Review article
The contemporariness of Maria Montessori’s pedagogical concept
Slavica Bašić
; Sveučilište u Zadru Odjel za pedagogiju
Full text: croatian pdf 217 Kb
page 205-214
downloads: 5.156
cite
APA 6th Edition
Bašić, S. (2011). The contemporariness of Maria Montessori’s pedagogical concept. Pedagogijska istraživanja, 8 (2), 215-215. Retrieved from https://hrcak.srce.hr/116671
MLA 8th Edition
Bašić, Slavica. "The contemporariness of Maria Montessori’s pedagogical concept." Pedagogijska istraživanja, vol. 8, no. 2, 2011, pp. 215-215. https://hrcak.srce.hr/116671. Accessed 22 Nov. 2024.
Chicago 17th Edition
Bašić, Slavica. "The contemporariness of Maria Montessori’s pedagogical concept." Pedagogijska istraživanja 8, no. 2 (2011): 215-215. https://hrcak.srce.hr/116671
Harvard
Bašić, S. (2011). 'The contemporariness of Maria Montessori’s pedagogical concept', Pedagogijska istraživanja, 8(2), pp. 215-215. Available at: https://hrcak.srce.hr/116671 (Accessed 22 November 2024)
Vancouver
Bašić S. The contemporariness of Maria Montessori’s pedagogical concept. Pedagogijska istraživanja [Internet]. 2011 [cited 2024 November 22];8(2):215-215. Available from: https://hrcak.srce.hr/116671
IEEE
S. Bašić, "The contemporariness of Maria Montessori’s pedagogical concept", Pedagogijska istraživanja, vol.8, no. 2, pp. 215-215, 2011. [Online]. Available: https://hrcak.srce.hr/116671. [Accessed: 22 November 2024]
Full text: english pdf 113 Kb
page 215-215
downloads: 524
cite
APA 6th Edition
Bašić, S. (2011). The contemporariness of Maria Montessori’s pedagogical concept. Pedagogijska istraživanja, 8 (2), 215-215. Retrieved from https://hrcak.srce.hr/116671
MLA 8th Edition
Bašić, Slavica. "The contemporariness of Maria Montessori’s pedagogical concept." Pedagogijska istraživanja, vol. 8, no. 2, 2011, pp. 215-215. https://hrcak.srce.hr/116671. Accessed 22 Nov. 2024.
Chicago 17th Edition
Bašić, Slavica. "The contemporariness of Maria Montessori’s pedagogical concept." Pedagogijska istraživanja 8, no. 2 (2011): 215-215. https://hrcak.srce.hr/116671
Harvard
Bašić, S. (2011). 'The contemporariness of Maria Montessori’s pedagogical concept', Pedagogijska istraživanja, 8(2), pp. 215-215. Available at: https://hrcak.srce.hr/116671 (Accessed 22 November 2024)
Vancouver
Bašić S. The contemporariness of Maria Montessori’s pedagogical concept. Pedagogijska istraživanja [Internet]. 2011 [cited 2024 November 22];8(2):215-215. Available from: https://hrcak.srce.hr/116671
IEEE
S. Bašić, "The contemporariness of Maria Montessori’s pedagogical concept", Pedagogijska istraživanja, vol.8, no. 2, pp. 215-215, 2011. [Online]. Available: https://hrcak.srce.hr/116671. [Accessed: 22 November 2024]
Full text: german pdf 113 Kb
page 216-216
downloads: 313
cite
APA 6th Edition
Bašić, S. (2011). The contemporariness of Maria Montessori’s pedagogical concept. Pedagogijska istraživanja, 8 (2), 215-215. Retrieved from https://hrcak.srce.hr/116671
MLA 8th Edition
Bašić, Slavica. "The contemporariness of Maria Montessori’s pedagogical concept." Pedagogijska istraživanja, vol. 8, no. 2, 2011, pp. 215-215. https://hrcak.srce.hr/116671. Accessed 22 Nov. 2024.
Chicago 17th Edition
Bašić, Slavica. "The contemporariness of Maria Montessori’s pedagogical concept." Pedagogijska istraživanja 8, no. 2 (2011): 215-215. https://hrcak.srce.hr/116671
Harvard
Bašić, S. (2011). 'The contemporariness of Maria Montessori’s pedagogical concept', Pedagogijska istraživanja, 8(2), pp. 215-215. Available at: https://hrcak.srce.hr/116671 (Accessed 22 November 2024)
Vancouver
Bašić S. The contemporariness of Maria Montessori’s pedagogical concept. Pedagogijska istraživanja [Internet]. 2011 [cited 2024 November 22];8(2):215-215. Available from: https://hrcak.srce.hr/116671
IEEE
S. Bašić, "The contemporariness of Maria Montessori’s pedagogical concept", Pedagogijska istraživanja, vol.8, no. 2, pp. 215-215, 2011. [Online]. Available: https://hrcak.srce.hr/116671. [Accessed: 22 November 2024]
Abstract
In recent decades an increasing number of scholars and pedagogues have been showing interest in the educational approach developed by Maria Montessori, applying it in practice and arguing that it is a modern and timely pedagogy that responds to the developmental needs of contemporary children and youth. Numerous surveys show that children educated in Montessori schools, in comparison to children educated in standard schools, demonstrate a greater motivation to learn, have a multiplicity of interests, display independence and a positive stance towards learning, as well as an increased sense of responsibility towards the community. Research in neuroscience and developmental psychology confi rms the hypotheses laid down by Montessori pedagogy about the individual development plan as evolving through certain stages (sensitive periods, learning windows) and about the need to have a didactically formulated environment that will support individual development. Unlike the emancipatory pedagogy and socio-constructivism, Montessori has placed the requirement for freedom, autonomy and self-activity within the bounds of a developmental and moral freedom and clearly defi ned the conditions of the freedom and the assumptions of the child’s autonomy. Freedom interpreted as a development of competencies for action represents the aim, but also the journey a child goes through during the development period when it needs safety, protection, attention and support from the adults. The contemporariness of Montessori pedagogy is to be found in scientifically-based developmental psychology, in pedagogically formulated teaching and in the pedagogical ethos of the teacher.
Keywords
sensitive periods; didactically formulated environment; freedom of choice; developmental and moral freedom; ethos of the teacher
Hrčak ID:
116671
URI
https://hrcak.srce.hr/116671
Publication date:
23.11.2011.
Article data in other languages:
croatian
german
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