Language: English

ISSN: 0065-9444

Language: English, French, German

DOI: 10.5169/seals-330152

ISSN: 1663-0629

Abstract/Notes: This article reflects how to know about Montessori pedagogy and the process she followed to build it, can help future teachers to be reflective and innovative. The aim is not to suggest that student teachers should know the pedagogy of Montessori, nor that of any specific pedagogue, and to put it into practice or imitate it, without further ado. Educational literature agrees that an educational system will be as good as its teachers, and they will not be able to improve education if they simply apply methods designed by others in an uncritical and decontextualized way. After describing how Montessori came to propose her method and establish her pedagogical principles, the importance of linking theory and practice in the initial and permanent training of future teachers is underlined.

Language: Spanish

DOI: 10.17227/pys.num58-17194

ISSN: 2500-6436, 0121-2494

Abstract/Notes: Der vorliegende Band 7 der Reihe mit dem Titel „Montessori-Pädagogik in Deutschland“ ist entstanden im Anschluss an die Jubiläumstagung, die aus Anlass des 40jährigen Bestehens der 1961 gegründeten Montessori-Vereinigung e.V., Sitz Aachen, 2001 in der Thomas-Morus-Akademie in Bensberg stattgefunden hat. Die Leserinnen und Leser dieses Bandes erhalten aus den vielfältigen Beiträgen ein reichhaltiges und differenziertes Bild der Montessori-Pädagogik in Theorie und Praxis in Deutschland und darüber hinaus. Denn Montessori-Pädagogik vollzieht sich seit ihren Anfängen in einem internationalen Kontext. Es geht in diesem Band nicht nur um die in den vergangenen vier Jahrzehnten geleistete Arbeit, sondern auch um die Aktualität des pädagogischen Denkens Maria Montessoris, um kritische Weiterentwicklungen und mögliche Perspektiven für die Zukunft angesichts der Herausforderungen des 21. Jahrhunderts.

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2 3-8258-5746-8

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: This article highlights two women important for pedagogy. María Montessori was a medical doctor who initially carried out research to alleviate the tensions generated by the poor sanitary conditions the children of this society experienced and under which they were educated through traditional strategies that had to be changed. Giuseppina Pizzigoni was a teacher who imagined a new school where children, the offspring of a brutally industrialized society, could be happy while learning. For both women the children’s education, being the task of adults, parents and teachers alike, should be carried out with responsibility and new methodologies they themselves constructed and proposed. For them, the future of humanity lies in the success of this task.

Language: Spanish

DOI: 10.17227/pys.num58-17099

ISSN: 2500-6436, 0121-2494

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 1993

ISBN: 3-210-25090-1

Abstract/Notes: A través de algunos flash, dar luz a los horizontes del pensamiento pedagógico oculto de María Montessori. En particular, vamos a entregar a los lectores un conjunto de "islas" de su inabissabile inexplorado - porque inmortal - archipiélago de niño de la educación. Reforzar el teorema. En las siguientes líneas, illumineremo una cara de luna Montessori se mantuvo en gran medida en las sombras. Hablamos de su mirada problemática y dialéctico de puntos con pensamientos débiles.

Language: Spanish

ISSN: 2255-0666

Abstract/Notes: Book Reviews

Language: Dutch

DOI: 10.18352/bmgn-lchr.5751

ISSN: 2211-2898

Abstract/Notes: Bu araştırma Montessori eğitim yöntemi ile okulöncesi eğitim alan ve anneleri "Montessori Anne Destek Programı"na katılmış deney grubu çocuklar ile "Pür Montessori" eğitimi alan 4-5 yaş kontrol grubu çocukların matematik ve günlük yaşam becerilerine etkisini incelemeyi amaçlamıştır. Çalışma grubunda, 2016-2017 öğretim yılında Konya ilinde bulunan Selçuk Üniversitesi, Sağlık Bilimleri Fakültesi, İhsan Doğramacı Uygulama Anaokuluna devam eden Montessori yöntemi ile okulöncesi eğitim alan, 8 deney, 11 kontrol olmak üzere toplam19 çocuk yer almıştır. Araştırmada deney ve kontrol gruplarından veri toplama aracı olarak Temel Okul Becerileri Envanteri Matematik ve Günlük Yaşam Becerileri alt Testi Uygulanmıştır. Testler çocuklara öğretmenleri tarafından deneme öncesi ve sonrası uygulanmıştır. Ayrıca deneme grubuna eğitim programı bittikten 12 hafta sonra tekrar uygulanmıştır. Araştırmada elde edilen verilerin analizinde Mann Whitney U ve Wilcoxon İşaretli Sıralar Testi uygulanmıştır. İncelenen bulgular deneme ve kontrol grubu arasında sontest puan ortalamaları arasındaMatematik de deneme grubu lehine anlamlı bir farklılaşma görülmüştür. Günlük Yaşam Becerileri sontest değerlendirmelerinde ise bir farklılaşma bulunamamıştır. Deneme grubu çocukların TOBEMAT ve TOBEGYBAT testi sontest ve izleme testi puan ortalamaları arasında anlamlı bir farklılaşma olmamıştır. / This research aimed to investigate the effects of Montessori education method on the mathematics and daily life skills of the children who took the preschool education and the mothers of the experimental group participated in the "Montessori Mother Support Program" and the children of the control group of 4-5 age "Pure Montessori". In the study group, 19th Montessori method, which took place in Selcuk University, Faculty of Health Sciences, İhsan Doğramacı Application Nursing School, located in Konya province in the 2016-2017 school year, took place. The Basic School Skills Inventory Mathematics and Daily Life Skills Sub-Test was applied as a data collection tool in the study. Tests were administered to children before and after the test by their teachers. In addition, the experimental group was reapplied 12 weeks after the end of the training program. Mann Whitney U and Wilcoxon Marked Ranks Test were applied in the analysis of the data obtained in the research. A significant difference was found in the mean scores of the post test scores between the findings and control groups examined in favor of the experimental group in Mathematics. In Daily Life Skills posttest evaluations, no differentiation was found. There was no significant difference between the BSSI-MAT and BSSI-DLS test posttest and follow-up test scores of the children in the experimental group.

Language: Turkish

Published: Konya, Turkey, 2018

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