude porte sur six cas : trois pédagogues historiques centrés sur l'enfant : John Dewey (É.-U.), Maria Montessori (Italie) et Rabindranath Tagore (Inde); et trois pédagogues contemporains en gestion et en leadership : Ronald Heifetz (É.-U.), Marshall Ganz (É.-U.) et Henry Mintzberg (Canada). Les données proviennent de sources d'archives, d'observation directe et d'entrevues. L'accent est mis sur la création pédagogique et sur des données biographiques. Suivant une approche de la théorisation ancrée constructiviste (Charmaz, 2006), les données recueillies sont sélectionnées de nouveau, codées et classées en catégories communes.Un ensemble de principes et de pratiques sur la façon d'intégrer l'expérience et l'éducation est ressorti de la présente étude. Premièrement, les sources des expériences éducatives : le lien avec la nature, le service à la société, la vie communautaire, les relations personnelles et la découverte de soi. Deuxièmement, les principes des expériences éducatives : l'éducation pour le présent et dans le présent; l'adhésion à la vraie vie dans un contexte authentique; l'intégration du contenu, de la méthode et de la pratique; l'éducation dans « l'ensemble du jeu » et la combinaison du cœur, de la tête et des mains. Troisièmement, les attributs de l'apprenant expérientiel : personne d'action, courageux, explorateur, reconnaissant, réfléchi et autonome. Et quatrièmement, les tâches de la création de pédagogies : la conception d'expériences d'apprentissage, la mise en place d'un laboratoire pédagogique, l'intégration de tout à une culture, la formation d'autres pédagogues, la direction d'un mouvement pédagogique et la rédaction sur la pédagogie. Les constatations apportent une contribution à la documentation sur l'expérience et l'éducation en établissant un ensemble de principes et de pratiques sur la création et le développement en matière de pédagogie. Cet ensemble de principes et de pratiques peut aider les pédagogues, les écoles et les universités à inspirer et à soutenir l'innovation pédagogique. Les écoles de gestion peuvent également mettre à profit ces constatations pour favoriser l'expérimentation pédagogique et rapprocher leurs méthodes d'enseignement de la pratique actuelle des gestionnaires et des leaders.

Language: English

Published: Montreal, 2018

Abstract/Notes: Within the last decade, the pressures of implementing state mandated early learning guidelines and meeting the requirements from federal, state and local agencies, have taken their toll on many preschool programs. In the present study, preschool programs were given a chance to voice their opinions about how curriculum standards and other external mandates were directly and indirectly influencing curriculum planning, teaching practices, and child activity. A brief survey was sent to 90 preschool directors in a region in Massachusetts, 28 directors completed this survey. A sample of nine directors, from the survey respondents, volunteered to be interviewed. In two separate interviews the researcher asked a series of questions to obtain data from the participants. These interview questions focused on how the participants made sense of the mandatory integration of early learning standards and other external mandates into their preschool program and their concerns based on their role as a preschool director. The results of the study revealed that external guidelines set forth by the state and federal government were a great concern to the preschool directors. These directors agreed that curriculum mandates were necessary yet the amount of work, time and expenditure needed to meet the demands of these mandates could be quite overwhelming. Concerns were particularly relevant in the areas of obtaining or maintaining NAEYC accreditation and the push for a standardized curriculum and/or a standardized assessment tool. To recieve specific types of funding, a program must be using a standardized assessment tool. Many funding sources also require that a program be accredited by NAEYC. The financial and physical expense of both of these requirements was prohibitive . The results were analyzed with respect to child development and early childhood education principles. The findings indicated that curriculum mandates focused primarily on young children’s cognitive development to the detriment of social and emotional competence. The findings also indicated that children were being pressured to spend more time on narrow academic skills and less time on play. Yet play has been found to provide children with opportunities to interact socially, express and control emotions, and develop symbolic thinking skills (Nicolopoulou, 2010).

Language: English

Published: Amherst, Massachusetts, 2011

Language: English

ISSN: 0519-0959

Abstract/Notes: Mathematics is a school subject which causes students the greatest problems, sometimes throughout their entire school experience. Unsatisfactory learning outcomes in mathematics have been observed worldwide for a number of years, and the lack of or poor mathematical skills make it impossible for many students to cope with the ever increasing demands of modern life. In view of this alarming situation, constant attempts are being made to modify and reform mathemati­cs education curricula in order to improve their effectiveness. The present study explores the difficulties faced by students in learning mathematics. Attention is given to the types and effects of failures in mathematics education. In the context of these problems, the Montessori method is recommended as an alternative. The main assumptions of the Montessori pedagogy are presented, with a special emphasis on the development material. The greatest prominence is given to sensory and mathematical materials, providing their brief characterization and pointing to their high educational effectiveness. In order to bring the characteristics of Montessori’s organizational forms closer (forms of students’ work) the three-stage-lesson is presented. The lesson involves presenting the names connected with the typical developmental Montessori method with the use of Golden Bead Material. The concluding section highlights the didactic effectiveness of Montessori pedagogy in the domain of mathematics education. It is stressed that students who have been educated in Montessori schools work eagerly with mathematical materials and independently. They achieve educational success, acquire new skills and see that mathe­matics can be easy and pleasant to learn. / Matematyka jest przedmiotem, który sprawia uczniom najwięcej problemów nieraz przez całe życie szkolne. Od lat obserwuje się na całym świecie niezadawalające wyniki nauczania tego przedmiotu, a brak lub zbyt niski poziom umiejętności matematycznych nie pozwala wielu uczniom sprostać rosnącym wymaganiom życiowym. Taka niepokojąca sytuacja implikuje podejmowanie ustawicznych prób modyfikacji i reformowania programów edukacji matematycznej zmierzających w kierunku większej ich skuteczności. W pracy podjęto problem trudności dzieci w uczeniu się matematyki. Zwrócono uwagę na rodzaje i skutki niepowodzeń w edukacji matematycznej. W kontekście tych zagadnień, jako alternatywę zakomenderowano edukację metodą M. Montessori. Omówiono główne założenia pedagogiki montessoriańskiej ze szczególnym uwzględnieniem materiału rozwojowego. Największą uwagę poświęcono materiałom sensorycznym i matematycznym, dokonując krótkiej ich charakterystyki oraz wskazując wysoką skuteczność edukacyjną. W celu przybliżenia specyfiki montessoriańskich form pracy ucznia przedstawiono trzystopniową lekcję nazw dotyczącą charakterystycznej dla metody Montessori pomocy rozwojowej, zwanej „złotym materiałem”. W zakończeniu wskazano efektywność dydaktyczną pedagogiki Montessori w obszarze edukacji matematycznej. Podkreślono, że uczniowie w placówkach montessoriańskich chętnie i samodzielnie pracują z materiałami matematycznymi. Doświadczają sukcesów, nabywają nowe umiejętności i przekonują się, że matematyka może być łatwa i przyjemna.

Language: Polish

DOI: 10.14632/eetp.2017.13.47.163

ISSN: 1896-2327, 2353-7787

Abstract/Notes: Paper abstract presented for the ECER Conference to be held in Berlin, Freie Universität (13-16 September, 2011)

Language: English

ISSN: 2281-8375

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

Abstract/Notes: Nous montrons que la pédagogie de Maria Montessori a ses racines d’une part dans le mouvement sensualiste de Comenius, Locke, Condillac et Rousseau, et d’autre part dans celui pédagogique de Pestalozzi, Itard et Séguin. La scientificité de sa conception et la tradition de sa transmission depuis un siècle garantissent sa crédibilité et sa pertinence ; nous constatons une cohérence dans l’ensemble du matériel pour les différentes matières enseignées et dans son emploi pour les enfants de 2 à 6 ans. Cependant, concernant l’apprentissage de la lecture et de l’écriture, des variations importantes peuvent apparaître selon les langues. Ainsi le matériel utilisé aujourd’hui en Angleterre est-il particulièrement développé et performant, alors que celui en usage en France est moins riche ; mais surtout, les « Dictées muettes©» en vogue dans certaines classes nous apparaissent non seulement désuètes mais sans aucun fondement phonologique et seraient avantageusement remplacées par les « Mots-images©» en cours d’expérimentation. À cette condition, la pédagogie montessorienne pourrait être sollicitée pour renouveler l’enseignement des correspondances grapho-phonologiques du français, y compris pour les élèves en difficulté. We show that Maria Montessori’s pedagogy has its roots on the one hand in the sensualist movement of Comenius, Locke, Condillac and Rousseau and on the other hand in the pedagogic movement of Pestalozzi, Itard and Séguin. The scientificity of its conception and its traditional way of transmission since one century guarantees its credibility and its relevance. We ascertain a coherence in the whole of Montessori’s apparatus of the various subjects taught and its use by the children from 2 to 6 years old.    Nevertheless, concerning the learning of reading and writing, there are important variations from language to language.   For instance, the material used today in Great Britain is particularly numerous and impressive, whereas the one used in France is less prolific and effective. Particularly the “Dictées muettes©” that are very fashionable in many classrooms seem to us not only out-of-date but also without any phonologic foundation. It would be beneficial to replace them by the “Mots-images©” (Word-Picture Cards) that are actually under experimentation. It is a prerequisite so the Montessori pedagogy could be adopted to renew the teaching of including to students in remedial education. [We show that Maria Montessori's pedagogy has its roots on the one hand in the sensualist movement of Comenius, Locke, Condillac and Rousseau, and on the other hand in the educational movement of Pestalozzi, Itard and Séguin. The scientific nature of its conception and the tradition of its transmission for a century guarantee its credibility and relevance; we see consistency in all the material for the different subjects taught and in its use for children from 2 to 6 years old. However, when it comes to learning to read and write, there may be significant variations between languages. Thus the equipment used today in England is particularly developed and efficient, while that in use in France is less rich; but above all, the "Dictées muettes ©" in vogue in certain classes appear to us not only obsolete but without any phonological basis and would be advantageously replaced by the "Words-images ©" currently being tested. Under this condition, Montessori pedagogy could be called upon to renew the teaching of grapho-phonological correspondences in French, including for pupils in difficulty. We show that Maria Montessori’s pedagogy has its roots on the one hand in the sensualist movement of Comenius, Locke, Condillac and Rousseau and on the other hand in the pedagogic movement of Pestalozzi, Itard and Séguin. The scientificity of its conception and its traditional way of transmission since one century guarantees its credibility and its relevance. We ascertain a coherence in the whole of Montessori’s apparatus of the various subjects taught and its use by the children from 2 to 6 years old. Nevertheless, concerning the learning of reading and writing, there are important variations from language to language. For instance, the material used today in Great Britain is particularly numerous and impressive, whereas the one used in France is less prolific and effective. Particularly the “Dictées muettes ©” that are very fashionable in many classrooms seem to us not only out-of-date but also without any phonologic foundation. It would be beneficial to replace them by the “Mots-images ©” (Word-Picture Cards) that are actually under experimentation. It is a prerequisite so the Montessori pedagogy could be adopted to renew the teaching of including to students in remedial education.]

Language: French

Published: Nantes, France, 2009

Abstract/Notes: Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society's demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child's interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children's needs, educators can prepare stimulating environments that lead to personal formative development.

Language: English

DOI: 10.46328/ijres.1272

ISSN: 2148-9955

Abstract/Notes: This article explores the history and pedagogy of Janusz Korczak within the context of his contemporary early Twentieth-Century European Innovative Educators which include Maria Montessori, Homer Lane, A.S. Neill, and Anton Semyonovitch Makarenko. The pedagogies of the aforementioned are compared and contrasted within the literature.

Language: English

ISSN: 1554-5210