Maria Montessori

A norma della legge sul diritto d'autore e del codice civile è vietata la riproduzione di questo libro o di parte di esso con qualsiasi mezzo, elettronico, meccanico, per mezzo di fotocopie, microfilm, registratori o altro. Le fotocopie per uso personale del lettore possono tuttavia essere effettuate, ma solo nei limiti del 15% del volume e dietro pagamento alla SIAE del compenso previsto dall'art.68, commi 4 e 5 della legge 22 aprile 1941 n. 633. Ogni riproduzione per finalità diverse da quelle per uso personale deve essere autorizzata specificatamente dagli autori o dall'editore.

The purpose of this analysis is to examine enduring creative approaches of educational philosophers alongside key emerging digital resources that inform inclusive art education.  Froebelian education theory, like that of Montessori, Malaguzzi, and Steiner is very arts-rich in that Froebel defined learning itself as a learner-centered, exploratory creative process (Mullineaux, 1996). Teaching with a foundational knowledge of the influence of each of these philosophers on learning in visual art often empowers us to reclaim the diverse roles of the educator and artist in contemporary art rooms.  This chapter introduces selected mobile learning applications and digital resources related to these philosophies, with an analysis of their potential for students with disabilities and exceptionalities. The selected examples of Froebel’s Gifts and artifacts of pedagogy from Montessori, Waldorf, and Reggio Emilia practices is followed by discussion of practical uses of materials and approaches from these enduring philosophies in learning explorations emphasizing craft, nature, and play. Suggestions will be offered for future practice that mindfully utilizes such digital resources and communities alongside physical and haptic resources. Concerns about screen time and media saturation will also be addressed.

La pubblicazione di un libro inedito di Maria Montessori, a tanti anni dalla sua scomparsa (è morta nel 1952) è un evento di eccezionale rilievo. Sarà anche l'occasione, al di là dell'interesse del testo (si tratta di un contributo importante) per riflettere sulla diversa "fortuna" che l'opera della Montessori ha avuto in Italia e all'estero: Maria Montessori è ovunque, nel mondo, un riferimento centrale per l'attività educativa, come dimostra il numero enorme di scuole che nei cinque continenti si richiamano alle sue proposte.

Montessori preschool program (MPP) is a structured program that incorporates metalinquistic exercises, which are implemented even before children reach four years of age. In contrast, in regular preschool programs (RPP) in Croatia, activities related to the development of reading and writing skills are provided only to older children. Also, unlike MPP, these activities in RPP are isolated from the context of the general activities and play, which is contrary to the knowledge that child development should be approached holistically. Accordingly, in this study, we wanted to test the assumption that children attending MPP will have a more developed phonological awareness than RPP children. Phonological awareness is a metalinguistic ability related to the acknowledgement of the sound components of speech and it is a significant predictor of later language skills. The sample comprised 60 children of regular language and cognitive development from MPP (M=5.21, SD=0.17 years) and RPP (M=5....

In her book “The Secret of Childhood”, Maria Montessori (1870-1952) highlighted many of the problems faced by children in Italy during her time. Montessori, who started as the first female medical doctor in Italy later ventured herself into psychology and ended her career as a well-known educationist. At the time the book was written, she realized that children of her time have been deprived of their social rights in education. In her observation, she found out that children have been subjected to do many insurmountable hard tasks. They were shown little affection and respect as growing individuals. During her time, the plight of children in Italy was a very disheartening thing for her to witness. The state paid much attention to the rights of the adults compared to that of the children. Children’s social well-being and education were not given serious consideration by the state. The quote below depicts the exact scenario of what children have to go through in their lives:

The purpose of this paper is to explore the primal paradox, that is the seemingly paradoxical relationship between the commitment to individual development and the development of the greater good of society and the greater whole, and its influence and role within Montessori elementary education.  It begins by setting up the context of the universe in which we live.  This is done by establishing the foundations of cosmogenesis, chaos theory, and systems thinking.  The paper then examines human development through the lens of Montessori and the transpersonal psychologists Carl Jung and Abraham Maslow.  Self-transcendence is proposed as both the final path of human development and the intersection of the primal paradox.  The next question looked at is how self-transcendence is fostered in Cosmic Education and its relationship to Montessori’s proposed paradigm shift towards a new human.  What is the self?  That question is explored through both the neurological and Buddhist lens.  This exploration finishes by introducing neurophenomenology and its implications for the Montessori classroom.

The Montessori Method of education is becoming more popular in Indian cities in the recent decades. The parents, educationists and policy makers are keenly interested in the overall development of their children or stakeholders. Since its inception, the Montessori Method of education is adopting several procedures based on its basic principles of cognitive, social and emotional development of the children. Although every principle of Montessori education is not followed in the Indian Montessori schools, the schools are adhering to several of them. The present article adopted comparative analyses to determine the effect of Montessori and traditional method of education on emotional intelligence of the school children. A total sample of 1082 children between the age group of 12 – 16 years was selected from the schools of Montessori and traditional education. The data were collected using the Baron , (1997, 2000) Emotional Intelligence scale with Likert response patterns ranging 1 to 5. The obtained data was subjected to 't' test analysis and it was evident in the result findings that the children of Montessori method of education has significantly higher emotional intelligence than the children of traditional method on the total and as well on all dimensions of emotional intelligence. This highlights the education intervention method having strong bearing on emotional development of the children. Further, the findings related to gender effect provides inconclusive results both with Montessori and traditional children.

The Montessori Method of education is becoming more popular in Indian cities in the recent decades. The parents, educationists and policy makers are keenly interested in the overall development of their children or stakeholders. Since its inception, the Montessori Method of education is adopting several procedures based on its basic principles of cognitive, social and emotional development of the children. Although every principle of Montessori education is not followed in the Indian Montessori schools, the schools are adhering to several of them. The present article adopted comparative analyses to determine the effect of Montessori and traditional method of education on emotional intelligence of the school children. A total sample of 1082 children between the age group of 12 – 16 years was selected from the schools of Montessori and traditional education. The data were collected using the Bar-on, (1997, 2000) Emotional Intelligence scale with Likert response patterns ranging 1 to 5...

The Dalton Plan is often considered to be a version of the Montessori Method: as if the theory and practice of the Italian education reformer were the guiding force in Parkhurst’s educational reform. This is a misconception. As an educational practice, the Dalton Plan developed independently from Montessori. It was practically ready when Parkhurst first came into contact with her.  It is, however, plausible that Parkhurst was influenced by Montessori as to the theoretical justification of the Dalton Plan. In the years prior to writing Education on the Dalton Plan, Parkhurst was intensively involved with Montessori’s work and that she had great respect for her expertise and talent.

Nowhere in her book, has Parkhurst referred to Maria Montessori (1870-1952). Their collaboration between 1915 and 1918 is only mentioned indirectly.  Such step-motherly treatment fails to do justice to the collaboration, nor does it do justice to the kinship of their ideas.  We shall compare the approaches of Montessori and Parkhurst with regard to three crucial points: individual work, individual choice and the role of the teacher. Then we shall examine how elementary ideas of Parkhurst’s relate to Montessori’s thought and practice. But first we shall briefly sketch the flirtation between Parkhurst and Montessori.

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Príspevok odhaľuje, ktoré z osobností dejín pedagogického myslenia hlásali inkluzívne názory. Najprv chronologicky popisuje názory osobností z dejín pedagogického myslenia,
zastávajúcich princípy, ktoré v súčasnosti tvoria podstatu inkluzívnej edukácie. Následne podáva analýzu názorov J. A. Komenského, M. Montessori a J. Korczaka na vzdelávanie detí so špeciálnymi výchovno-vzdelávacími potrebami. Popisuje a vyzdvihuje inkluzívne princípy v ich bohatej literárnej tvorbe.

This six-week qualitative action research self-study investigated how critically reflecting upon personal heritage while engaging with decolonial, antiracist perspectives would affect perception and attitudes towards Montessori materials, pedagogical philosophy and methodology. With critical pedagogy as a theoretical framework, the researcher surveyed decolonial scholarship for recommendations. She followed a program revealed by the literature. She took two tests at the beginning and end of the study to establish a baseline of bias. For the first two weeks of the study, she engaged with Indigenous peoples' cultural production. She studied ancestral trauma for the following two weeks. To provoke equal understanding and connectedness to her own ancestry, she also engaged with media concerning her own lineage for two weeks. In accordance with critical pedagogy, these engagements were followed by critical reflections, leading to a more aware state that actively resists colonial (and other) oppressions. During the last two weeks of the study she also read about the struggles of and connected with people in the Palestinian territories towards an engaged praxis of solidarity. While the metrics of spiritual preparedness and critical consciousness remained evasive, the researcher observed deepening understanding throughout the study coding and analyzing journal reflections for themes. Recommendations following the study include: a dialogue-centered approach to Montessori teacher trainings, supplementation that includes decolonial knowledges, critical pedagogy, anti-racism, and trauma informed care. Research is needed to ascertain the effects of decolonial preparation upon guides and environments towards critical consciousness development in Montessori children. Indigenous erasure in classic Montessori materials need be addressed.

L'intervento ripercorre quattro momenti della storia della scuola italiana e del pensiero linguistico alla ricerca di intuizioni precoci sulla necessità di portare uno sguardo diverso ai temi e ai problemi dell’insegnamento grammaticale: la "Grammatica di Giannettino" di Collodi, la "Psicogrammatica" di Maria Montessori, la "Fantasia grammaticale" di Laura Orvieto" e il metodo pratico di don Milani. I testi presi in esame nascono tutti in momenti di temperie culturale che vedono cambiamenti profondi nell’organizzazione della scuola, coincidenti con un allargamento della base sociale e/o con una profondo cambiamento del paradigma educativo, che dovrebbe accompagnarsi a una revisione di metodi e contenuti dell’insegnamento.

Μία από τις σπουδαιότερες μορφές που δεσπόζει στην παιδαγωγική επιστήμη, είναι η Μαρία Μοντεσσόρι (1870-1952) η οποία σηματοδότησε μία νέα αντίληψη για το παιδί και την οικογένεια και με το πλούσιο και συνάμα καινοτομικό της έργο έθεσε τις βάσεις της εκπαιδευτικής μεταρρύθμισης στη μεταπολεμική περίοδο

Scuola e democrazia: le ragioni di una riforma metodologica La scuola, sia intesa come luogo simbolico, e cioè come l'istituzione sociale preposta sì alla riproduzione sociale di una determinata cultura, ma soprattutto volta formare individui consapevoli, proattivi e dotati delle skills per affrontare criticamente e con successo le sfide del tempo (in vista della "crescita", da intendere in senso più ampio possibile, sia personale/individuale sia del gruppo sociale in cui si è inseriti) e cittadini capaci di vivere e implementare i principi di vita democratica, e sia intesa come luogo fisico, come spazio cioè in cui si realizzano concretamente i processi di trasmissione del sapere, è oggetto di un profondo processo di rinnovamento, il quale investe parimenti la sfera della riflessione teorica sulle metodologie pedagogiche e i processi educativi (nonché sulla loro fondazione e statuto) e la sfera degli effettivi interventi normativi di riforma posti in essere dal legislatore, nazionale o comunitario, di volta in volta competente a riguardo. Dal punto di vista fisico la scuola non è più quel luogo neutro/asettico, tagliato fuori dalla dinamica sociale e dal mondo esterno, territorio plasticamente pensato per essere dominato dalla figura dell'insegnante e concepito per somigliare (Nuikkinen, 2005) ai luoghi del lavoro, individuale e standardizzato, e della disciplina "forzata" (il carcere, l'ospedale, la fabbrica ecc. i luoghi, cioè, dove, foucaultianamente, si riproducono le dinamiche sociali di potere). Il PNSD (Piano Nazionale Scuola Digitale) a livello nazionale e i lavori dell'OCSE (il lavoro sull' «Innovative Learning Environments»), della Commissione europea (in particolare i lavori del Joint Research Centre, Institute for Prospective Technological Studies attorno al concetto di «Creative Classroom»), del consorzio dei ministeri dell'Istruzione europei, e dell'European Schoolnet (il progetto «iTEC» e l'iniziativa «Future Classroom Lab») (Borri et al., 2016) hanno promosso linee di riforma volte a superare il classico edificio scolastico verso forme nuove e confacenti alle nuove esigenze degli studenti. Ambienti tecnologicamente forniti, spazi aperti, classi fisicamente dinamiche sono alcuni esempi di quello che vuole essere un ripensamento complessivo. Lo spazio se è stato considerato per secoli, come qualità primaria, come res extensa, una forma della possibile considerazione oggettiva del mondo e, in seguito, una forma a priori del pensiero, ora è visto anche come risultante della concrezione di rapporti economici, sociali, storico-culturali e politici. Il modo con cui è organizzata la società influisce sull'organizzazione e la forma degli spazi fisici, e in una società democratica, tecnologica e globalizzata come la nostra alla sua definizione contribuiscono le caratteristiche peculiari degli individui che usufruiscono dello spazio in questione e che, al contempo, contribuiscono a creare. Gli studenti contemporanei non sono più quelli del tempo in cui le scuole, che in molti casi tutt'ora frequentano, che quotidianamente vivono sono state progettate e realizzate. Essi sono, secondo la felice definizione di Prensky, nativi digitali. La società in cui essi vivono è in maniera profondissima e capillare determinata dalle nuove tecnologie e questo ha reso i ragazzi completamente differenti da quelli del passato e ha mutato radicalmente il loro modo di pensare, di approcciarsi al mondo del sapere e il modo stesso di elaborare conoscenza e informazioni. E come naturale conseguenza di ciò la scuola deve rinnovarsi, sia dal punto di vista fisico, come accennato, sia, o meglio, soprattutto, dal punto di vista didattico e metodologico, nella consapevolezza che quest'ultimo contribuisce, se effettivamente espressione delle esigenze educative degli studenti, a modellare lo spazio esterno. Studenti con nuove esigenze, protagonisti futuri di una società democratica e tecnologica, hanno bisogno di una nuova metodica educativa. A questo proposito nel lavoro seguente mi occuperò di alcuni tratti che ritengo salienti di una di queste nuove metodologie didattiche che puntano a riformare la scuola e renderla più confacente alle nuove esigenze degli alunni e a ciò che le richiede la società contemporanea: la Flipped Classroom. In questo modello, che sarà analizzato nelle sue

Half a decade later after the passing of its founder, there are many questions about the Montessori philosophy and methodology. Can the Montessorians stay true to the views and ideals of Dr Montessori? How do you tell that a Montessori school is authentic? What is the yardstick for an authentic Montessori classroom? In my opinion, authenticity, is all about the teacher’s spiritual preparedness, and understanding of the philosophy. Drawing from different scholarly peer-reviewed research, I explain in this paper why the teacher is the most important element in preserving the authenticity of the Montessori methodology in the classroom. The teacher is the one that puts all the puzzles together (all the elements) to create an authentic Montessori classroom.

La educación ha sufrido cambios en sus modos de conducción y de implementación, en general intentando modificar lo que hace el maestro o guía en el grupo, pretendiendo catalogar al alumno en un nivel o estadio, o buscando los materiales más adecuados para el desarrollo del conocimiento de acuerdo a los intereses del sistema. Investigadores y pedagogos se han interesado en el aprendizaje de los niños, pero pocos lo han hecho como Montessori, quien se adentró en la mente de los infantes, observando sus reacciones y tratando de imaginar que entienden, concibiendo su ser como un milagro frente a nosotros.

John Dewey, der amerikanische Philosoph, Psychologe und Leiter der Laborschule in Chicago, begegnete Maria Montessori, der italienischen Ärztin, Pädagogin und Gründerin der Casa dei Bambini, zum ersten (und einzigen) Mal im Dezember 1913. Damals besuchte die Dottoressa anläßlich einer Vortrags-und Werbereise für drei Wochen die Vereinigten Staaten, und auf der größten und wichtigsten Veranstaltung der ganzen Tour-sie fand vor ausverkauftem Hause in der Carnegie Hall, New York statt-sprach Dewey die Eingangs-und Schlußworte.  Ob es zwischen den beiden über die Begrüßung hinaus zu einem längeren Gedankenaustausch kam, wissen wir nicht. Bekannt ist indes, daß sich Dewey nach dieser Begegnung intensiv mit dem Erziehungskonzept Montessoris auseinandersetzte und in dem gemeinsam mit seiner Tochter Evelyn geschriebenen Buch " Schools of ToMorrow " (1915) die These vertrat, das von Montessori entwickelte didaktische Material vernachlässige die Kreativität des Kindes und die soziale Seite der Erziehung. Das Kind dürfe sich zwar sein Material frei wählen, aber was es damit zu tun habe, sei von vornherein festgelegt und weder auf die Kooperation mit anderen noch auf die eigene Lebenspraxis bezogen.  Dewey gilt seitdem, zusammen mit seinem Schüler William Heard Kilpatrick, als einer der profiliertesten Kritiker von Montessori und der von ihr ins Leben gerufenen Bewegung.  Nun hat sich ein Brief gefunden, der die bisherige Interpretation ergänzt und modifiziert. Er enthält zwei neue Erkenntnisse: 1. daß Dewey sich schon vor der Veranstaltung in der Carnegie Hall ausführlich mit Montessori befaßt hat, und 2. daß Dewey Montessoris Erziehungsvorstellungen weniger stark abgelehnt und verurteilt hat, als vielfach angenommen wird. Dieser Brief vom 3. Juli 1913 ist, auch in den Vereinigten Staaten, noch nicht bekannt und veröffentlicht.  Er stammt aus dem Teil des Nachlasses von W. H. Kilpatrick, der sich ungeordnet und unerschlossen im Archiv der Mercer University in Georgia befindet.

2021 MLA Katherine Singer Kovacs Prize
2021 ISCHE First Book Prize

During the early twentieth century, neo-humanist reforms transformed the landscape of Spanish education. Building upon the new science of child study, known as paidology, teachers joined pedagogues around the world in reading works by Maria Montessori, Jean Piaget, John Dewey, and others. Celebrating open-air schools, sensorial education and active methods of learning, intellectuals including Miguel de Unamuno, José Ortega y Gasset, and Carmen Conde sought to contrast a positivist pedagogy with a phenomenological approach to childhood. Education, they claimed, must adapt to the child’s developing body and mind. Bringing together avant-garde art, poetry, teachers’ manuals, intelligence tests, and children’s creative production, Anna Kathryn Kendrick traces how reformers drew upon inter­national models to advance ‘catholic’ notions of holism and universality. This award-winning study demonstrates that the fight for an education in mind, body, and spirit had not only intellectual but also practical consequences which were to shape an entire generation before the Spanish Civil War.

This study aimed to highlight the effects of teaching young students of 3 to 6 years in mix aged groups, especially in language learning. The mixed method study employed purposive sampling, where observations of a class with 40 students, and semi-structured interviews of 2 Montessori Directresses were the chosen mode of investigation. The setting of the classrooms and the nature of the interactions and exchanges among the mix aged students creates an almost familial environment, where the older students take on the roles of mentors and help younger students learn and correct their errors. The participants asserted that there was seldom any conflict or clash of interests in the Montessori classroom, as the energies of all students were engaged positively. The observations also showed that peer interactions and collaborative work in the group lessons and at the times of free student play, were contributing factors in second language acquisitions and learning the patterns of the new language inductively.

Observasi mengenai kegiatan pembelajaran pada TK UMP. Observasi dilakukan untuk melihat metode pembelajaran apa saja yang digunakan guru dalam TK UMP saat mengajar dan bagaimana kaitannya dengan teori belajar yang dikemukakan oleh para ahli.

Per la Repubblica romana dell’intelletto collettivo. Dalla parte delle madri costituenti di una Roma repubblicana, prodotto dell’intelletto collettivo diffuso nelle pratiche quotidiane di autogoverno, tramite mutuo soccorso, correzione reciproca e progressive approssimazioni: saperi comuni, in acquisizione evolutiva. Come nelle due esperienze repubblicane dentro il lungo cinquantennio rivoluzionario europeo.
La Roma senza papa della Repubblica romana del 1798-99 e quella del 1849, quando riemerge quella spinta alla rigenerazione sociale e alla trasformazione istituzionale, nel gorgo del sempre ingovernabile popolo romano, reso fatalista dalla millenaria presenza papalina, ma anche suscettibile di caotiche sommosse, spinte dall’urgenza di applicare e diffondere princìpi, valori e pratiche repubblicane, democratiche, laiche, libertarie, sociali, autonomistiche nel governo cittadino di ogni giorno, per il diritto della città e alla città.
https://www.bordeauxedizioni.it/prodotto/rome-nome-plurale-di-citta/
https://www.bordeauxedizioni.it/wp-content/uploads/2016/05/DE-FINIS-BENINCASA-Rome-ESTRATTO.pdf

Maria Montessori lahir di Italia pada tahun 1870 di Chiaravalle, sebuah propinsi kecil di Ancona, karena sebagai anak mud/a, dia mempunyai minat dan bakat yang besar pada matematika, orang tuanya mengirimkannya ke Roma agar Maria memperoleh kelebihan-kelebihan pendidikan sebuah kota besar. Meski orang tuanya ingin Maria menjadi guru, dia justru memutuskan untuk untuk menekuni bidang engineering. Namun bidang inipun bukanlah kesukaannya dan setelah perkenalan yang singkat pada bidang biologi, kemudian dia memutuskan menekuni bidang kedokteran. Pada tahun 1896, dia menjadi wanita pertama di Itali yang mendapatkan gelar Doctor of Medicine. PANDANGAN MONTESSORI TENTANG ANAK Pandangan Montessori tentang anak tidak teras dari pengaruh pemikiran Rouseau, Pestalozzi dan Froebel yang menekankan pentingnya kondisi lingkungan yang bebas dan penuh kasih sayang untuk dapat berkembangnya potensi bawaan anak. Montessori sangat menekankan eksistensi anak dan ia juga menggagaskan konsep tentang self-construction dalam perkembangan anak. Menurutnya, suatu fase kehidupan di awal sangat berpengaruh terhadap faserase kehidupan selanjutnya artinya bahwa pengalaman-pengalaman yang dialami oleh seorang anak di awal kehidupannya sangat berpengaruh terhadap kedewasaannya kelak begitu juga perlakuan yang di dapatkan anak sejak kecil akan sangat berpengaruh terhadap perkembangan anak selanjutnya.

Montessori preschool program (MPP) is a structured program that incorporates metalinquistic exercises, which are implemented even before children reach four years of age. In contrast, in regular preschool programs (RPP) in Croatia, activities related to the development of reading and writing skills are provided only to older children. Also, unlike MPP, these activities in RPP are isolated from the context of the general activities and play, which is contrary to the knowledge that child development should be approached holistically. Accordingly, in this study, we wanted to test the assumption that children attending MPP will have a more developed phonological awareness than RPP children. Phonological awareness is a metalinguistic ability related to the acknowledgement of the sound components of speech and it is a significant predictor of later language skills. The sample comprised 60 children of regular language and cognitive development from MPP (M=5.21, SD=0.17 years) and RPP (M=5.23, SD=0.18 years). In each group there were 15 girls and boys. Testing was performed using FONT-HR (Cronbach α=.97). The results showed that, as expected, MPP children had a greater phonological awareness (M=43.30, SD=7.89) than RPP children (M=31.23, SD=9.99). The difference is statistically significant and of large effect size: t(58)=5.19, p<.001, d=1.34. Also, there were no gender differences: t(58)=-0.05, p=.96, d=0.01. While it is necessary to conduct additional studies in order to statistically control for the factors such as intelligence, these results suggest the possible that the language exercises approach from MPP is superior compared to RPP. Therefore, the adoption of MPP language activities concept could have a positive effect on the (early) reading skills of children from RPP.
Key words: early literacy; holistic approach to education; language exercises; metalinguistic abilities; structured didactic play.


Montessori predškolski program (MPP) predstavlja strukturirani program koji u sebi sadrži integrirane metajezične vježbe, čija primjena započinje prije nego li dijete navrši četiri godine.  Suprotno tome, u redovitim predškolskim programima (RPP) u Hrvatskoj, aktivnosti vezane uz razvijanje vještina pisanja i čitanja predviđene su  samo za stariju djecu. Također, za razliku od MPP, ove aktivnosti u RPP izdvojene su iz konteksta općih aktivnosti i igre, što je protivno spoznaji da se na dječji razvoj treba djelovati holistički. U skladu s navedenim, ovim istraživanjem željeli smo testirati pretpostavku da će djeca koja pohađaju MPP imati razvijeniju fonološku svjesnost od djece iz RPP. Fonološka svjesnost je metajezična sposobnost koja se odnosi na uvažavanje glasovne komponente govora i značajan je prediktor kasnijih jezičnih vještina. Uzorak je obuhvatio 60 djece urednoga jezično-kognitivnoga razvoja iz MPP (M=5.21, SD=0.17 god.) i RPP (M=5.23, SD=0.18 god.). U svakoj skupini bilo je 15 djevojčica i dječaka. Testiranje je provedeno testom FONT-HR (Cronbachova α=.97). Rezultati su pokazali da, u skladu s očekivanjem, djeca iz MPP imaju razvijeniju fonološku svjesnost (M=43.30, SD=7.89) od djece iz RPP (M=31.23, SD=9.99). Razlika je statistički značajna i visokog je intenziteta efekta: t(58)=5.19, p<.001, d=1.34. Također, nisu utvrđene razlike između djevojčica i dječaka: t(58)=-0.05, p=.96, d=0.01. Iako je potrebno provesti dodatna istraživanja koja bi statistički iskontrolirala faktore poput inteligencije, ovi rezultati upućuju na mogućnu prednost organizacije jezičnih vježbi iz MPP u odnosu na RPP. Stoga bi zasnivanje koncepta jezičnih aktivnosti po uzoru na MPP moglo imati pozitivan efekt i na (pred)čitačke vještine djece iz redovitih predškolskih programa.
Ključne riječi: rana pismenost; holistički pristup obrazovanju; jezične vježbe; metajezične sposobnosti; strukturirana didaktička igra.

Montessori preschool program (MPP) is a structured program that incorporates metalinquistic exercises, which are implemented even before children reach four years of age. In contrast, in regular preschool programs (RPP) in Croatia, activities related to the development of reading and writing skills are provided only to older children. Also, unlike MPP, these activities in RPP are isolated from the context of the general activities and play, which is contrary to the knowledge that child development should be approached holistically. Accordingly, in this study, we wanted to test the assumption that children attending MPP will have a more developed phonological awareness than RPP children. Phonological awareness is a metalinguistic ability related to the acknowledgement of the sound components of speech and it is a significant predictor of later language skills. The sample comprised 60 children of regular language and cognitive development from MPP (M=5.21, SD=0.17 years) and RPP (M=5....

The Catechesis of the Good Shepherd in M. Montessori Schools as Education into the Covenant with God, People and Nature

The paper presents the Catechesis of the Good Shepherd along with Cosmic Education within the Montessori method as launching youngsters into society by giving them pracital opportunities in thinking about who they are, as individuals, as members of a planetary ecology, as well as partners in the relationship with God. Nurturing these three references through education is crucial for the sustainable development of civilization, culture, the use of natural goods, and the development of one’s personal potential. Education can lead us to a future of true peace such as that sought by Maria Montessori. It is a kind of peace that may be described in terms of a covenant established with God, other people and with nature, into which a person is introduced through education in a prepared school environment. At the very same time, it comes to fulfill a need, indicated by Pope Francis in his encyclical letter Laudato si’ chapter six, to educate for the covenant between humanity and the environment in order to grow in solidarity, responsibility and compassionate care (n. 210).

Cet ouvrage entend être un complément aux différentes publications qui abordent les « techniques » Montessori et les activités possibles à partir du matériel montessorien. Il revient sur ce qui fait le cœur de la pédagogie et rappelle le sens de la démarche montessorienne.
Il revient sur la pensée de Maria Montessori et rappelle les grands principes qui fondent sa pédagogie. Il insiste sur la démarche éthique de l’enseignant et sur la proposition radicale de la « libération » de l’enfant dans la classe.
Il aborde également une dimension peu connue de la démarche montessorienne : la formation de la société enfantine et la coopération dans la classe.
Il tente enfin également de restituer la pensée montessorienne dans son contexte historique et de souligner ses implications philosophiques.
Le titre est une référence à Claparède, qui indiquait dans les années 1920 que la valeur de la peédagogie montessorienne se mesurait autant à sa « lettre » qu’à son « esprit ». Ce titre rappelle ainsi que les techniques ne suffisent pas à faire une pédagogie : toute pédagogie doit être habitée et incarnée, ici par une démarche particulière de l’adulte, qui reconnaît à l’enfant sa liberté fondamentale et sa puissance particulière à être au monde.

The pedagogical thought of Maria Montessori supports the multi-class as it is able to respect and care for the natural interests of children. From semi-structured interviews made with six teachers of the multi-classes and three school managers of public institutions in the upper Caserta area, it emerged how Montessori pedagogy offers valid and effective suggestions for teaching in the multi-classes. In particular, didactic continuity, heterogeneity, the teacher-director and the learner-actor, time management, reciprocal teaching represent the salient points of the Method embodied in the multi-classes. As soon as it will be possible to return to the classrooms, temporarily closed due to the Covid19 pandemic, the qualitative exploratory research will be completed through the planned focus group, but not yet realized. Il pensiero pedagogico di Maria Montessori sostiene la pluriclasse in quanto essa è in grado di rispettare e curare gli interessi naturali dei bambini. Da una serie di interviste fatte alle docenti delle pluriclassi di alcune scuole pubbliche dell'alto casertano è emerso quanto la pedagogia Montessori offra validi ed efficaci suggerimenti alla didattica nelle pluriclassi. In particolare, la continuità didattica, l'eterogeneità, il docente-regista e il discenteattore, la gestione del tempo, l'insegnamento reciproco rappresentano i punti salienti del Metodo concretizzati all'interno delle pluriclassi.