Abstract/Notes: Montessori Pedagogy, having as a founder M. Montessori, Italian physician and pedagogue, is one of the alternatives that entered Romania at the beginning of the 20th century, due to the opening of the occupants of those times. We present in this paper the evolution in Romania of Montessori pedagogy and educational alternative, from the beginning to the Second World War. We will refer to the interest that the ideas of M. Montessori have made, translations of her works in Romanian, as well as the writings of some Romanian specialists who have popularized and supported her. We will bring readers’ attention and involvement issues by attending conferences and training courses for teachers, by setting up the Montessori schools and the role of renowned personalities in the development of the Montessori alternative and the Montessori Association, an expression of the interest and appreciation.

Language: Italian

ISSN: 1971-1093, 1971-1131

Abstract/Notes: Education faces barriers all over the world, which sometimes makes it difficult to look after children’s rights and their individual development. Hence, society is clamoring for new practices, and different approaches are emerging, Montessori among them. Despite the fact that this approach was developed to attend to the poor strata, nowadays it is basically promoted by elitist sectors, though it can be perfectly applied as an education system for all children, regardless of their socio-economic and cultural backgrounds. This study analyzes the bases of Montessori pedagogy in a school from a low-to-middle-income country (LMIC), Burkina Faso, and another school in a high-income country (HIC), Spain. The study takes into account children, family, school environment and teacher training all of which contribute to children’s development.

Language: English

DOI: 10.12973/eu-jer.10.1.175

ISSN: 2165-8714

Abstract/Notes: This text presents a theoretical analysis of Maria Montessori’s concept of cognitive autonomy, defined as a process of gaining power and control over one’s own thinking and learning, building the ability to regulate its course and evaluate the results of learning. The main aim of the article is to present the cognitive potential included in M. Montessori’s pedagogical thinking, the undiscovered dimensions of her concepts, and the unusual actuality confirmed by the latest research results. The first part of the article presents the constructive nature of the learning process based on self-discipline, the internal ability to regulate one’s own impulses, and control them consciously. The second part of the article presents contemporary interpretations of Maria Montessori’s concepts, provided by researchers and teachers- practitioners from the perspective of new psychological and pedagogical achievements. The evolution in the thinking of Montessori teachers is seen here as being a sensitive balance, with the “purity” of Montessori’s original ideas on the one hand, and a critical reflection over one’s own personal teaching practice, and discovering problems or phenomena, which – although unnamed – are deeply rooted in the Montessori classroom environment. / Artykuł jest teoretyczną analizą montessoriańskiej koncepcji autonomii (samodzielności) poznawczej dziecka, rozumianej jako stopniowe zdobywanie kontroli nad własnym uczeniem się, budowanie zdolności do regulowania jego przebiegu i oceny efektów. Głównym celem jest ukazanie potencjału poznawczego zawartego w myśli pedagogicznej Marii Montessori, głębi jej koncepcji pedagogicznej, a zarazem zaskakującej aktualności założeń, które znajdują potwierdzenie w wynikach współczesnych badań nad uczeniem się. W pierwszej części tekstu ukazano uczenie się jako proces konstruktywistyczny, oparty na zdolności do samodyscypliny, wewnętrznego regulowania własnych impulsów, poddawania ich świadomej kontroli. W drugiej części artykułu ukazano współczesne interpretacje koncepcji M. Montessori, dokonywane przez badaczy i nauczycieli praktyków, pod wpływem najnowszych badań psychologicznych. Przedstawiona tu ewolucja poglądów nauczycieli charakteryzuje się z jednej strony dbałością o „czystość” montessoriańskiej idei, z drugiej zaś krytyczną refleksją nad własną praktyką edukacyjną i odkrywaniem w niej idei i problemów, które – choć nienazwane – tkwią głęboko zakorzenione w przygotowanym do samodzielnego uczenia się otoczeniu klasy Montessori.

Language: Polish

DOI: 10.14632/eetp.2017.13.47.89

ISSN: 1896-2327, 2353-7787

Abstract/Notes: Explicita-se as relações interdisciplinares na pedagogia através da epistemologia genética, analisando uma formulação teórica específica, no caso a pedagogia montessori. Através da operaciomalização da epistemologia genética verifica-se se ela é capaz de captar relações interdisciplinares no interior de uma formulação pedagógica específica e se esta pode ser considerada interdisciplinar. A pesquisa desenvolvida traz uma contribuição à pedagogia pois operacionaliza um modelo de análise de relações interdisciplinares no interior da pedagogia. O estudo concluiu que o modelo psicogenético possibilitou captar relações interdisciplinares no interior de formulações teóricas bem como possibilitou uma análise genuína da pedagogia montessori demonstrando o seu potencial em termos de formação integral do homem. [The interdisciplinary relationships in pedagogy are explained through genetic epistemology, analyzing a specific theoretical formulation, in this case, the montessori pedagogy. Through the operationalization of genetic epistemology, it is verified whether it is capable of capturing interdisciplinary relationships within a specific pedagogical formulation and whether this can be considered interdisciplinary. The research developed brings a contribution to pedagogy as it operationalizes a model for the analysis of interdisciplinary relationships within pedagogy. The study concluded that the psychogenetic model made it possible to capture interdisciplinary relationships within theoretical formulations as well as a genuine analysis of Montessori pedagogy, demonstrating its potential in terms of the integral formation of man.]

Language: Portuguese

DOI: 10.5902/19846444

ISSN: 1984-6444

Abstract/Notes: The goal of this research was to explore teachers' and university students' perceptions of material, cognitive and affective-motivational characteristics as well as the acceptance of didactic materials used in Montessori schools. It has been found that both teachers and university students are not familiar enough with alternative pedagogical concepts and believe there's an insufficient number of them in Croatia. While teachers prefer Cosmic Education and Mathematics materials, university students like Language Education materials more, although teachers show more willingness to use Language Education materials in teaching whereas university students use Cosmic Education materials more readily. Both university students and teachers find it most demanding to make Cosmic Education materials, but they also believe such materials to be most concrete. The results have shown that both university students and teachers are more willing to use in teaching such positively evaluated examples of Montessori didactic materials, which have been explored in this research, when they believe them to be valuable, desirable, necessary and useful.

Language: Croatian, English

DOI: 10.15516/cje.v17i3.1054

ISSN: 1848-5189, 1848-5197

Language: English

ISSN: 1071-6246

Abstract/Notes: A presente pesquisa bibliográfica busca apresentar uma das mais importantes vertentes da Pedagogia de Maria Montessori, pedagoga que revolucionou a forma de como a criança é compreendida e respeitada, a individualidade. Seu método tem como base a própria criança e sua autonomia. Este tema vem ganhando notoriedade devido ao crescimento de debates e interesse dos pais e professores para com tal pedagogia, uma vez que os resultados obtidos são satisfatórios e deixam as crianças mais empolgadas com o próprio desenvolvimento e o gosto pelo aprender. Porém, a falta de escolas que utilizem da metodologia Montessori dificulta a sua divulgação e deixa os pais e professores sem informação o bastante para aplicá-lo de maneira fiel à suas vertentes. Uma vez que os objetivos estudados por Montessori sejam compreendidos, o professor tem mais clareza ao visualizar em sua sala de aula os alunos como indivíduos capacitados, interessados e autônomos, começando assim a por em prática o que Maria Montessori sempre acreditou. No entanto, é necessário que o professor interessado na metodologia tenha passado por um curso aprovado pela OMB (Organização Montessori no Brasil) para que esteja capacitado a utiliza-la em seu espaço escolar. Porém, nada o impede de que ele coloque em prática nas escolas regulares os valores e ações de tal pedagogia, respeitando a criança e colocando sua autonomia e seu ensino como prioridades. [The present bibliographic research seeks to present one of the most important aspects of the pedagogy of Maria Montessori, an educator who revolutionized the way in which the child's individuality is understood and respected. Her method is based on the child himself and his autonomy. This theme has been gaining notoriety due to the growing debates and interest of parents and teachers towards such pedagogy, since the results obtained are satisfactory and make children more excited about their own development and the taste for learning. However, the lack of schools using the Montessori methodology hinders its dissemination and leaves parents and teachers without enough information to apply it faithfully to its aspects. Once the objectives studied by Montessori are understood, the teacher has more clarity when viewing students in his classroom as trained, interested and autonomous individuals, thus beginning to put into practice what Maria Montessori has always believed. However, it is necessary that the teacher interested in the methodology has passed a course approved by OMB (Montessori Organization in Brazil) so that he is able to use it in his school space. However, nothing prevents him from putting the values ​​and actions of such pedagogy into practice in regular schools, respecting the child and placing his autonomy and teaching as priorities.]

Language: Portuguese

DOI: 10.34117/bjdv6n6-107

ISSN: 2525-8761

Language: German

DOI: 10.7788/bue-1953-jg58

ISSN: 0006-2456, 2194-3834

Language: German

DOI: 10.7788/bue-1952-jg33

ISSN: 0006-2456, 2194-3834

Abstract/Notes: The article intends to document the presence of the nuns at the courses held by the Prof. Montessori in the years 1910-1911 at the Franciscan Missionary Sisters of Mary in their home in Via Giusti in Rome. It is certain that, with the support of the Vicariate of Rome, numerous Franciscan Missionary of Mary, some Guanellian Sisters and a group of Sisters of Charity of St. Jeanne Antide Thouret participated in the courses. The article also illustrates the difficulty that the Montessori method elicited then in the Catholic sphere and the reaction...

Language: Italian

ISSN: 1723-9672, 2612-6559