Montessori et la notion Piagetienne d'inclusion des classes - Karastergiou, Maria
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Thèse de Master de l'année 1985 dans le domaine Psychologie - Psychologie du développement, , langue: Français, résumé: ABSTRACT: This paper on research concerning the class inclusion and the Montessori method includes a brief review of this method for educating preschool-age children, and criticisms leveled against or in favor of it.A review of comparative research studies in relation to the class inclusion problem of Piaget in compararison to Traditional non-Montessori preschool program with middle-class children. The comparative results are discussed in relation to two kinds of preschool…mehr

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Produktbeschreibung
Thèse de Master de l'année 1985 dans le domaine Psychologie - Psychologie du développement, , langue: Français, résumé: ABSTRACT: This paper on research concerning the class inclusion and the Montessori method includes a brief review of this method for educating preschool-age children, and criticisms leveled against or in favor of it.A review of comparative research studies in relation to the class inclusion problem of Piaget in compararison to Traditional non-Montessori preschool program with middle-class children. The comparative results are discussed in relation to two kinds of preschool experience: traditional early childhood oriented programs, and structured cognitive-oriented Montessori programs. The findings are interpreted in terms of a quantitative model and a qualitative conceptual analysis. +++++++++++ ABSTRACT (in french):La présente recherche concernant le problème Piagetien d'inclusion des classes et la méthode Montessori comprend un bref examen de cette méthode au niveau pré- élémentaire et les critiques portées contre ou en faveur de celui-ci. La question est de savoir si le matériel pédagogique Montessori aide les enfants de cet âge à résoudre le problème d'inclusion.Une analyse des recherches antérieures concernant ce sujet est effectuée ainsi qu'une étude comparative entre des enfants qui suivent une école pré- élémentaire Montessori et des enfants d'une école Traditionnelle de classe moyenne. Les résultats comparatifs sont discutés en relation avec ces deux types de programmes : l'un cognitif basé sur des exercices structurées, l'autre Traditionnel. Les résultats sont interprétés en termes d'un modèle quantitatif et une analyse quantitative.
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Autorenporträt
After studying Psychology in Canada (1978-1981), Maria continued studying Genetics, Psychopathology and Psychopedagogy at the Université Paris VIII in Paris, France (PhD). She finally delved into studying Ageless Wisdom in Greece and Asia. She lived many years in Paris and then Athens, teaching Psychology at the university, working as a psychotherapist, and traveling around the world to organising Retreats, seminars, workshops and writing books. She completed an Astanga Yoga TT in 2004 with Kristina Karitinou in Athens. Along with Astanga Yoga Asanas, she studied precise alignment principles with Kristina. Applying them to her own internally rooted experience of the forms was so uplifting. In a group of Ancient Greek Philosophy she met Tereza, who initiated her to Agni Yoga or the Yoga of Living Ethics. Agni Yoga had a profound impact in her life and she felt a 360 degrees shift. She experienced the holistic, profound and transformative impact that a devoted daily practice and a dee