Abstract/Notes: Describes three projects: (1) the Laufenburg Ranch Project, a historical organic farm and agricultural and environmental education center; (2) the Hershey Montessori School's efforts to teach adolescents about the earth; and (3) the Lake Country School, which developed a farm campus and nature center as an integral part of its educational program.

Language: English

ISSN: 1522-9734

Abstract/Notes: Quest’articolo descrive due esperienze molto diverse effettuate in Italia. La prima riguarda l’introduzione di un laboratorio basato sull’uso dei materiali sensoriali Montessori all’Università dell’Immagine di Milano, fondata dal fotografo Fabrizio Ferri, che offriva a creativi di varia provenienza professionale e geografica una formazione post-secondaria biennale, organizzata incinque laboratori, ciascuno dedicato a uno dei cinque sensi, condotto da un docente responsabile. Quello da me condotto aveva il titolo: “Angolo del ristoro sensoriale” ed era trasversale agli altri cinque. La seconda riguarda invece l’utilizzazione di incastri solidi, torre rosa e scala marrone, nel percorso rieducativo di una ragazza di vent’anni, affetta da grave ritardo mentale con tratti autistici. In entrambi i casi i risultati sono stati molto positivi. Nel primo, la percezione sensoriale degli studenti dell’Università dell’Immagine, si è raffinata e perfezionata.Nel secondo, il caso di ritardo mentale con tratti autistici, ha suscitato nella ragazza un interesse che si è esteso all’ambiente esterno e alle persone che interagivano con lei. Ha inoltre migliorato la manualità fine, rendendo più efficaci le indicazioni per svolgere correttamente le mansioni della vita quotidiana nella propria casa, in cui in precedenza aveva scarsissima autonomia. Con lei il percorso Montessori è iniziato in uno studio di musicoterapia e ha interagito con quelle sedute, per proseguire poi a casa sua, con varie attività di vita pratica, volte a migliorare il coordinamento del corpo nello spazio, il coordinamento oculomanuale, i movimenti raffinati delle dita e la discriminazione visiva. Queste attività hanno fatto progredire molto la sua autonomia. / En este trabajo se describen dos experiencias llevadas a cabo en Italia: la introducción de un laboratorio para el uso de los materiales sensoriales Montessori en la Universidad de la Imagen de Milán (UI) que ofrecía a los “creativos” de diversas procedencias profesionales y geográficas la formación postsecundaria según un programa experimental de dos años, organizado en cinco laboratorios, cada uno dedicado a uno de los cinco sentidos. El que yo dirigí se titulaba “Rincón de descanso sensorial” y fue trasversal a los otros cinco. Se denominaba: “Rincón de descanso sensorial” y fue transversal a los otros cinco. El segundo se refiere al uso de encajes sólidos, torre rosa y escalera marrón, en la rehabilitación de una chica de veintiún años, que sufría un retraso mental severo con rasgos autistas. En ambos casos los resultados fueron muy positivos: las percepciones sensoriales de los estudiantes de la UI se han afinado y perfeccionado; la introducción de los materiales en la rehabilitación sensorial de la chica ha despertado un interés que se ha extendido al entorno externo y a las personas que interactuaban con ella. También ha mejorado los movimientos finos de los dedos, lo cual le facilita llevar a cabo las tareas de la vida cotidiana, en la que antes tenían muy poca autonomía. Con ella el proceso Montessori comenzó en un estudio de musicoterapia, para seguir a continuación en su casa, con varias actividades de la vida práctica, para mejorar la coordinación del cuerpo en el espacio, la coordinación óculo-manual, la motricidad de los dedos y la discriminación visual. Estas actividades han mejorado su autonomía. / This paper deals with two different experiences carried out in Italy. The first concerns a Sensorial Materials workshop, which I directed in Milano at the University of Image (UI) founded by photographer Fabrizio Ferri. UI offered a post-secondary education to creative professionals, from various backgrounds and geographical areas, according to a two-year experimental program, organized in five workshops, each of them dedicated to one of the five senses and directed by a professional of the field. My workshop title was: “The corner of sensory relief” and interacted with the other five. The second relates to the use of solid insets, pink tower and brown stairs for the rehabilitation of a twenty-one years-old girl, who suffered from severe mental retardation with some autistic features. In both cases the results were very positive. In the first one, the sensory perceptions of UI students have been refined and perfected; in the second, the girl affected by mental retardation showed a great interest in the above-quoted materials. The girl has spread her interest to external environment and to the people who interacted with her. The fine movements of her fingers were also enhanced, allowing her to perform various tasks in her daily life, which previously she was unable to carry out. Her Montessori rehabilitation began during some music therapy sessions. Then it was carried out at home, where various Practical life activities were introduced. Thanks to them she improved her body coordination in space, her eye-hand coordination and visual discrimination. These activities strengthen considerably her autonomy

Language: Italian

ISSN: 2255-0666

Abstract/Notes: Un nombre important d’enseignant(e)s de l’école maternelle remettent actuellement en cause ses modalités pédagogiques habituelles en instillant dans leur pratique des éléments issus de la pédagogie Montessori. Qu’il s’agisse de l’organisation spatiale, du matériel, des usages du temps, ou du rôle de l’adulte, ces pratiques « d’inspiration montessorienne » s’avèrent très hétérogènes et plus ou moins orthodoxe. Cet article cherche à les catégoriser en distinguant des pratiques relevant d’un faible ou d’un fort engagement montessorien. Dans les deux cas, il s’agit aussi de mettre au jour d’inexorables limites à l’importation de la pédagogie Montessori au sein de l’école maternelle publique, du fait des programmes et du cadrage institutionnel. L’ensemble du raisonnement est l’occasion d’une réflexion sur l es emprunts pédagogiques partiels, lorsque des éléments d’une pédagogie sont repris sans forcément l’ensemble de ses principes fondateurs. [A significant number of french preschool teachers are currently changing their usual pedagogical methods by instilling elements from Montessori pedagogy into their practice. Concerning spatial organization, pedagogical material, uses of time, or adult’s role, these practices are very heterogeneous and more or less orthodox. This article seeks to categorize them by distinguishing practices within a weak or strong Montessori commitment. In both cases, it’s also a question of inexorable limits to the importation of Montessori pedagogy into public french preschool, due to programmes and institutional framework. This whole reasoning is an opportunity for reflection on partial pedagogical loans, when elements of a pedagogy are taken up without necessarily all its founding principles.]

Language: French

DOI: 10.3917/spec.012.0031

ISSN: 2256-7186, 2426-6272

Abstract/Notes: El presente trabajo de suficiencia profesional tiene como título: “La Aplicación del Método Montessori para el Desarrollo Integral en el Aula de 3 años, de la Institución Montessori School - Arequipa, 2021”. Además, el objetivo general es: Explicar la importancia de la aplicación del Método Montessori para el desarrollo integral de los niños de 3 años, de la Institución Educativa Montessori School – Arequipa, 2021. Está dividido en 4 capítulos; en el capítulo I se aborda la realidad educativa; en el capítulo II se plantean los antecedentes y bases teóricas; el capítulo III está referido al árbol de problemas y actividades y finalmente en el capítulo IV, se encuentran las conclusiones y recomendaciones. De acuerdo con las revisiones teóricas, el Método Montessori, es una educación que permite que los niños de la primera infancia se desarrollen de manera integral, teniendo en cuenta que esta filosofía se basa en el desarrollo natural de las personas, creando un ambiente propicio (ambiente preparado) que satisfaga los períodos sensibles, las tendencias humanas y aprovechando el primer plano de desarrollo que está caracterizado por la mente absorbente. Además, dándole vital importancia a la preparación emocional, física y psicológica del maestro. [The present work of professional sufficiency has as title: "The Application of the Montessori Method for Integral Development in the Classroom of 3 years, of the Montessori School Institution - Arequipa, 2021". In addition, the general objective is: Explain the importance of the application of the Montessori Method for the integral development of 3-year-old children, of the Montessori School Educational Institution - Arequipa, 2021. It is divided into 4 chapters; Chapter I addresses the educational reality; in chapter II the antecedents and theoretical bases are raised; Chapter III refers to the tree of problems and activities and finally Chapter IV contains the conclusions and recommendations. According to theoretical reviews, the Montessori Method is an education that allows early childhood children to develop in an integral way, taking into account that this philosophy is based on the natural development of people, creating a conducive environment ( prepared environment) that satisfies sensitive periods, human tendencies and taking advantage of the first plane of development that is characterized by the absorbing mind. In addition, giving vital importance to the emotional, physical and psychological preparation of the teacher.]

Language: Spanish

Published: Lima, Peru, 2021

Abstract/Notes: The purpose of this dissertation will be to survey and analyze American writings on Maria Montessori and her educational system, in order to show how the idea of Montessori education has interacted with some changing American ideas and social forces. These changes in social and intellectual currents can be likened to a shift from centrifugal to centripetal force; or to the expansion and then the contraction of a universe. The central metaphor is the same. It is applicable to, and illustrative of, much about the changing social and educational scene in America. The writings on Montessori, examined against this framework, should provide a new view on certain changes in American educational thinking.

Language: English

Published: Kent, Ohio, 1973

Language: Spanish

Language: German

ISSN: 0944-2537

Language: English

ISSN: 1071-6246

Language: German

Abstract/Notes: Childhood education goes with a lot of innocence, searching and exploring the environment that surrounds the young learners. The amount of energy and inquisitiveness displayed by children at this tender age is a marble to many parents and teachers alike. This small-scale research represents a sincere attempt to contrastively analyze Montessori and Al-Ghazali’s ideas on child education. The ideas of the two scholars, one from the West and the other from the East, till these days have great significance to their respective communities. In a way, this study should be seen as an initiative undertaken in the absence of a study discussing the differences and commonalities found in the ideas of the two scholars pertaining to child education. By employing the textual analysis method and using Montessori’s principles of child education as the framework, the researchers conducted a comparative analysis. In the course of analyzing the data, the researchers had identified six emerging themes in the ideas of Montessori and Al-Ghazali. The findings have also indicated that the principles of these two prominent scholars either intersect with each other or stand in total isolation. ********************************************************* Pendidikan kanak-kanak berlakumalalui proses pencariandan penerokaanterhadap persekitaran mereka. Keceriaan dan sifat ingin tahu yang dipamerkan oleh kanak-kanak dalam proses tersebut amatlah penting bagi para ibubapa dan guru Pandangan-pandangan Montessori dan Al-Ghazali tentang pendidikan kanak-kanak telah meninggalkan kesan yang amat penting dalam komuniti Barat dan Timur hingga ke hari ini. Kajian ini dilakukanuntuk membandingkan pandangan kedua-dua cendekiawan ini tentang pendidikan kanak-kanak. Secara tidak langsung, ia boleh dilihat sebagai usaha untuk mengisi kekurangan dalam bidang kajian. Kajian ini menggunakan kaedah analisa tekstual dan prinsip pendidikan kanak-kanak Montessori sebagai rangka kajian. Daripada kajian ini, terdapat enam tema yang boleh digarapkan daripadapandangan kedua-dua cendekiawanyang didapati secara bersilang atau terpisah di antara satu sama lain.

Language: English

DOI: 10.31436/jia.v15i2.759

ISSN: 2289-8077