МОНТЕССОРІ-ОСВІТА: АКТУАЛЬНІСТЬ, ТЕНДЕНЦІЇ ТА ПЕРСПЕКТИВИ РОЗВИТКУ

• Authors: Родненок Марина

Title variants

EN

Montessori education: relevance, trends and prospects.

• Languages of publication: UK

Abstracts

EN

The purpose of the article is to study the potential of Montessori pedagogy as the basis of new technologies and approaches depending on the specific needs of children with different educational opportunities. Methods: bibliographic search, system-structural, historical retrospective. Scientific method of M. Montessori pedagogy has completely different structure comparing with traditional pedagogy. Developed basic philosophy and empirical research are the basic components of this method. This method shows a surprising unity with relevant contemporary ideas and technologies that dominate in the neurobiology, neurophysiology and neuropsychology areas and in evolution of neuroscience realize powerful potential. The article presents the results of theoretical analysis of general and special psychological, educational, medical, scientific literature on the subject of study unique possibilities of using alternative educational system of M. Montessori as integrative pedagogy in the field of joint training and education of children with different educational opportunities; as the basis of modern concepts of holistic neuropsychological correction; a modern perspective of Montessori therapeutic technologies for medical, psychological and pedagogical children rehabilitation. It is proved, that the basic principles and elements that regulate this system were transformed, because of the use of a corrective action for the disappearance or weakening of violations of the child transformed. This transformation contributes powerful growth of modern neuroscience, so M. Montessori method of scientific pedagogy helps to realize its rich resource potential and have a central place in the global teaching practice XXI century. However, a set of basic principles and elements of the educational system M. Montessori always grouped around three “major factors” (E. Stendinh), which form the basis of the method, namely the identity of the child – prepared environment – teacher-mentor, which are equal pedagogical subjects of the process. Separation of the main factors of pedagogical M. Montessori system have the same subjective approach ideas. Unique subjects of pedagogical activity and educational interaction found the child and the teacher, but in this triad of attributes subjectivity acquire material objects that form the basis of specially designed Montessori educational environment.

Keywords

EN

Montessori pedagogy; Montessori education; Montessori therapy; Montessori method; main factors of method; many resources; children with disabilities; transformation

• Publisher: Sumy State Pedagogical University named after A.S. Makarenko
• Journal: Педагогічні науки: теорія, історія, інноваційні технології
• Year: 2016
• Issue: 10(64)
• Pages: 279-290

Dates

published

2017-11-28

Contributors

author

Родненок Марина