Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-07-19T14:10:36Z No. of bitstreams: 1 barbarahungriadiaspires.pdf: 2406352 bytes, checksum: 248d896e56127c32fb7b031109145a7e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-23T15:44:12Z (GMT) No. of bitstreams: 1 barbarahungriadiaspires.pdf: 2406352 bytes, checksum: 248d896e56127c32fb7b031109145a7e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-23T15:45:15Z (GMT) No. of bitstreams: 1 barbarahungriadiaspires.pdf: 2406352 bytes, checksum: 248d896e56127c32fb7b031109145a7e (MD5) / Made available in DSpace on 2018-07-23T15:45:15Z (GMT). No. of bitstreams: 1 barbarahungriadiaspires.pdf: 2406352 bytes, checksum: 248d896e56127c32fb7b031109145a7e (MD5) Previous issue date: 2018-04-04 / Este trabalho apresenta os resultados da pesquisa intitulada “Práticas Pedagógicas Montessorianas: potencialidades e desafios”. Tem como objetivo geral mapear e analisar as potencialidades e desafios das práticas pedagógicas montessorianas e apresenta a seguinte questão de investigação: quais são as principais potencialidades e os desafios do Método Montessori e das práticas desenvolvidas nesse contexto? Priorizou-se o aprofundamento de estudos teóricos e empíricos relacionados à metodologia montessoriana e às práticas pedagógicas dela decorrentes. Além da pesquisa bibliográfica e revisão de literatura, foi realizada a aplicação de um questionário para os participantes do IX Encontro de Educadores Montessorianos, ocorrido em setembro de 2016, promovido pela Organização Montessori do Brasil. No total, fizeram parte do estudo 76 profissionais da educação, sendo estes professores, assistentes de classe, estagiários, diretores, coordenadores, gestores e outros profissionais com função no âmbito escolar. Como referenciais teórico-metodológicos, foram explanadas as contribuições de Maria Montessori, José Carlos Libâneo, Demerval Saviani, Bernadete Gatti, Herman Röhrs, Maria da Assunção Calderano, Roy Bhaskar, dentre outros. As contribuições desse último autor, no campo da filosofia da ciência, constituíram fundamentos centrais do trabalho e favoreceram o esclarecimento de concepções que sustentam esta investigação e o processo de elaboração dos instrumentos e de análise de dados. Através de alguns elementos da prática destacados pelos participantes da pesquisa, compreende-se suas concepções e suas interpretações sobre as potencialidades e os desafios das práticas pedagógicas montessorianas. Os resultados apontaram que o conhecimento das famílias acerca do método montessoriano, a infraestrutura da instituição, assim como a formação continuada e o envolvimento do docente são citados como os principais fatores que interferem favoravelmente nas práticas pedagógicas montessorianas. Dentre os fatores que interferem desfavoravelmente nestas práticas são citados a importância do respeito e aplicação aos princípios do método, a interferência da legislação e da burocracia no cotidiano escolar, como também a identificação do professor e o esclarecimento dos fundamentos, materiais, princípios e práticas montessorianas nas universidades e para a sociedade. A pesquisa evidencia a necessidade de haver, na formação docente, um estudo aprofundado dos princípios do Método Montessori, tendo por base uma relação mais estreita entre a teoria e a implementação das práticas pedagógicas que derivam do método em tela. A importância da estrutura escolar, da organização do trabalho docente montessoriano e da credibilidade e aplicabilidade do Método Montessori foram vistas como indicadores da possibilidade de superação dos desafios destacados nas experiências da prática pedagógica analisada. / This paper presents the results of the research entitled "Montessorian Pedagogical Practices: Potentials and Challenges". The main objective is to map and analyze the potentialities and challenges of Montessori pedagogical practices and the following research question: what are the main potentialities and challenges of the Montessori Method and practices developed in this context? The priority was given to theoretical and empirical studies related to the Montessori methodology and the pedagogical practices resulting from it. In addition to bibliographical research and literature review, a questionnaire was answered by the participants of the 9th Montessori Educators Meeting, held in September 2016, promoted by the Montessori Organization of Brazil. 76 professionals from the education sector participated in the study. The sample was composed by teachers, class assistants, trainees, directors, coordinators, managers and other school professionals. As a theoretical-methodological reference, the contributions of Maria Montessori, José Carlos Libâneo, Demerval Saviani, Bernadette Gatti, Herman Röhrs, Maria da Assunção Calderano, Roy Bhaskar, among others, were explained. The contributions from the last author, in the field of the philosophy of science, constituted the central foundations of the work and provided enlightenments of the conceptions that sustain this investigation and the process of elaboration of the instruments and data analysis. Through some elements of the practice highlighted by the participants of the research, their conceptions and their interpretations about the potentialities and challenges of Montessori teaching practices were understood. The results show that families' knowledge about the Montessori method, institution's infrastructure, as well as continued formation and teacher’s involvement were cited as main factors that favorably interfere in the Montessori pedagogical practices. Among the factors that interfere unfavorably in these practices are the importance of respect and application to the principles of the method, the interference of legislation and departmentalism in school daily life, as well as teacher identification and clarification of the fundamentals of the Montessori method, its materials, principles and practices in universities and for the society. The research highlights the need for an in depth study of the principles of the Montessori Method, based on a closer relationship between the theory and the implementation of pedagogical practices that derive from the on screen method. The importance of the school structure, the organization of Montessori teaching work and the credibility and applicability of the Montessori Method were seen as indicators of the possibility of overcoming the challenges highlighted in the experiences of the pedagogical practice analyzed.

This thesis deals with observation of pupil in Montessori system which was designed by Maria Montessori. One of the principles this education is individual approach of the teacher to the student and respecting his learning pace. Thus the teacher becomes an observer who must know he level of education of each pupil in his mixed class. But how to map individual student progress? The aim of the thesis is to describe and analyze the way and the importance of observation as professional activity of a teacher teaching in a heterogeneous class in Montessori school and to assess the possibilities of modifying observations for classical primary schools. The first part of the thesis describes alternative schools and the characteristics of Montessori pedagogy as an introduction to the main principles of the examined environment of the practical part. It also describes the pupil and teacher as the main participants in the educational process and describe their role in this alternative type of education. It maps observations in pedagogy in the end - in educational research, initial education and, finally, in the teacher's professional activity. Practical research has used methods of observation, interviewing, and analysis of school's materials to map the way, how individual observations are made in one...

The purposes of this study are to determine the extent to which nursing education administrators accept the use of an adapted Montessori method in teaching basic nursing skills and to determine the feasibility of implementing such a method.

The work is dedicated to the ways of developement of the key competencies of learners within methodes of Montessori pedagogy. The first part is concentrated on the evaluation of the current level of knowledge including the key competencies and Montessori pedagogy with its methodes. In the second part the work deals with a theoretical background to accomplish a research in the empiric kind of way, where we find the focal point of this entire work. The practical part of the work analyses the different approaches of two selected elementary Montessori schools to the developement of the key competencies within the applied methodes of teaching. The closing part of the work is dedicated to the evaluation of the used methodes in relation to the key competencies and it also pursues the comparison of ways of use of the developement of the key competencies at these two selected elementary schools.

The work deals with preschool age and the M. Montessori view of the education. The aim is to point out the contributio24n of montessori materials and their use in nursery schools. The theoretic part describes the historic evolution of preschool education, psychological and sociological development of a child of preschool age, game and alternative programmes. I focused mainly on the M. Montessori pedagogy and described it theoretically. The practical part contains comparison of three chosen schools: NS Vokovická Praha 6, Montessori class in NS Meteorologická Praha and Montessori class in Tábor. In all these schools the montessori pedagogy principals are being applied. In these schools they work, not only, with original montessori materials, but also with other materials, which fulfill certain standards and also with some that were made by teachers themselves. In NS Vokovická toys are also being used. Despite some differences all of the schools agree on the basic thought: they put the child in the first position just like M. Montessori used to do.

This diploma thesis describes the issue of teaching Peace Education in a Montessori School. It comprehensively characterises the concept of Peace Education, mapping the content of lessons and materials which form part of the prepared environment of a Montessori class. I was interested in the inclusion of Peace Education in the Montessori Curriculum because it has an important role in education as Marie Montessori believed that peace begins in children. For the elaboration of the practical part, I chose action research which took place in Orange Class at Duhovka Elementary School - Prague, where I have been working as a class teacher since September 2020. The research was conducted in a mixed age class of Gd 1-3 students aged 6-9 years. I focused mainly on trying out the lessons with my class having created the materials for the prepared environment. In conclusion, I will evaluate the contribution of Peace Education for the class team and the changes of dynamics within the students in terms of respecting others. In addition, I will also reflect on the lessons and write recommendations for teachers who would like to use them. KEYWORDS Marie Montessori, Montessori School, Peace Education, Peace Flower Model, respect, prepared environment, action research

No description available.

Faculty of Humanities School of Education 9805090w NATALIE@WBS.CO.ZA / Learning disabilities have become of increasing concern for educators. More and more children are having difficulty learning to read and write. This dissertation investigates what constitutes a learning disability, its etiology and whether or not it is possible to identify these disabilities in early childhood. The investigation further aims to discover if these learning disabilities are comprised of sub-disabilities and if these can be identified as such. To this end the research aims to determine the most appropriate remedial intervention strategies used for learning disabilities. Multisensory intervention is therefore explored. On the basis of this the Montessori Method is examined to ascertain whether or not the method can contribute to multisensory intervention at the preschool level. It is argued that the Montessori Method is admirably suited to making such a contribution. Further empirical research for these claims is indicated.

Inledning: Då dagens invandring har ökat markant de senaste åren ställer detta stora krav på förskollärares kunskap om språkutvecklande strategier för nyanlända barns andraspråksutveckling, utveckling av det svenska språket. Syfte: Studiens syfte är att undersöka montessoriförskollärares strategier för att stimulera nyanlända barns utveckling av det svenska språket. Metod: Utifrån undersökningens syfte och frågeställning har kvalitativa intervjuer genomförts med fem förskollärare. Resultat: Undersökningens resultat visar att samtliga montessoriförskollärare ser tryggheten som den absolut viktigaste aspekten för att nyanlända barns utveckling av ett andraspråk ska vara möjlig. Föräldrasamverkan är därför en viktig del i förskollärares trygghetsskapande arbete. Det handlar om att få nyanlända föräldrar och barn att känna en trygghet för den svenska förskolan och att förskoleverksamheten är något positivt. Viktiga språkstrategier för nyanlända barns utveckling av det svenska språket betraktar förskollärarna som sagor, sångkort, bilder samt tecken som stöd. Dock är inget material språkutvecklande om inte förskollärare använder språket som ett lär verktyg för att i samspel med nyanlända barn göra materialet språkstimulerande

Syftet med föreliggande studie var att fördjupa kunskapen kring hur Waldorf- och Montessoriförskollärare ser på läroplanens reviderade skriftspråkliga uppdrag. Ansatsen är kvalitativ och perspektivet är socialkonstruktivistiskt och begreppet diskurs har används. Resultatet visar hur åtta förskollärare verksamma inom Waldorf och Montessori ser olika på skriftspråklighet och därmed skiljer sig åt på vilket sätt de ser på läroplanens riktlinjer och mål. Slutsatsen är att skriftspråkligheten görs till en del i de verksamheter som vi har undersökt. Införandet av digitala medier i skriftspråksuppdraget är något som kräver anpassningar inom båda dessa pedagogiska inriktningar.