Abstract/Notes: Il progetto di ricerca è uno studio esplorativo mixed-method riguardo la proposta e l’implementazione in classe di attività di apprendimento laboratoriale, che prevedono il coinvolgimento percettivo-motorio degli studenti come strategia di insegnamento della matematica. Nonostante la ricerca nei campi delle neuroscienze e della psicologia cognitiva, e gli studi condotti nel settore disciplinare della didattica della matematica abbiano evidenziato la rilevanza dell’esperienza attiva e corporea degli studenti nell’apprendimento della matematica, spesso l’insegnamento scolastico della disciplina sembra essere lontano da queste prospettive, fortemente ancorato a strategie d’insegnamento tradizionali, prettamente trasmissive. In questo studio, condotto in due contesti culturali molto distanti (quello Italiano e quello Australiano), vengono esplorate le ragioni di una tale distanza tra mondo della ricerca e mondo della scuola, investigando, in particolare, la prospettiva degli insegnanti di matematica di scuola primaria e secondaria riguardo la proposta e l’implementazione in classe di queste attività didattiche. L’indagine, oltre al diretto coinvolgimento degli insegnanti tramite un questionario online e interviste di follow-up, prevede interviste agli esperti nel campo della didattica della matematica e osservazioni in un ristretto numero di classi selezionate. Il lavoro finora condotto si è concentrato sullo sviluppo degli strumenti per l’investigazione di queste prospettive. Dati parziali, che riguardano il punto di vista degli esperti sull’oggetto di studio sono stati raccolti in Italia. Uno studio compilativo dei principali risultati della ricerca che ha per oggetto le pratiche di insegnamento investigate e la presenza di indicazioni ufficiali nei documenti curriculari e nelle politiche educative, nazionali e internazionali, completa il quadro di ricerca. / The research project is a mixed-method study on the proposal and implementation of active learning strategies that involve students’ bodies and movement in mathematics teaching practices. Despite both the research in cognitive psychology and neuroscience, and in mathematics education has increasingly highlighted the relevance of active, bodily experience in mathematics learning, often school teaching seems to be far removed from these perspectives, still largely transmissive. In this study, carried out in two different cultural contexts (Italy and Australia), the reasons for that distance are explored. The research aims to investigate the perspective of primary and secondary school teachers on these teaching proposals and their implementation in the classroom. In addition to the direct involvement of teachers, through an online questionnaire and follow-up interviews, the survey includes interviews with experts in the field of mathematics education and observations in a small number of selected classes. The work carried out so far has focused on the development of instruments to investigate these perspectives. Partial data concerning experts’ views on the object of study have been collected in Italy. A desk audit of the main research findings concerning the teaching practices under investigation and the presence of official indications in curricular documents and educational policies, both national and international, completes the research framework.

Language: Italian

Published: Lecce, Italy: Pensa Multimedia, 2021

ISBN: 978-88-6760-918-5

Series: Quaderni del Dottorato SIRD , 5

Abstract/Notes: To find the evidence for the effectiveness of Montessori in improving children development. Systematic search was done on the PubMed, Cochrane library, Web of science, PEDro, Scopus and Google Scholar databases till May 2021. Manual search was also done to find relevant studies. Two authors independently assessed retrieved records and studies against the eligibility criteria specified for this review, then extracted data from the included studies and assess studies methodological quality by using the methodological index for non-randomized studies (MINOR) scale for the clinical studies and the national institute of health (NIH) tool for observational designs. Eighteen studies were included; fifteen on normal children and three on children with communication disorders, autism and attention deficit hyperactive disorder (ADHD). Quality of 5 clinical studies rated as moderate and 7 was poor, while the quality of 5 observational studies was fair and only 1 was poor. These included studies have different outcomes including gross and fine motor skills, executive function, activity of daily living and cognitive skills. Meta-analysis was not appropriate because of the included studies heterogeneity descriptive analysis indicated that Montessori seems to be effective in improving child development. Based on this review findings the present evidence promise an effective role of Montessori for improving child development. More well-designed primary studies are recommended to find clear evidence.

Language: English

ISSN: 0387-5547

Language: English

Published: Cleveland, Ohio: North American Montessori Teachers' Association, 2007

Abstract/Notes: "Dr. Montessori arrived in Los Angeles early in May and will remain here throughout June instructing teachers in her method of training young minds through the senses. In July she will visit San Diego, establishing a class there. Dr. Montessori also plans to found a school in San Francisco."

Language: English

Language: English

ISSN: 1071-6246

Abstract/Notes: Studentka pojedná o vzdělávacím systému Marie Montessori v českém vzdělávacím prostředí. Představí jeho klíčové znaky. Ty se stanou inspirací k rozvoji hudebnosti jako prostředku osobnostního rozvoje dítěte předškolního věku. V praktické části studentka uskuteční longitudinální a kvantitativní výzkum u dětí navštěvujících příslušnou mateřskou školu. Jeho cílem bude představit procesy, jak hudebně výrazové a formotvorné prostředky postupně vstupují do dětského vědomí v kontinuitě s emocionálním a estetickým rozvojem. / The student aims to introduce the topic of Maria Montessori education system in the Czech educational environment. She will describe the key subjects. Those will become an inspiration to the child´s musical growth as a part of preschool child´s personal growth. She will make an longitudinal and qualitative research in the practical part with the kids who are attending the kindergarden. The purpose is to introduce a musical and form-forming instruments which are gradually entering into child´s sences in continuity with emotional and ethical growth.

Language: Czech

Published: Prague, Czechia, 2020

Abstract/Notes: Today, the documentation of children's education and development is an important part of educational work in early childhood education. This book systematises the topic of pedagogical documentation based on current empirical research. The book analyses different pedagogical reasons for documentation and then presents and discusses different procedures of pedagogical documentation in theory and empirical practice : Portfolio, Learning Stories, pedagogical documentation in the room, project documentation and digital pedagogical documentation. Pedagogical documentation is discussed in the tension between a social constructivist understanding of education on the one hand and a diagnostic logic of fostering on the other. The book is intended as a part of pedagogically oriented childhood research, which also wants to contribute to the reflection and improvement of pedagogical practice.

Language: English

Published: Wiesbaden, Germany: Springer Nature, 2022

ISBN: 978-3-658-39736-4 978-3-658-39735-7

Abstract/Notes: Montessori is historically recognized for her contributions to early education. Her primary recognition derived from the comprehensive educational program which became known as the Montessori Method. Relatively little attention has focused on her background as physician, psychiatrist, and pedagogical psychologist, from which she developed a body of psychological knowledge which established the foundation of the well-known Method. Her pedagogical psychology was overshadowed by her pedagogical theory despite her secure position in the history of child psychiatry. Also contributing to the non-acceptance of Montessori's psychology was the psychological tenor of the times. In the forefront of the psychological movement in the early 1900's were psychometric testing, Freud's psycho-sexual stages, Thorndike's stimulus-response theory, and the emergence of behaviorism under the leadership of Watson, to name a few. This climate was not hospitable to Montessori's developmental-interactionist theory. In the 1960's through the research findings of psychologists and the availability of Federal funds to compensate the "cumulative deficits" of the disadvantaged child, interest was focused on early childhood education and consequently the Montessori Method. As psychologists embraced Piaget's developmental theory, resemblances in thinking between Piaget and Montessori were noted. While psychologists pointed to Montessori's developmental-interactionist ideas, nobody attempted to elaborate her developmental theory in toto. This study attempts to do so. For Montessori, the development of the child takes place in successive and qualitatively different stages, with each stage providing the foundation for succeeding stages. Within this framework, she clearly delineates cognitive, motor, language, socialization, personality, and character as developing through stages. Cognitive structures develop through the child's interaction with, and actions upon, objects in the environment. A thorough examination of her theory leaves no doubt that Montessori is a cognitive developmentalist. While at times she appears nativistic, and at other times an extreme environmentalist, her position on development is interactionist and constructivist. Montessori is historically recognized for her contributions to early education. Her primary recognition derived from the comprehensive educational program which became known as the Montessori Method. Relatively little attention has focused on her background as physician, psychiatrist, and pedagogical psychologist, from which she developed a body of psychological knowledge which established the foundation of the well-known Method. Her pedagogical psychology was overshadowed by her pedagogical theory despite her secure position in the history of child psychiatry. Also contributing to the non-acceptance of Montessori's psychology was the psychological tenor of the times. In the forefront of the psychological movement in the early 1900's were psychometric testing, Freud's psycho-sexual stages, Thorndike's stimulus-response theory, and the emergence of behaviorism under the leadership of Watson, to name a few. This climate was not hospitable to Montessori's developmental-interactionist theory. In the 1960's through the research findings of psychologists and the availability of Federal funds to compensate the "cumulative deficits" of the disadvantaged child, interest was focused on early childhood education and consequently the Montessori Method. As psychologists embraced Piaget's developmental theory, resemblances in thinking between Piaget and Montessori were noted. While psychologists pointed to Montessori's developmental-interactionist ideas, nobody attempted to elaborate her developmental theory in toto. This study attempts to do so. For Montessori, the development of the child takes place in successive and qualitatively different stages, with each stage providing the foundation for succeeding stages. Within this framework, she clearly delineates cognitive, motor, language, socialization, personality, and character as developing through stages. Cognitive structures develop through the child's interaction with, and actions upon, objects in the environment. A thorough examination of her theory leaves no doubt that Montessori is a cognitive developmentalist. While at times she appears nativistic, and at other times an extreme environmentalist, her position on development is interactionist and constructivist. In contemporary terms her "psychopedagogy" would be considered an action psychology, which basically precludes it from academic "respectibility". Her theory contains both strengths and weaknesses in light of present-day thinking; however, on balance, Montessori's theory is quite contemporary and remarkably ahead of most of the psychological thinking of her time.

Language: English

Published: New York City, New York, 1982

Language: English

Published: New York: Routledge, 2023

ISBN: 978-1-00-328931-9

Abstract/Notes: This Master's thesis examines options to advance reading literacy in schools with alternative education. Thesis is focused on teachers work and used methods. The aim of the thesis was to determine, how schools using alternative educational programs support the reading literacy. Theoretical part explores reading literacy, characteristics of alternative educational programs and schools -Montessori, Waldorf, Dalton and program Step by Step. It specifies RWCT - reading and writing to critical thinking program and method of advancement reading literacy and reading. The practical part evaluates surveys filled by teachers from alternative schools and teachers using alternative educational programs. Survey is focused on teacher's job, utilization of RWCT method in schools, working with reading literacy and support of reading. / Tato diplomová práce zkoumá možnosti rozvoje čtenářské gramotnosti ve školách s alternativním vzdělávacím programem. Zaměřuje se na práci učitelů a metody, které při výuce používají. Cílem práce bylo zjistit, jak vybrané školy s alternativním vzdělávacím programem podporují rozvoj čtenářské gramotnosti. Teoretická část diplomové práce se zabývá problematikou čtenářské gramotnosti, charakteristikou vybraných vzdělávacích alternativních programů a škol - Montessori, Waldorfské školy, Daltonské školy, program Začít spolu. Specifikuje program RWCT (reading and writing to critical thinking), zejména metody rozvoje čtenářské gramotnosti a čtenářství. Praktická část vyhodnocuje dotazníkové šetření, směrované učitelům na alternativních školách a pedagogům, kteří se zabývají alternativními vzdělávacími programy. Dotazník je zaměřen na práci učitelů, využití metod RWCT ve školách, práci s čtenářskou gramotností a podporu čtenářství.

Language: Czech

Published: Prague, Czechia, 2022