Language: Japanese

Language: Japanese

ISSN: 1340-9808, 2424-1679

Language: Japanese

Language: English

ISSN: 2281-8375

Abstract/Notes: Maria Montessori’s method is deservedly well-known in the child education field, where thebrilliant educationist successfully extended to normal children what she had experimented with subnormal ones. The applicative method in the “Children’s Homes”, destined to welcome children from three to six years of age, was later developed for very young children in the Montessori Birth Centres and for the slightly older children in primary school. Now, we wonder whether it also has interesting aspects for lower and upper secondary schools. Montessori indeed devised a complete course of development divided into four six-year periods, as Comenius had already done. She thus did not limit herself to childhood and wrote a book Dall’infanzia all’adolescenza which gives an affirmative answer to the question and provides some guidelines. But, especially her son, Mario Montessori, working in many courses on psychoarithmetic and psychogeometry, showed how the directive principles of the method are not only applicable, but are indeed very effective also for lower secondary schools. Mathematics offers particularly useful examples. But even the grammatical and logical analysis performed by affixing labels indicating the functions of various parts of the discourse, already started up in the Montessori method for primary schooling, both for Italian and foreign languages, may be extended to lower secondary schools. The abstract essence of the symbols take on a tangible feature without renouncing their conveyance of concepts. The education of preadolescents and adolescents is not, however, only intellectual. It is also an education for feelings, openness to social cooperation and character building. The broader range of Montessorian thought is felt in education for peace, meant as a world task. And, opening up to multiculturalism and combating every discrimination, it offers secondary education challenging perspectives. Thus, religious education, which in Spain and Italy Maria Montessori linked to Catholic education, may be extended in an ecumenical spirit also to other religions, such as the oriental ones that she got to know in India.

Language: English

ISSN: 2281-8375

Language: Spanish

ISSN: 1577-5615, 2014-4628

Abstract/Notes: MORE Abstracts 2003 Only at the beginning of the 20th century was it recognised, at least at a theoretical level, that the state and public institutions should provide for the assistance and education of farmer’s children living in the countryside around Rome. However, the municipal authorities, who barely managed to keep a few primary schools running in the main rural centres, was unable to open others in more isolated areas and, above all, to set up kindergartens for pre-school age children. The creation of a basic school service in the Roman countryside, and then of kindergartens, was carried out by a committee set up within the anti-malaria campaign conducted in the Lazio region by Angelo Celli and his wife Anna, with the cooperation of the Red Cross, and which – besides the Cellis – also included the poet Giovanni Cena, the writer Sibilla Aleramo, the artist Duilio Cambellotti and the educator Alessandro Marcucci. As director of the “Schools for Farmers”, and on the basis of ministry guidelines, Marcucci drafted a teaching programme, a school calendar and timetable that would suit the particular needs of the rural population of the Roman countryside. Moreover, in his makeshift schools initially opened in village huts before any real school buildings were built, he provided for health care, school meals and, finally, the setting up of kindergartens all based on the Montessori method, of which he appreciated the innovative educational system and especially the social principles, the respect for the human person, the freedom of self-determination and the love for the harmony of things which sustained it. Marcucci devoted his whole life to spreading education among the rural proletariat, not only in the Lazio region around Rome, and managed to create a high profile school service, to train a qualified teacher class, and to build modern schools from an architectural, hygienic and furnishings point of view. Above all, he managed to increase the creation of Montessori Children’s Homes. He always managed to achieve extraordinary results even when the environmental conditions seemed to be working against them. Among the many testimonies there is a diary written by a young teacher, Irene Bernasconi, who, having just finished a Montessori course in Milan at the Umanitaria in school year 1915-16, started working with the children of farm labourers in the kindergarten of Palidoro, one of the most desolate and malaria-ridden places of the Roman countryside north of the capital.

Language: English

ISSN: 2281-8375

Abstract/Notes: The purpose of the present study was to investigate the effectiveness of Montessori method education on the visual-motor abilities of students with nonverbal learning disorders. For the purpose of this study, 4 first grade male students with nonverbal learning disabilities who were studying at Nabi Akram primary school in Bonab, during the academic year of 2019-2020, were selected based on the bender visual - motor gestalt test. In this research, which is a single-subject design with multi-baselines (ABA), each participant was first carefully observed according to the criteria of nonverbal learning disability and their visual-motor cognitive abilities accurately measured and recorded. Then, during the intervention phase, each participant received the Montessori method education during the 10 sessions for 45 minutes separately. The performance of the participants is also observed in the follow-up sessions. Finally, the data was analyzed by analyzing the visual diagrams, percentage of all non-overlapping data (PAND), calculating the effect size index and recovery percentage. The results of the research showed that the Montessori method education increased the visual-motor abilities of all four participants. As a result, Montessori education can be used as part of empowerment programs for students with nonverbal learning disabilities.

Language: English, Persian

ISSN: 2383-353X

Language: English

ISSN: 0028-5048

Language: German

ISSN: 0036-7656