Abstract/Notes: This study aims to discuss the Montessori Education Foundation, also known as Yapensori Jakarta, which modifies the curriculum from Maria Montessori. This study outlines how Yapensori maintains Islamic values. This study uses a qualitative approach with a case study type and data collection through interviews, observations, and documentation analysis. Researchers test the validity of the data using method triangulation and source triangulation techniques. Data analysis begins with reviewing the data and reducing it. Then, the data is arranged, after which the data is checked to ensure its validity and interpreted into a substantive theory. This study reveals that Yapensori applies the Montessori curriculum, namely emphasizing student development (humanistic) through maintaining noble morals, faith and piety, and supporting students' Islamic talents through calligraphy activities, reading the Qur'an before entering class, Muraja'ah Al-Qur'an before learning begins, congregational Ashar prayer, Muhasabah, saying greetings, getting used to discipline, extracurricular marawis, hadroh, and Tahfiz. This study is original in exploring the integration of Islamic values ​​in the Montessori education system in Yapensori, which is usually more humanistic and individualistic. This study highlights how Islamic values ​​are implemented through spiritual activities such as muraja’ah, tahfiz, and other worship practices. However, this study is limited to one institution, making it less generalizable. In addition, there has been no quantitative measurement of its impact on students' academics and character, and there is no comparison with non-Islamic Montessori. Further studies with a wider scope and mixed methods are needed for a deeper understanding.

Language: English

DOI: 10.35723/ajie.v9i1.40

ISSN: 2599-3046, 2657-1781

Abstract/Notes: On December 18, 2024, Dr. Jarosław Jendza, a board member of Montessori Europe and scholar from the University of Gdańsk, delivered the second webinar in the series The Quality Montessori Environment and the Research-Informed Practitioner. This series, organized in preparation for the Montessori: Out of the Box! Congress in Oslo (May 9–11, 2025), explores key aspects of Montessori practice through a research-based lens. Dr. Jendza’s presentation examined the philosophical and practical dimensions of qualitative observation in Montessori education. Drawing on Aristotle’s concept of quality as an immeasurable attribute, he contrasted it with the neoliberal, standardized approach to education that emerged in the 1980s. Advocating for a reimagined understanding of quality, he emphasized Montessori’s vision of the child as a unique individual. The webinar introduced qualitative observation as a method that captures children’s natural interactions, guided by stages of orientation, focus, and selection. Key concepts included Geertz’s thick description for deep contextual analysis and clinical descriptions to ensure neutrality in observations. Dr. Jendza also presented Tripp’s Critical Incident Analysis and Brookfield’s Four Lenses Framework as reflective tools to enhance educators’ understanding of their practice. Positioning qualitative observation as a transformative practice, Dr. Jendza highlighted its role in fostering a reflective mindset and strengthening educator-child connections. His insights will be further explored in a hands-on workshop at the Oslo Congress, reinforcing Montessori Europe’s commitment to integrating research and practice.

Language: English

ISSN: 2281-8375

Abstract/Notes: This research analyzes the design aspects of Montessori-based educational tools, such as sandpaper letters, sandpaper numbers, and moving alphabet; employed in early childhood education to introduce letters and numbers. The study aims to evaluate functionality, safety, usability, aesthetic appeal, construction quality, developmental impact, and compliance with standards. Utilizing qualitative analysis and interviews with educators and parents, the data were analyzed using thematic analysis, where interview transcriptions were coded and grouped into categories to identify key themes. The interviews were semi-structured, allowing flexibility for respondents to share their perspectives and experiences in depth. The research examines these tools' effectiveness in facilitating learning among young children. Results reveal varying levels of functionality, safety, and usability across the tools. Sandpaper letters and numbers offer moderate functionality and safety, emphasizing tactile learning, while moving alphabet presents higher functionality and interactive engagement. Usability is limited in static tools but heightened in the interactive moving alphabet. Aesthetic appeal varies, with all media focusing on engaging visual and tactile elements. Compliance with standards remains partial. The research underscores the significance of diverse design approaches in early childhood education and recommends iterative enhancements in usability, safety, and compliance for optimized learning experiences. These findings have implications for educators, suggesting the integration of interactive elements to bolster early childhood education's efficacy.

Language: English

DOI: 10.30998/jd.v12i2.21972

ISSN: 2339-0115

Abstract/Notes: This article examines the impact of Italian pedagogical influence on Spanish primary teacher education manuals during Franco’s regime, with a focus on the period from the 1940s to the 1960s. Using a qualitative methodology, it examines a representative selection of manuals from various pedagogical disciplines to trace the presence of Italian educational theories and figures. The study highlights key influences, including Don Bosco’s religious educational model, the Montessori method, and Italian neoidealism, with particular attention to their representation and evaluation. This work offers a preliminary analysis of a subject and source material previously unexplored in the field of educational history. / El artículo explora la influencia de la pedagogía italiana en los manuales españoles dedicados a la formación de maestros de primaria durante el franquismo, destacando los vínculos pedagógicos y culturales entre ambos países. Para este análisis, se han examinado manuales de Pedagogía, Historia de la Pedagogía, Prácticas de Enseñanza, Metodología y Organización Escolar, publicados entre los años cuarenta y sesenta y consultados principalmente en el Centro Internacional de la Cultura Escolar (CEINCE). El objetivo principal es analizar el impacto de los autores y corrientes pedagógicas italianas en la formación del profesorado español, analizando referencias, representaciones y valoraciones. Aunque se refieren a los mismos planes de estudio, los libros de texto varían en profundidad, extensión y bibliografía, mostrando un enfoque y una visión distinta de la pedagogía italiana. En general, surgen numerosas y recurrentes referencias a tres orientaciones principales: la pedagogía católica, con especial atención en San Juan Bosco y la neo-escolástica milanés, la obra de María Montessori y, por último, el legado del neo-idealismo italiano. La interpretación de estas escuelas y figuras se documenta con referencias a los distintos manuales, que no siempre tienen una lectura compartida. En conjunto, los manuales reflejan una recepción significativa pero polifacética de la pedagogía italiana en un contexto educativo alineado con las doctrinas franquistas.

Language: Spanish

DOI: 10.14516/ete.11109

ISSN: 2340-7263

Abstract/Notes: Montessori is the most common alternative education in the world by far, and it exists both in public and private schools and extends from birth to university. A prior study found that Montessori attendance as a child, controlling for demographic factors including SES, was associated with higher adult wellbeing, and that the longer one had attended Montessori school, the higher one’s adult wellbeing. Because few people remain in Montessori programs for all their precollege years, here we ask if there are more optimal ages, in terms of an association with long-term wellbeing, to attend Montessori schools (sensitive periods), and more optimal ages to transition from Montessori to conventional schools (sensitive transition points). Using factor scores derived from the responses of N = 1907 adults (Mage 37, range 18-81 years) on standard measures of wellbeing, we analyzed whether adult wellbeing was higher if one had attended Montessori during specific age spans (3 to 6, 6 to 9, etc.). Although attending Montessori during every period through age 12 predicted higher adult wellbeing (compared to attending conventional schools), the strongest effects were found for attending Montessori rather than conventional programs during preschool (ages 3 to 6), and for attending it for 3 rather than just 2 preschool years. We next examined for optimal points of transition from Montessori to conventional schools, focusing especially on whether one transitioned at the end of one of Montessori’s 3-year classroom cycles (ages 6, 9, and 12) or in the middle of those cycles (ages 4, 5, 7, 8, 10, and 11). Controlling for basic demographic variables, the wellbeing factor of Engagement was higher if one had transitioned out of Montessori at the end of one of the 3-year-cycles than if one transitioned in the middle of those cycles, and there were trends for having higher Social Trust and General Wellbeing. We discuss the implications for parents and for education policy.

Language: English

DOI: 10.3389/fdpys.2025.1546451

ISSN: 2813-7779

Abstract/Notes: Quality early childhood education (ECE) can improve children's learning and development in low- and middle-income countries, but little evidence exists of programs targeting marginalized girls in vulnerable rural communities. This study used a matched-pair mixed-methods community-randomized trial to evaluate a preschool program for marginalized girls (N = 466, Mage = 5-years; W1 = 2022; W2 = 2023) from 16 rural Hausa-ethnic communities in Nigeria. The program yielded considerably large impacts on every domain of school readiness assessed (dt = 0.89–1.52). In qualitative interviews (N = 30, data collected in 2023), parents discussed witnessing their daughters' learning and development as well as their future educational and life goals for their daughters. Results demonstrate that access to high-quality ECE in highly disadvantaged communities can dramatically improve girls' learning and potentially change parental perceptions about girl-child education.

Language: English

DOI: 10.1111/cdev.14225

ISSN: 1467-8624

Abstract/Notes: The article carries out a substantive comparative analysis of more than two dozen identified varieties of comparative and personalised works (monographs, dissertations, scientific articles, materials of scientific conferences) on the figures of reform pedagogy of the late nineteenth - first third of the twentieth century. The scientific, theoretical and practical value of this work for the development of national pedagogy and education is determined. It is shown that scholars did not always take into account the methodological guidelines and requirements for the preparation of this group of studies, which relate to time periods, other features, and comparison criteria. A narrow circle of personalities has been identified as the subject of such studies. These were mainly well-known foreign figures - J. Dewey, Y. Korchak, M.Montessori, R. Steiner, on the one hand, and significant representatives of Ukrainian pedagogical thought - A. Makarenko, S. Rusova, V. Sukhomlynskyi, on the other. Less attractive for study were the dyads of foreign figures, both wellknown (J. Decrolli - S. Frenet) and less well-known (Alain - O. Reboul) in Ukrainian pedagogical science. Two conditionally defined methodological approaches to the preparation of this group of studies are characterised using specific examples. The first one, «mirror-comparative», involves comparing different aspects of biographies and pedagogical systems (identifying similar and different elements of biographies, authorial systems, individual ideas and views in turn). The second «parallel» approach focuses on a comprehensive holistic consideration of first one, then the other pedagogical personality, and then a comparative analysis of their biographies and pedagogical ideas. The advantages and limitations of each approach are determined, as well as the prospects for preparing studies that compare the views of three or more teachers rather than two, as usual. The scientific, theoretical and didactic significance of such studies for the development of pedagogical historiography and the educational process of Ukraine is summarised.

Language: English

DOI: 10.15330/msuc.2024.31.12-16

ISSN: 2415-7147

Abstract/Notes: This study aimed to identify the effectiveness of a Montessori-based program in developing reading skills among high-functioning children with Autism Spectrum Disorder (ASD) and to examine the sustainability of these improvements over time. The study sample consisted of six children with ASD aged between five and eight years. Research instruments included the Gilliam Autism Rating Scale-Third Edition (GARS-3) ، the Stanford-Binet Intelligence Scales، Fifth Edition (standardized by Mahmoud Abu El-Niel، 2013)، a researcher-developed reading skills test، and a Montessori-based reading intervention program. The results demonstrated the effectiveness of the Montessori-based program in enhancing reading skills among high-functioning children with ASD، and this improvement was sustained during the follow-up periodAutism disorder is a developmental disorder, and interest in it has increased relatively in the Arab countries during the last ten years. Leo-Kenner in 1943 was the first to refer to autism as a disorder that occurs in childhood, and many names have been used for this disorder, such as: autism, Rumination, autism, childhood isolation, and childhood psychosis. The use of these labels is due to the ambiguity and complexity of the different diagnosis of autism. Keywords: Montessori activities ،Reading ، spectrum disorder

Language: Arabic, English

DOI: 10.21608/mfes.2025.323245.1947

ISSN: 1110-2292

Abstract/Notes: The study aims to present the current reform and alternative education situation in Hungary. Hungarian reform pedagogy has a long history, and between the two world wars, the reception of European reform trends became a significant part of the pedagogical culture. The New School movement, the Child Study movement and experimental pedagogy became an integral part of Hungarian pedagogy. Reform pedagogical institutions were established mainly in the capital, the most important being Waldorf, Montessori pedagogy, the Family School, the New School, and in the countryside, the most significant were the School of Action and the Garden School (Szeged). The information sources for the study were the results of research on reform pedagogy and life reform in Hungary, studies about alternative pedagogical schools, and pedagogical websites. The outline and overview analysis cover the conceptual definitions, the historical traditions and the main features of the current situation. The research group of Eötvös University (led by Prof. András Németh), the Jena-Plan working group, has played a prominent role in researching (over 30 years) and promoting the Hungarian reform pedagogical movement. / Studiul îşi propune să prezinte situaţia actuală a reformei şi a educaţiei alternative din Ungaria. Pedagogia maghiară a reformei are o istorie îndelungată, iar între cele două războaie mondiale receptarea tendinţelor reformatoare europene a devenit o parte semnificativă a culturii pedagogice. Mişcarea New School, mişcarea Child Study şi pedagogia experimentală au devenit parte integrantă a pedagogiei maghiare. Instituţiile pedagogice care promovau reforma în educaţie au fost înfiinţate în principal în capitală. Cele mai des întâlnite modele pedagogice alternative din mediul urban, cele mai importante au fost Waldorf, pedagogia Montessori, Şcoala Familiei, Şcoala Nouă, iar în mediul rural cele mai importante au fost Şcoala Activă şi Şcoala Grădină (Szeged). Sursele de informare ale studiului au fost rezultatele cercetărilor privind pedagogia reformei şi reforma vieţii în Ungaria, studii despre şcoli pedagogice alternative şi site-uri pedagogice. Schema şi analiza generală acoperă definiţiile conceptuale, tradiţiile istorice şi principalele caracteristici ale situaţiei actuale. Grupul de cercetare al Universităţii Eötvös (condus de Prof. András Németh), grupul de lucru Jena-Plan, au jucat un rol important în cercetarea (timp de peste 30 de ani) şi promovarea mişcării pedagogice de reformă din Ungaria.

Language: English

DOI: 10.26755/RevPed/2024.2/175

ISSN: 0034-8678, 2559-639X

Abstract/Notes: Articolul înfăţişează o abordare teoretică, comparativă şi se bazează pe surse primare, articole din presă şi publicaţiile educaţionale ale vremii şi surse secundare, lucrări şi compendii de pedagogie, iar metoda de cercetare se circumscrie studiului istoric, implicând analiza, contrastarea şi compararea surselor. Premiza de cercetare de la care am pornit este că, deşi în perioada interbelică mediul cultural românesc era unul periferic, în acest spaţiu s-a putut manifesta totuşi o receptivitate pentru inovaţiile pedagogice din Europa şi de peste ocean, selectând să probăm ipoteza pe contribuţiile pedagogice ale lui Steiner, Freinet şi Helen Parkhurst. Menţionăm că datorită influenţei sporite şi a popularităţii Mariei Montessori, resimţită prin numărul mare de apariţii în publicaţiile de profil şi în presa românească interbelică, aceasta nu a fost inclusă în studiu, urmând ca mai multe abordări viitoare să trateze montessorianismul în România interbelică. Studiul arată că publicaţiile de profil din perioada interbelică s-a manifestat dorinţa de a evolua dincolo de rigiditatea şi formalismul tradiţional, herbartian, fiind aduşi în discuţie nu numai în mod laudativ, dar şi critic şi pragmatic Pestalozzi, Rein, Dewey, Piaget, Parkhurst, Montessori şi Freinet. Premisa de cercetare se confirmă parţial, deoarece dintre cele trei alternative educaţionale moderne specificate în titlu, contribuţia lui Rudolf Steiner a fost cea mai puţin menţionată şi apreciată în spaţiul editorial românesc în perioada investigată, Steiner fiind mai degrabă cunoscut pentru preocupările sale de „antroposofie” decât pentru vederile sale pedagogice. La moartea lui Steiner, Lucian Blaga a scris un articol laudativ în care a menţionat foarte pe scurt vederile educaţionale ale pedagogului austriac. [The article presents a theoretical, comparative approach and is based on primary sources, press articles and educational publications of the time and secondary sources, works and pedagogy compendiums, and the research method is limited to historical study, involving the analysis, contrasting and comparison of sources. The research premise from which we started is that, although in the interwar period the Romanian cultural environment was a peripheral one, in this space a receptivity could still be manifested for pedagogical innovations from Europe and overseas, selecting to test the hypothesis on the pedagogical contributions of Steiner, Freinet and Helen Parkhurst. We mention that due to the increased influence and popularity of Maria Montessori, felt through the large number of appearances in specialized publications and in the interwar Romanian press, she was not included in the study, following that several future approaches will treat Montessoriism in interwar Romania. The study shows that the publications in the interwar period showed a desire to evolve beyond the rigidity and traditional, Herbartian formalism, Pestalozzi, Rein, Dewey, Piaget, Parkhurst, Montessori and Freinet being discussed not only in a laudatory manner, but also critically and pragmatically. The research premise is partially confirmed, because of the three modern educational alternatives specified in the title, Rudolf Steiner's contribution was the least mentioned and appreciated in the Romanian editorial space during the investigated period, Steiner being known more for his concerns with "anthroposophy" than for his pedagogical views. Upon Steiner's death, Lucian Blaga wrote a laudatory article in which he very briefly mentioned the educational views of the Austrian pedagogue.]

Language: English

DOI: 10.26755/RevPed/2024.2/155

ISSN: 0034-8678, 2559-639X