Abstract/Notes: This paper focuses on the history of the reception of Montessori Education, and sheds light on the development of childhood education in Japan. From its first adoption in the 1910s until today, the Montessori style of Education has been both praised and criticised. Nevertheless, this period has seen three distinct phases of theory and practice. The first stage (1910s-1930s) saw, from its initial adoption, a rapid acceptance of Montessori Education, due to its promise of early education and new teaching methods promoting freedom for children. However, the method soon lost popularity because some educators criticized the weakness of Montessori’s theory. In the second stage (1930s-post-World War II), interest in the method continued to grow, albeit gradually, and several books published on the Montessori Method in Europe and America were translated into Japanese. The third stage (1950s-present) saw the so-called «Montessori revival», in which the method caught on again with many educators. Many original works were translated, numerous studies on Montessori appeared, and the number of kindergartens and nursery schools using the Montessori Method increased. Much has been said both for and against Montessori’s concept of «freedom for children». Recently, however «learning from the environment» has become an important topic in early childhood education in Japan. Montessori attaches importance to children’s freedom to interact with each other and their environment, leading to a renewed interest in the Montessori method and the theory behind it. This paper seeks to clarify the transitions in the popularity of Montessori Education and analyse its value to Japan.

Language: English

DOI: 10.14516/ete.227

ISSN: 2340-7263

Language: English

ISSN: 0010-700X

Abstract/Notes: The Day 1 Academies Fund aims to support a network of high-quality, full-scholarship, Montessori-inspired preschools in underserved communities. To provide insight into the fund's pedagogical inspiration, in this report I provide a high-level overview of the Montessori preschool landscape in the United States. This overview includes 5 key programmatic elements of a traditional Montessori approach to teaching and learning in classrooms serving preschool-aged children, the reported availability of Montessori programs that enroll 3- and 4-year-old children, and what is known about enrollees' demographics. To situate this information in the larger, publicly financed, early education policy context, I also provide similar data for state-funded pre-K and federally funded Head Start programs for preschoolers. In addition, I review research on children's outcomes after participating in U.S.-based Montessori preschool and elementary programs. This overview provides some context for understanding how the Day 1 Academies Fund eventually defines the constructs of high quality, Montessori inspired, and underserved. This review also suggests it could be useful for the Fund's stakeholders to undertake short-term research examining the current early education options of families with low incomes living in low-access-to-Montessori states as well as long-term research aimed at expanding the research base on the effects of Montessori programs aimed at preschoolers.

Language: English

DOI: 10.1002/ets2.12252

ISSN: 2330-8516

Abstract/Notes: This paper aims to reconstruct the main strands of Italian educational thought using academic pedagogical magazines as a mirror for scientific and political developments through the years. I shall follow a chronological order, indicating the main changes which have occurred in Italy since its unification, concentrating on cultural turns and academic shifts. Pedagogical and school magazines have been the object of quite a number of extensive historical works, followed by other studies on school and educational publishing houses. Giorgio Chiosso has been the leading figure in this research for many years, having directed national projects in pedagogical journals and publishing houses, which have provided important historical tools, such as the catalogues of Italian school and educational magazines 1820-1945 (Chiosso, 1989, 1992, 1993, 1997) and the catalogues of Italian pedagogical publishing houses in the XIX and XX centuries (Chiosso, 2003a, 2008). Whilst the pedagogical magazines before and after unification have been carefully catalogued, the educational journals of Republican Italy have yet to be researched. An updated short biography and bibliography of the quoted educationalists can be found in the recent biographical dictionary directed by Chiosso and Sani (2013).

Language: English

DOI: 10.22309/PTSZEMLE.2015.4.1

ISSN: 2415-9093

Language: English

Published: New York, New York: American Montessori Society, 1962

Language: Czech

Published: Praha, Czechia: SPN, 1982

Edition: 2nd ed.

Series: Učebnice pro stř. školy

Language: Czech

Published: Praha, Czechia: SPN, 1980

Edition: 1st ed.

Series: Učebnice pro stř. školy

Language: English

Published: Worthington, Ohio: Charles A. Jones Publishing Co., 1972

ISBN: 978-0-8396-0012-1 0-8396-0012-7

Language: Hungarian

ISSN: 0082-1632

Abstract/Notes: In Maria Montessori’s scientific analysis of the relationship between peace as an objective and education as a practice to build it, the Italian scientist and pedagogist established cardinal principles and universal purposes from which fundamental educational guidelines derive. A rereading of the Conferences on Education and Peace which Maria Montessori held between 1932 and 1939 reveals strong similarities with the national indications of the Italian school (2012) and offers pedagogical coordinates for interpreting educational needs that continue to represent challenges today / En la seva anàlisi científica de la relació entre la pau, com a objectiu, i l’educació, com a pràctica per construir-la, Maria Montessori va fixar principis cardinals i propòsits universals dels quals deriven fonaments educatius de vital rellevància. La relectura de les conferències sobre Educació i Pau celebrades entre 1932 i 1939 revela fortes analogies amb les indicacions nacionals de l’escola italiana de 2012 i ofereix coordenades pedagògiques per a la lectura de necessitats educatives que continuen plantejant-se com a reptes, fins i tot en la nostra època. / En el análisis científico de Maria Montessori sobre la relación entre la paz como fin y la educación como práctica para construirla, la científica y pedagoga italiana estableció principios cardinales y propósitos universales de los que se derivan fundamentos educativos fundamentales. Una relectura de las conferencias sobre Educación y Paz celebradas entre 1932 y 1939 revela fuertes similitudes con las directrices nacionales de la escuela italiana (2012) y ofrece coordenadas pedagógicas para interpretar las necesidades educativas que continúan representando los desafíos actuales.

Language: Italian

DOI: 10.2436/e&h.v0i40.150350

ISSN: 2013-9632, 1134-0258