Log in

Relevant bibliographies by topics / Pedagogiki Montessori / Journal articles

To see the other types of publications on this topic, follow the link: Pedagogiki Montessori.

Journal articles on the topic 'Pedagogiki Montessori'

Author: Grafiati

Published: 24 April 2022

Last updated: 30 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 46 journal articles for your research on the topic 'Pedagogiki Montessori.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Wójcik, Anna. "Pedagogika Montessori – ciągle aktualne wyzwanie dla współczesnej pedagogiki." Edukacja – Technika – Informatyka 23, no. 1 (2018): 264–70. http://dx.doi.org/10.15584/eti.2018.1.35.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Jendza, Jarosław, and Agata Rzeplińska. "Od pedagogiki krytycznej ku postkrytycznej pedagogii (z metodą Montessori w tle)." Ars Educandi, no. 9 (December 8, 2012): 272–83. http://dx.doi.org/10.26881/ae.2012.09.17.

Full text

Abstract:

Autorzy artykułu orientują się wobec praktyk nauczycielskich w kontekście pedagogiki krytycznej, rozumienia uczniów oraz wspólnego kontruowania edukacji - także w kontekście problemów na tym polu, zmian społecznych i demaskacji.

APA, Harvard, Vancouver, ISO, and other styles

3

Kolasa-Skiba, Agata. "Edukacja muzyczna dzieci w przedszkolu Marii Montessori." Edukacja • Terapia • Opieka 1 (December 31, 2019): 31–52. http://dx.doi.org/10.52934/eto.58.

Full text

Abstract:

Istota pedagogiki Marii Montessori sprowadza się do stwierdzenia, że każde dziecko jest inne, powinno rozwijać się według swoich możliwości, kompetencji i umiejętności – indywidualnych planów rozwojowych tak, aby ich właściwa realizacja umożliwiała mu naukę samodzielną i efektywniejszą. Dziecko wychowane w duchu pedagogiki Marii Montessori będzie w przyszłości osobą samodzielną, odpowiedzialną za siebie i świat, pracowitą. Rozwój każdego dziecka dokonuje się według indywidualnego „planu rozwoju”. Dlatego nie można z góry stworzyć systemu wychowawczego i dydaktycznego bez uwzględnienia indywidu

APA, Harvard, Vancouver, ISO, and other styles

4

Kolasa-Skiba, Agata, and Wiktoria Skiba. "Wpływ pedagogiki Marii Montessori na wszechstronny rozwój dzieci." Edukacja • Terapia • Opieka 3 (October 29, 2021): 190–206. http://dx.doi.org/10.52934/eto.143.

Full text

Abstract:

Koncepcje Marii Montessori w zakresie antropologii, pedagogiki, pedeutologii i dzisiaj mogą być źródłem pogłębionej autorefleksji każdego nauczyciela. Pragnąc być prawdziwym wychowawcą, zwłaszcza w sensie Montessori, nie wystarczy być metodycznie przygotowanym. Należy zacząć od samego siebie. Właśnie ta idea przebudowy wewnętrznej, odrzucenia „dumy, pychy i gniewu”, które w wielu z nas tkwią, a głębokie ukochanie dziecka poparte metodyczną obserwacją, stanie się jego sługą, współpracownikiem, pomocnikiem, doradcą, przewodnikiem, organizatorem i inicjatorem (impulsem) w osiąganiu duchowej nieza

APA, Harvard, Vancouver, ISO, and other styles

5

Bednarczuk, Beata, and Renata Bednarz-Grzybek. "Maria Montessori. Życie określone pracą na rzecz dziecka." Biografistyka Pedagogiczna 8, no. 2 (2023): 307–33. http://dx.doi.org/10.36578/bp.2023.08.48.

Full text

Abstract:

Rozwój psychologii i pedagogiki oraz przemiany społeczne i kulturowe przełomu XIX i XX w. ukierunkowały sposób myślenia o organizacji opieki i wychowania dzieci. Wskazywano, że procesy kształcenia dzieci należy poddać kontroli ekspertów, albowiem dzieci stanowią swoisty kapitał społeczny. W tym czasie o prawo do indywidualnego rozwoju każdego dziecka w system edukacji upominała się Maria Montessori, włoska lekarka i pedagog, twórczyni oryginalnego podejścia do organizacji pracy pedagogicznej. Celem niniejszego artykułu jest przeanalizowanie, w jaki sposób osobiste doświadczenia i wybory doprow

APA, Harvard, Vancouver, ISO, and other styles

6

Śliwerski, Bogusław. "Maria Montessori’s Pedagogical Thought in the Face of the Effects of Black Pedagogy and Competition." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 36, no. 1 (2023): 7–16. http://dx.doi.org/10.17951/j.2023.36.1.7-16.

Full text

Abstract:

The subject of the analysis of Maria Montessori’s thought is the idea of education for peace as an antidote to the affirmation of violence in politics and socialization and educational environments. The war in Ukraine was the inspiration to take up this issue, which triggered another dispute in pedagogical circles about the role and effectiveness of education for peace. Military violence against one of sovereign states is returning more and more often in the world, including Europe. After the war of the 1990s in the Balkans, we have been experiencing Russia’s imperial war against Ukraine for e

APA, Harvard, Vancouver, ISO, and other styles

7

Bednarczuk, Beata. "Report on the Polish Montessori Days. Organizers: The Polish Montessori Association and the Institute of Pedagogy, Maria Curie-Skłodowska University in Lublin. “Childhood Phenomenon. From Maria Montessori Till the Present Day”. The Jubilee of 30 Years of Montessori Education in the Lublin Region." Prima Educatione 6 (November 4, 2022): 209–11. http://dx.doi.org/10.17951/pe.2022.6.209-211.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Kielian, Andrzej. "SAKRAMENT POKUTY W KATECHEZIE DOBREGO PASTERZA – ZARYS MISTAGOGII WEDŁUG SOFII CAVALLETTI." Studia Katechetyczne 20 (December 21, 2024): 171–90. https://doi.org/10.21697/sk.2024.20.11.

Full text

Abstract:

Artykuł ukazuje wtajemniczenie w sakrament pokuty i pojednania w teologii SofiiCavalletti oraz opartej na założeniach pedagogiki Marii Montessori metodzie nauczaniareligii, znanej jako Katecheza Dobrego Pasterza. Spowiedź ukazana jest w kontekście teologiiprzymierza oraz dialogu człowieka z Bogiem. Cavalletti, nawiązując do św. Augustyna,wskazuje trzy aspekty sakramentu pokuty jako dialogu modlitewnego. Są nimi: modlitwaskruchy, modlitwa prośby, modlitwa uwielbienia. Zbliżone ujęcie prezentuje kard. CarloM. Martini. Po prezentacji ram teoretycznych, wymienione zostały podstawowe wątkikatechezy

APA, Harvard, Vancouver, ISO, and other styles

9

Stevović Havaić, Ena. "Montessori metoda odgoja i obrazovanja - pregled istraživanja od 2017. do 2022. godine." Napredak 164, no. 1-2 (2023): 121–44. http://dx.doi.org/10.59549/n.164.1-2.7.

Full text

Abstract:

Montessori metoda odgoja i obrazovanja jedna je od najpoznatijih alternativnih metoda u svijetu, naročito u institucijama predškolskog odgoja. Znanstveno-istraživački radovi od 2017. do 2022. pokazuju napredak u pogledu uzorkovanja te odgovora na pitanja koji su to točno elementi Montessori metode i pedagogije koji utječu na postizanje boljih rezultata djece koja pohađaju ustanove Montessori pedagogije (polaznici Montessorija) u odnosu na tradicionalno školovanu djecu. Iako su rezultati istraživanja još uvijek kontradiktorni u pogledu izvršnih funkcija, kreativnosti i matematičkih vještina, vi

APA, Harvard, Vancouver, ISO, and other styles

10

Dattke, J. "MONTESSORI PEDAGOGICS AND MONTESSORI SPECIAL PEDAGOGICS AS THE BASIS OF INCLUSIVE EDUCATION AND UPBRINGING." KAZAN LINGUISTIC JOURNAL 4, no. 3 (2021): 421–39. http://dx.doi.org/10.26907/2658-3321.2021.4.3.421-439.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Kepeš, Nusreta. "PEDAGOŠKA IDEJA MARIE MONTESSORI." Zbornik radova Islamskog pedagoškog fakulteta u Bihaću 8, no. 8 (2016): 173–86. http://dx.doi.org/10.52535/27441695.2016.8.173-186.

Full text

Abstract:

Maria Montessori je jedna od najpoznatijih žena u istoriji pedagogije. Ona je bila prva žena koja je diplomirala medicinu na Univerzitetu u Rimu i koja se kao ljekar zainteresovala za obrazovanje djece s posebnim potrebama. Osim toga, njene obrazovne metode kao lječnice, pedagoginje i innovatorice su priznate jer se oslanjaju na prirodan način učenja. Montesori metod obrazovanja, razvijen od strane Dr. Marie Montessori, je metod usmjeren na dijete čiji je rad zasnovan na znanstvenim zapažanjima ponašanja djece od rođenja do odrasle dobi. Njena pedagogija izazvala je interes širom svijeta i sa

APA, Harvard, Vancouver, ISO, and other styles

12

Yuliastutie, Kristiani Linda, and Supriyadi. "Pengaruh Pendekatan Metode Mentessori dalam Membentuk Karakter Kemandirian pada Anak Usia Dini." Arus Jurnal Pendidikan 2, no. 2 (2022): 185–95. http://dx.doi.org/10.57250/ajup.v2i2.97.

Full text

Abstract:

Artikel ini bertujuan untuk mengetahui pengaruh metode Montessori dalam membentuk karakter kemandirian pada anak usia dini. Penelitian ini menggunakan Metode Field Research yang dilakukan melalui observasi, wawancara, dan dokumentasi mengenai kurikulum Montessori di sekolah Global Prestasi Montessori, Kota Bekasi. Anak usia dini merupakan masa emas yang menentukan perkembangan selanjutnya, sehingga referensi pedagogik yang diperoleh harus sesuai dengan karakteristik usianya. Hasil penelitian menunjukkan bahwa anak-anak di Global Prestasi Montessori School (GP Montessori) Bekasi lebih mandiri d

APA, Harvard, Vancouver, ISO, and other styles

13

Szymaniak, Jadwiga. "Pedagogika Marii Montessori – wspomnienie w 150. rocznicę urodzin i 70. rocznicę śmierci." Studia Gdańskie. Wizje i rzeczywistość XVIII (May 18, 2022): 9–29. http://dx.doi.org/10.5604/01.3001.0015.8639.

Full text

Abstract:

Pedagogikę Marii Montessori nadal trzeba odkrywać i to nie tylko w od-niesieniu do trzech pierwszych lat życia dziecka, ale do lat późniejszych, szczególnie po szóstym roku życia. Kształcenie wyobraźni, sumienia, miłości do wiedzy to zadania na miarę naszych czasów. Niniejszy artykuł odwołuje się do bliskiej Montessori idei kształcenia integralnego.

APA, Harvard, Vancouver, ISO, and other styles

14

Jendza, Jarosław. "Przejście, gotowość i adaptacja jako znaczące kategorie pedagogii Montessori." Kwartalnik Pedagogiczny, no. 69/3 (February 25, 2023): 109–22. http://dx.doi.org/10.31338/2657-6007.kp.2022-3.6.

Full text

Abstract:

The article is a theoretical exploration of three significant concepts of the Montessori pedagogy, i.e., transition, readiness and adaptation in the context of early childhood education (ECE). The text summarises some of the conclusions formulated by Professor Barbara Wilgocka-Okoń and Maria Montessori. In this way the author points out the similarities and differences between these two thinkers, which helped to critically reflect on the concepts alone, but also on the paradigms of the functioning of ECE institutions.

APA, Harvard, Vancouver, ISO, and other styles

15

Sayfullayev, Husniddin. "MARIA MONTESSORI METODIKASINING ZAMONAVIY PEDAGOGIKADA TUTGAN O'RNI." Journal of Contemporary World Studies 2, no. 7 (2024): 45–48. https://doi.org/10.5281/zenodo.13933094.

Full text

Abstract:

Ushbu maqolada Maria Montessori metodikasining zamonaviy pedagogikadagi o‘rni tahlil qilinadi. Montessori ta’limi, bolalarning o‘z-o‘zini rivojlantirishiga, mustaqillikka va individual yondashuvga asoslangan usul sifatida, ta’lim jarayonining samaradorligini oshirishga xizmat qiladi. Maqolada Montessori metodikasining asosiy prinsiplari, uning pedagogik jarayondagi ahamiyati va zamonaviy ta’lim tizimlarida qanday qo‘llanilishi ko‘rib chiqiladi. Shuningdek, bu metodikaning ta’lim oluvchilar, o‘qituvchilar va ota-onalar uchun qanday foy

APA, Harvard, Vancouver, ISO, and other styles

16

Miljković, Milan. "The holistic approach to early childhood in Maria Montessori's pedagogy." Nastava i vaspitanje 71, no. 3 (2022): 425–37. http://dx.doi.org/10.5937/nasvas2203425m.

Full text

Abstract:

In the context of Maria Montessori's (1870-1952) pedagogical philosophy, one of its fundamental characteristics can be observed in her humanistic romanticist attitude towards the child and childhood, as well as the repercussions of such an attitude on the global process of building and developing a society of peace, that is, tendencies of a pacifist nature as an important purpose of the development of mankind as a whole. Guided by this kind of leitmotif identified in Montessori's pedagogical theory and teachings, the first section of the paper seeks to examine and interpret her ideas which pla

APA, Harvard, Vancouver, ISO, and other styles

17

Dejković, Marija, and Biljana Savić. "Montessori metod u francuskom obrazovnom sistemu." Godisnjak Pedagoskog fakulteta u Vranju 14, no. 2 (2023): 49–60. https://doi.org/10.5937/gufv2402049d.

Full text

Abstract:

Neretko se u našoj pedagoškoj literaturi o Montessori metodu govori kao o nekom alternativnom vidu obrazovanja sa neizvesnim rezultatima, što je nedopustivo kada u obzir uzmemo tradiciju dugu više od jednog veka i efikasnost ovog metoda širom celog sveta, o čemu svedoči ogroman broj istraživanja i akademskih članaka. Rad predstavlja osvrt na brojne prednosti uvođenja principa Montessori pedagogije, potvrđene brojnim istraživanjima u svetu sa posebnim akcentom na istraživanja i stavove francuskih autora kao i zastupljenost u francuskom obrazovnom sistemu.

APA, Harvard, Vancouver, ISO, and other styles

18

Jendza, Jarosław. "Pomiędzy zabaw(k)ą a materiałem i pracą w praktyce pedagogii Montessori." Problemy Wczesnej Edukacji 54, no. 1 (2022): 97–108. http://dx.doi.org/10.26881/pwe.2022.54.08.

Full text

Abstract:

The article presents the results of qualitative research conducted among thirty-one Montessori 3–6 guides from Polish kindergartens. The main scope of the text is to outline the conceptions of play and work and the ways in which they are intertwined. The outcome space consists of four categories: 1. play as ethical and organizational challenge; 2. play as the obstacle in children’s development; 3. play as activity with no value; 4. play as work/work as play. The first category is framed by the rationality of play being important for the teachers and thus creating a dilemma whether to follow th

APA, Harvard, Vancouver, ISO, and other styles

19

Szkolak-Stępień, Anna. "Ogólnopolska konferencja naukowo-szkoleniowa „Język w pedagogice Montessori”." Pedagogika Przedszkolna i Wczesnoszkolna, no. 1 (19) (June 2022): 175–77. http://dx.doi.org/10.4467/23537159ppw.22.015.16875.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Zoszak-Łoskot, Karolina. "Miłość w perspektywie dzieci ze szkół pracujących w oparciu o pedagogikę M. Montessori i system tradycyjny." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 31, no. 4 (2019): 275. http://dx.doi.org/10.17951/j.2018.31.4.275-291.

Full text

Abstract:

<p>W artykule opisano wyniki badań dotyczących rozumienia pojęcia „miłość” przez dzieci uczęszczające do szkół pracujących w oparciu o system tradycyjny oraz alternatywny – M. Montessori. Badania zostały przeprowadzone w 2018 r. w grupie 80 dzieci w wieku 6–9 lat. Wyniki zostały zebrane na podstawie analizy wytworu plastycznego, przedstawiającego wyobrażenie miłości (rysunek wykonany dowolną techniką), oraz wypowiadanych przez dziecko skojarzeń ze słowem <em>miłość</em>. Na podstawie przeprowadzonych analiz zauważono większą różnorodność interpretowania miłości wśród dzieci u

APA, Harvard, Vancouver, ISO, and other styles

21

Jendza, Jarosław. "Odwrócenie symboliczne w narracjach praktyków Montessori – dopiski do „Dyskursywnej konstrukcji podmiotu”." Ars Educandi 20 (November 26, 2023): 181–98. http://dx.doi.org/10.26881/ae.2023.20.10.

Full text

Abstract:

W prezentowanym artykule, stanowiącym część większego projektu badawczego, autor analizuje fragmenty narracji nauczycielek Montessori (pracujących w polskich placówkach tego typu) odnośnie do kwestii dzieciństwa oraz traktujące o symbolicznym odwróceniu obecnych w ich wypowiedziach. Wykorzystując procedurę fenomenografii oraz narzędzi krytycznej analizy dyskursu autor stawia pytania badawcze, o to, co ulega znaczeniowej inwersji w pedagogii Montessori, oraz jakie aspekty jej funkcjonowania pozostają niezmienne. Tym samym celem badania stanowi identyfikacja i opis odwróconych i niezmienionych a

APA, Harvard, Vancouver, ISO, and other styles

22

Kožík Lehotayová, Blanka. "Aspekty alternatívnej pedagogiky v podpore grafomotoriky." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 21, no. 4 (2022): 76–81. http://dx.doi.org/10.54937/ssf.2022.21.4.76-81.

Full text

Abstract:

Children suffering with graphomotor skills which may be related to specific learning disabilities are identified in the first year of primary school. Learning disabilities are linked to developmental changes, but also to changes induced by targeted support and intervention. For this reason, it is required of the teacher to provide adequate support to eliminate problems in graphomotor skills in case of identifying the child's difficulties. The application of support activities can be included in both pre-school and primary education levels. Various development and stimulational programs might b

APA, Harvard, Vancouver, ISO, and other styles

23

Zwierzchowska, Iwona. "(Nie)świadoma decyzja, czyli o motywach wyboru przedszkola Montessori." Lubelski Rocznik Pedagogiczny 37, no. 1 (2018): 75. http://dx.doi.org/10.17951/lrp.2018.37.1.75-94.

Full text

Abstract:

<p>Dynamiczne zmiany zachodzące we współczesnej rzeczywistości społecznej stawiają nowe wyzwania przed polskim szkolnictwem. Konieczność odejścia od głęboko zakorzenionej tradycji edukacyjnej i niedostosowanego do obecnych warunków modelu szkoły skłania do poszukiwania alternatywnych rozwiązań. W związku z tym od kilkunastu lat obserwuje się wzrost zainteresowania różnorodnymi ofertami edukacyjnymi, wśród których ważne miejsce zajmuje kształcenie zgodne z założeniami koncepcji pedagogicznej Marii Montessori.</p><p>Oparcie realizowanego w placówkach montessoriańskich procesu e

APA, Harvard, Vancouver, ISO, and other styles

24

Faria, Fernanda Luiza, and Ivoni Freitas-Reis. "Um estudo sobre escolas com pedagogias diferenciadas: a pedagogia Waldorf, a pedagogia Montessori e a escola da ponte em foco." INTERFACES DA EDUCAÇÃO 8, no. 23 (2017): 160–81. http://dx.doi.org/10.26514/inter.v8i23.2009.

Full text

Abstract:

O presente estudo discorre sobre três pedagogias que apresentam projetos de ensino diferentes ao padrão escolar: Pedagogia Waldorf, Pedagogia Montessori e o projeto Fazer a Ponte. Alicerçados no referencial teórico da pedagogia diferenciada e concomitantemente, com uma educação que promova uma cultura científica básica a seus estudantes, este estudo de caráter teórico se faz sob o contexto do ensino de química estabelecido nestas instituições. Como base para essa abordagem tem-se uma pesquisa documental em sites de escolas que seguem as pedagogias investigadas, livros e artigos que discutem so

APA, Harvard, Vancouver, ISO, and other styles

25

Chytrý, Vlastimil, Janka Medová, Jaroslav Říčan, and Jiří Škoda. "Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies." Sustainability 12, no. 23 (2020): 10215. http://dx.doi.org/10.3390/su122310215.

Full text

Abstract:

In research focused on self-efficacy it is usually teacher-related phenomena that are studied, while the main aspects related to pupils are rather neglected, although self-efficacy itself is perceived as a belief in one’s own abilities. Evidently, this strongly influences the behavior of individuals in terms of the goal and success in mathematical problem-solving. Considering that alternative teaching methods are based on the principle of belief in one’s own ability (mainly in the case of group work), higher self-efficacy can be expected in the pupils of teachers who use predominantly the well

APA, Harvard, Vancouver, ISO, and other styles

26

Deluigi, Rosita, and Grazia Romanazzi. "L'educazione esperienziale come "aiuto alla vita" dai servizi edu-cativi per l'infanzia all'università. Dialoghi aperti con il metodo di Maria Montessori tra l'Università di Macerata e Chiaravalle." EDUCATION SCIENCES AND SOCIETY, no. 2 (December 2023): 246–68. http://dx.doi.org/10.3280/ess2-2023oa16667.

Full text

Abstract:

L'estremizzazione acritica dell'utilizzo di device digitali ha recentemente pale-sato alcuni esiti nefasti sull'età evolutiva e sui giovani adulti, quali la de-umanizzazione delle relazioni e la de-materializzazione delle esperienze. Un raffronto fra la tradizione pedagogica montessoriana e le realtà educative attua-li mostra un imperituro interesse infantile per le esperienze percettivo-sensoriali liberamente scelte, che edificano il personale bagaglio di conoscenze e competenze. Questa dimensione sollecita anche la formazione di educatori, educatrici, pedagogisti, pedagogiste e insegnanti ch

APA, Harvard, Vancouver, ISO, and other styles

27

Levsen, Dirk. "Maria Montessori (1870–1952) – Et kritisk blikk på hennes pedagogikk og liv." Norsk pedagogisk tidsskrift 90, no. 03 (2006): 243–52. http://dx.doi.org/10.18261/issn1504-2987-2006-03-06.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Costa, Cosimo. "Between Secularists and Catholics. The debate on Maria Montessori in the early 20th Century." Rivista di Storia dell’Educazione 8, no. 2 (2021): 25–35. http://dx.doi.org/10.36253/rse-10312.

Full text

Abstract:

The contribution, after a brief parenthesis which describes the Unione Magistrale Nazionale and the Associazione Magistrale Italiana “Nicolò Tommaseo” as expressions of the difficult socio-educational condition experienced by Giolitti’s Italy, through different opinions taken from the files of two representative pedagogical magazines of the time, Rivista Pedagogica and Scuola Italiana Moderna, analyzes the way in which, in the first twenty years 1900s, secular and catholic circles discussed Maria Montessori’s thought and system.

APA, Harvard, Vancouver, ISO, and other styles

29

Šamanić, Leo. "Didactic materials and their impact on the development of preschool children in Montessori kindergarten – interdisciplinary teaching of biology." Educatio biologiae, no. 8 (December 28, 2022): 19–22. http://dx.doi.org/10.32633/eb.8.3.

Full text

Abstract:

Navedena se tema nastojala približiti učenicima kroz interdisciplinarni pristup, uz korištenje različitih nastavnih metoda rada te socijalnih oblika učenja. Glavni cilj provedenih aktivnosti bio je određena znanja iz biologije čovjeka (Živčani sustav u ulozi prijenosa informacija) primijeniti u praksi na način da učenici 3. razreda gimnazije bolje razumiju temu, promatranjem i istraživanjem odnosa djece predškolske dobi prema posebno izrađenom materijalu za samostalno učenje. Učenici su izradili materijal temeljen na principu Montessori pedagogije te ga koristili u radu s djecom vrtićke dobi.

APA, Harvard, Vancouver, ISO, and other styles

30

Davranova, Gulbahor. "MONTESSORI VA VALDORF TIZIMIGA ASOSLANGAN BOLALAR BOGʻCHALARINING O'ZIGA XOS XUSUSIYATLARI." МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ: ТЕОРИЯ И ПРАКТИКА 2, № 9 (2024): 477–89. https://doi.org/10.5281/zenodo.13853916.

Full text

Abstract:

Bugungi kunda maktabgacha ta'lim pedagogikasini rivojlantirish maqsadida ko'plab ilg'or usullar tatbiq etilayotganligi, maktabgacha ta`lim tashkilotida bolalarni har tomonlama rivojlantirishda Mariya Montessori va Valdorf ta`lim tizimi va unga innovatsion yondashuv hamda ularning o’ziga xos xususiyatlari, farqli va o’xshash jihatlari, ushbu tizimlarda bolaning erkinligi va mustaqilligigia alohida e’tibor qaratilishi haqidagi fikrlar ushbu maqolada yoritilgan.

APA, Harvard, Vancouver, ISO, and other styles

31

Kiryakova, A. V., and A. K. Suleimanova. "AUTHOR’S MODELS OF EDUCATION OF FOREIGN AND RUSSIAN THEORY AND EDUCATIONAL PRACTICE AS AN AXIOLOGICAL ORIENTATION OF CONSTRUCTION OF AUTHOR’S SCHOOL." Vestnik Orenburgskogo gosudarstvennogo universiteta 225 (2020): 38–46. http://dx.doi.org/10.25198/1814-6457-225-38.

Full text

Abstract:

The educational system in the world is in constant innovative development. This article uses learning models (concepts and educational projects) that provide an opportunity to develop humanistic pedagogy in modern times and to serve as the basis for the formation of new pedagogical theories and practices. Models of education are distinguished by a qualitative originality, a pronounced author’s approach, axiological significance. We came to the conclusion that there are irrefutable human values in the world that exist in the world not less than a hundred years ago. The purpose of the article is

APA, Harvard, Vancouver, ISO, and other styles

32

Vallejo Ruiz, Mónica, Ana Torres Soto, and Brenda Abellán Cuevas. "Escuelas alternativas de la Región de Murcia: la visión de sus directores y docentes." Educatio Siglo XXI 42, no. 3 (2024): 115–34. http://dx.doi.org/10.6018/educatio.532991.

Full text

Abstract:

The rise of the well-known “alternative pedagogies”, the post-pandemic reality, and the recent changes in educational regulations support the guiding principlesof this study. Its aim is to describe the reality of alternative schools in the Region of Murcia by exploring the view of the principals and the teachers of these schools. Information was collected from 11 alternative schools through semi-structured interviews reporting on the main foundations of these schools, their benefits and limitations, their physical structure, school-family relations, and their pedagogical proposals. The results

APA, Harvard, Vancouver, ISO, and other styles

33

Jędruch, Dorota. "Szkoła na wolnym powietrzu – projekty mebli E. Beaudoina i M. Lodsa dla szkoły w Suresnes (1932–1935) w świetle przemian w pedagogice i projektowaniu wnętrz szkolnych we Francji lat 20. i 30. XX wieku." Artium Quaestiones, no. 32 (December 15, 2021): 113–30. http://dx.doi.org/10.14746/aq.2021.32.5.

Full text

Abstract:

The essay is devoted to the relationship between the design of school furniture and other interior design elements in the open-air school (école de plain air) in Suresnes (designed by E. Beaudoin and M. Lods, 1932–1935) and the pedagogical and social assumptions accompanying its construction. The functioning of the school and the role that furniture plays in this program are discussed, as well as how the furniture design responded to the interesting pedagogical program of the international outdoor school movement. The second part of the text discusses the main trends in the design of school fu

APA, Harvard, Vancouver, ISO, and other styles

34

Byker, Erik Jon, S. Michael Putman, Laura Handler, and Drew Polly. "Educational Technology and Student Voice: Examining Teacher Candidates’ Perceptions." World Journal on Educational Technology: Current Issues 6, no. 3 (2017): 119. http://dx.doi.org/10.18844/wjet.v6i3.1687.

Full text

Abstract:

Student Voice is a term that honors the participatory roles that students have when they enter learning spaces like classrooms. Student Voice is the recognition of students’ choice, creativity, and freedom. Seminal educationists—like Dewey and Montessori—centered the purposes of education in the flourishing and valuing of Student Voice. This article examines the relationship between the integration of educational technology and Student Voice . In particular, the article describes and reports on a mixed-methods study of teacher candidates’ (n=63) perceptions of and practices with integrating di

APA, Harvard, Vancouver, ISO, and other styles

35

Kumar, Sandeep, and Simran Simran. "A study on Primary Education – Teaching methodology & Curriculum." Eduphoria-An International Multidisciplinary Magazine 02, no. 04 (2024): 11–19. http://dx.doi.org/10.59231/eduphoria/230413.

Full text

Abstract:

Early childhood years are of crucial importance for the mental development of the child and possibly the ultimate level of development attained by an individual is determined by her experiences in the first five years of life. Practicing the right way to teach is the most important factor for every school. Therefore, educationists all over the world have been struggling to develop methods that can optimize the attainment of teaching-learning objectives. Objective of every school should be to offer students maximum opportunities in a caring environment where they are enabled to reach their pote

APA, Harvard, Vancouver, ISO, and other styles

36

Slováček, Matej. "Stimulácia reči na základe aktuálnych výskumov a princípov Montessori pedagogiky." Pedagogická orientace 33, no. 3 (2024). https://doi.org/10.5817/pedor2023-3-351.

Full text

Abstract:

Súčasné poznatky o detskej reči sa len pomaly dostávajú k učiteľom mateřských škôl a do výchovno-vzdelávacej praxe. Pedagogická prax vyžaduje, aby sa hľadali možnosti a stratégie aplikácie týchto poznatkov do vzdelávania. Cieľom predkladanej štúdie je predstaviť (1) dizajn pedagogického výskumu stimulácie reči na základe súčasných výskumov o detskej reči s využitím princípov Montessori pedagogiky a (2) výsledky prvej fázy daného pedagogického výskumu. Štruktúra: V prvej časti štúdie opisujeme výskumy v oblasti Montessori pedagogiky súvisiace s detskou rečou a súčasné poznatky o reči slovensky

APA, Harvard, Vancouver, ISO, and other styles

37

Eret, Lidija, and Narcisa Jagnjić. "The Confirmation of Montessori Postulates in Contemporary Educational Neuroscience / Potvrde postulata Montessori pedagogije u suvremenoj obrazovnoj neuroznanosti." Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje 22, no. 4 (2021). http://dx.doi.org/10.15516/cje.v22i4.3751.

Full text

Abstract:

This paper lends insight into the fundamental postulates of Montessori pedagogyand definitions of contemporary educational neuroscience, focusing on the needsand solutions of contemporary didactic approaches. By presenting the results ofcontemporary researches, the paper connects the achievements of Montessoripedagogic methods and strategies with the scientific indicators of educationalneuroscience about the manners of positive impact on the development of anindividual. The results of the educational neuroscience research will corroborate thepostulates of Montessori pedagogy that state that un

APA, Harvard, Vancouver, ISO, and other styles

38

Schonleber, Nanette. "Using the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program." Journal of Montessori Research 7, no. 2 (2021). http://dx.doi.org/10.17161/jomr.v7i2.15763.

Full text

Abstract:

Indigenous educators desire to use culturally restorative and decolonized pedagogies reflective of their own cultural values and beliefs in their science programs but have lacked models for how to start. They also often lack confidence in their ability to teach the sciences. This three-year qualitative case study used grounded theory methodology to discover (a) how Hawaiian language immersion (HLC) K–6 educators used Maria Montessori’s Cosmic Curriculum for the creation of a science program based on Hawaiian epistemology and cultural values and (b) why the Cosmic Curriculum appealed to the HLC

APA, Harvard, Vancouver, ISO, and other styles

39

"Pedagogika Marii Montessori na lekcjach języka angielskiego w przedszkolu i szkole." Języki Obce w Szkole, 2022. http://dx.doi.org/10.47050/jows.2022.3.121-128.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Somma, Monique, Lisa Ruggiero, Debra Harwood, and Krystine Donato. "“Maybe We Have to Create Something Different”: Fostering Inclusion in Montessori Education." Exceptionality Education International 33, no. 1 (2024). http://dx.doi.org/10.5206/eei.v33i1.16594.

Full text

Abstract:

How Does Learning Happen: Ontario’s Pedagogy for the Early Years, the early childhood education framework for Ontario (Canada), aims to guide early-years programs across the province by recognizing children as competent, capable, and curious individuals from diverse backgrounds. The policy highlights the significance of ensuring inclusive learning environments that foster a sense of belonging and enable every child to flourish (Ontario Ministry of Education, 2014). Many Montessori schools across the province share this view (Hunt et al., 2022) and strive for inclusive programs that meet the le

APA, Harvard, Vancouver, ISO, and other styles

41

Rýdl, Karel. "K památce a pedagogickému odkazu Idy Jarníkové." Pedagogika 71, no. 2 (2021). http://dx.doi.org/10.14712/23362189.2021.1902.

Full text

Abstract:

K málo známému výročí nabízí studie analýzu života a díla Idy Jarníkové (1979–1965), jedné z nejvýznamnějších představitelek předškolní výchovy 20. století. Na základě studia archivních dokumentů studie zdůrazňuje nejen životní osudy, poprvé v ucelené podobě, ale zvláště Jarníkové představy o pedagogizaci předškolní výchovy ve prospěch rozvoje osobnosti dětí, její snahu o porozumění pedagogice Marie Montessori a péči o další vzdělávání vychovatelek v mateřských školách. Studie je doplněna výběrovou bibliografií Idy Jarníkové.

APA, Harvard, Vancouver, ISO, and other styles

42

Pironi, Tiziana. "Il contributo di Maria Montessori al rinnovamento della pedagogia dell’infanzia nel primo ventennio del Novecento in Italia." Pedagogía y Saberes, no. 58 (January 1, 2023). http://dx.doi.org/10.17227/pys.num58-17208.

Full text

Abstract:

L’articolo compie un’analisi di tipo storico educativo che si inserisce all’interno del Progetto di ricerca nazionale Maria Montessori dal passato al presente. Accoglienza e implementazione del suo metodo educativo in Italia nel 150° anniversario della sua nascita, finalizzato alla ricostruzione della figura e dell’opera della studiosa italiana, a partire dall’istituzione della prima Casa dei Bambini nel 1907. In particolare, il presente saggio tiene conto di un buon numero di studi che sono apparsi negli ultimi tempi su Maria Montessori, nonché dell’analisi condotta sulle sue opere al fine di

APA, Harvard, Vancouver, ISO, and other styles

43

Faria, Fernanda Luiza de, and Alaim Souza Neto. "Como o currículo se constitui na Pedagogia Waldorf, Pedagogia Montessori e Escola da ponte?" Research, Society and Development 9, no. 8 (2020). http://dx.doi.org/10.33448/rsd-v9i8.6385.

Full text

Abstract:

Este trabalho tem parte dos dados ancorados em uma pesquisa de doutorado. O estudo teve como objetivo problematizar sobre o Ensino de Ciências em uma escola Waldorf, uma escola Montessori e a Escola da Ponte, tendo como aspectos norteadores a organização dos espaços, saberes e métodos de avaliação de cada escola analisada. Como referencial teórico, adotamos os pressupostos da pedagogia diferenciada e, concomitantemente, do campo do currículo. Metodologicamente, o artigo toma como fontes de pesquisa, três caminhos: uma revisão teórica e sistematizada à luz dos campos do ensino de ciências e do

APA, Harvard, Vancouver, ISO, and other styles

44

Sablić, Marija, Željko Rački, and Marija Lesandrić. "Teachers' and University Students' Evaluation of Chosen Didactic Materials According to the Maria Montessori Pedagogy/Učiteljska i studentska procjena odabranoga didaktičkog materijala prema pedagogiji Marije Montessori." Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje 17, no. 3 (2015). http://dx.doi.org/10.15516/cje.v17i3.1054.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Zorić, Vučina. "Alternativni pedagoški koncepti i obrazovna politika u Crnoj Gori." Acta Iadertina 14, no. 1 (2017). http://dx.doi.org/10.15291/ai.1311.

Full text

Abstract:

Prije Prvog svjetskog rata u Crnoj Gori je bila dominantna Herbartova paradigma pedagogije. Međutim, tamošnje prosvjetne vlasti su bile u određenoj mjeri tolerantne prema nastavnicima koji se toga u praksi nisu u potpunosti pridržavali. Do njih su u to doba počeli dopirati raznovrsni novi pedagoški koncepti iz Europe i šire, što je još više dobilo na intenzitetu ulaskom Crne Gore u sustav Kraljevine Jugoslavije. Ipak, ideje reformskih pedagoških pokreta u Crnoj Gori između Dva svjetska rata nisu našle svoju primjenu, iako su stjecale sve veću afirmaciju u stručnoj javnosti. Tadašnja pedagoška

APA, Harvard, Vancouver, ISO, and other styles

46

Rebecchi, Kevin. "INCLUSION, DEVELOPMENT AND WELL-BEING OF NEUROATYPICAL INDIVIDUALS THROUGH ALTERNATIVE EDUCATIONAL APPROACHES: A BOON OR A BANE? A NARRATIVE LITERATURE REVIEW." European Journal of Alternative Education Studies 10, no. 1 (2025). https://doi.org/10.46827/ejae.v10i1.6018.

Full text

Abstract:

<p>This article investigates the potential of alternative educational approaches, such as Montessori, Reggio Emilia, unschooling, forest schools, and Universal Design for Learning (UDL), to support the inclusion, development, and well-being of neuroatypical learners, particularly autistic and ADHD children, within Francophone education systems. Based on a narrative literature review methodology, the study explores theoretical foundations in developmental psychology, identifies key educational challenges faced by neuroatypical students, and examines how these pedagogies address their cogn

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!