Pregledni rad
https://doi.org/10.15516/cje.v22i4.3751
The Confirmation of Montessori Postulates in Contemporary Educational Neuroscience
Lidija Eret
; Faculty of Political Science University of Zagreb Lepušićeva 6, 10000 Zagreb, Croatia
Narcisa Jagnjić
; Grigor Vitez Kindergarten Ratarska 5, 10000 Zagreb, Croatia
Sažetak
This paper lends insight into the fundamental postulates of Montessori pedagogy
and definitions of contemporary educational neuroscience, focusing on the needs
and solutions of contemporary didactic approaches. By presenting the results of
contemporary researches, the paper connects the achievements of Montessori
pedagogic methods and strategies with the scientific indicators of educational
neuroscience about the manners of positive impact on the development of an
individual. The results of the educational neuroscience research will corroborate the
postulates of Montessori pedagogy that state that understanding the developmental
stages of upbringing, individual competences, and specificities of each child are
important for upbringing. Specific cases will be used to emphasize that, apart
from the cognitive competence, it is essential to develop psychomotor and affective
competences, meaning that the development of these personality spheres is
connected and interdependent. By providing the pedagogic perspective, the paper
points to the need for further deliberation on how to shape an optimal curriculum.
The paper suggests that various social and technological changes are reasons to
consider pedagogic methods, strategies, and approaches of Montessori, which is also
supported and substantiated by contemporary educational neuroscience.
Ključne riječi
didactics; Montessori pedagogy; neurodidactics; neuroscience
Hrčak ID:
250636
URI
Datum izdavanja:
20.12.2020.
Posjeta: 2.088 *