Analysing the Montessori principles from the perspectives of schools, teachers, and families.

Autor/inn/en	Macià-Gual, Aida; Domingo-Peñafiel, Laura
Titel	Analysing the Montessori principles from the perspectives of schools, teachers, and families. Paralleltitel: Analiza načel montessori z vidika šol, učiteljev in družin.
Quelle	In: CEPS Journal, 13 (2023) 1, S. 163-186Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:26461 10.26529/cepsj.1232
URN	urn:nbn:de:0111-pedocs-264617
Schlagwörter	Montessori-Schule; Privatschule; Lehrer; Eltern; Wahrnehmung; Schulkultur; Erziehungsstil; Kind; Persönlichkeitsentwicklung; Sozialisation; Eltern-Schule-Beziehung; Frühkindliche Bildung; Individuelle Förderung; Soziale Beziehung; Montessori-Pädagogik; Fragebogenerhebung; Spanien
Abstract	Education, especially early childhood education, is a responsibility that both families and schools share, so much so that children find themselves in two differentiated learning environments. Educational and parenting styles may join forces, sharing values and behaviours that enhance children’s development, just as the Montessori Pedagogy has shown. It is for this reason that the present study will attempt to analyse the relations established between the opinions and the application of the principles of such pedagogy focusing on the first six years of life, both in educational and family environments, considering the degree of commitment the school has towards the Montessori Pedagogy. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main