Maria Montessori’s Intercultural relevance: childhoods and languages in the educational context

This paper will explore some aspects of the Montessori method and pedagogy that are pertinent in rethinking today's increasingly interdependent and heterogeneous educational and school contexts (Zoletto, 2012). Personalized learning and differentiation are constant tensions in Montessori thinki...

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Autor principal:	Francesca Linda Zaninelli
Formato:	article
Lenguaje:	EN FR IT
Publicado:	University of Bologna 2021
Materias:	montessori method and pedagogy heterogeneous educational contexts plurilingualism individualized learning child-friendly environment Education L Education (General) L7-991
Acceso en línea:	https://doaj.org/article/5d73af2316a341fba919322ba2ec0b2d
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spelling	oai:doaj.org-article:5d73af2316a341fba919322ba2ec0b2d2021-11-30T13:47:29ZMaria Montessori’s Intercultural relevance: childhoods and languages in the educational context2420-817510.6092/issn.2420-8175/13899https://doaj.org/article/5d73af2316a341fba919322ba2ec0b2d2021-11-01T00:00:00Zhttps://educazione-interculturale.unibo.it/article/view/13899https://doaj.org/toc/2420-8175This paper will explore some aspects of the Montessori method and pedagogy that are pertinent in rethinking today's increasingly interdependent and heterogeneous educational and school contexts (Zoletto, 2012). Personalized learning and differentiation are constant tensions in Montessori thinking, taking shape in the environment prepared by the adult specifically for each child, where the developmental materials offered are not conditioned by cultural affiliations (Pesci e Trabalzini, 2007) and linguistic plurality is a structural feature of the context (Consalvo, 2020), as occurs in many method schools that are experimenting with bilingual projects. According to Montessori (2000), children acquire language, habits and the characteristics of the community they are part of from the environment, and for this reason school environments and the relational atmospheres based on the uniqueness and differences of each individual are intercultural (Pesci, 2006). The paper offers some initial reflections starting from an investigation of Montessori's intercultural relevance in a multilingual perspective, one of the PRIN (2017) research areas Maria Montessori from the past to the present (Research Units: Bologna, Milan, Rome, Aosta).Francesca Linda ZaninelliUniversity of Bolognaarticlemontessori method and pedagogyheterogeneous educational contextsplurilingualismindividualized learningchild-friendly environmentEducationLEducation (General)L7-991ENFRITEducazione Interculturale, Vol 19, Iss 2, Pp 46-56 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR IT
topic	montessori method and pedagogy heterogeneous educational contexts plurilingualism individualized learning child-friendly environment Education L Education (General) L7-991
spellingShingle	montessori method and pedagogy heterogeneous educational contexts plurilingualism individualized learning child-friendly environment Education L Education (General) L7-991 Francesca Linda Zaninelli Maria Montessori’s Intercultural relevance: childhoods and languages in the educational context
description	This paper will explore some aspects of the Montessori method and pedagogy that are pertinent in rethinking today's increasingly interdependent and heterogeneous educational and school contexts (Zoletto, 2012). Personalized learning and differentiation are constant tensions in Montessori thinking, taking shape in the environment prepared by the adult specifically for each child, where the developmental materials offered are not conditioned by cultural affiliations (Pesci e Trabalzini, 2007) and linguistic plurality is a structural feature of the context (Consalvo, 2020), as occurs in many method schools that are experimenting with bilingual projects. According to Montessori (2000), children acquire language, habits and the characteristics of the community they are part of from the environment, and for this reason school environments and the relational atmospheres based on the uniqueness and differences of each individual are intercultural (Pesci, 2006). The paper offers some initial reflections starting from an investigation of Montessori's intercultural relevance in a multilingual perspective, one of the PRIN (2017) research areas Maria Montessori from the past to the present (Research Units: Bologna, Milan, Rome, Aosta).
format	article
author	Francesca Linda Zaninelli
author_facet	Francesca Linda Zaninelli
author_sort	Francesca Linda Zaninelli
title	Maria Montessori’s Intercultural relevance: childhoods and languages in the educational context
title_short	Maria Montessori’s Intercultural relevance: childhoods and languages in the educational context
title_full	Maria Montessori’s Intercultural relevance: childhoods and languages in the educational context
title_fullStr	Maria Montessori’s Intercultural relevance: childhoods and languages in the educational context
title_full_unstemmed	Maria Montessori’s Intercultural relevance: childhoods and languages in the educational context
title_sort	maria montessori’s intercultural relevance: childhoods and languages in the educational context
publisher	University of Bologna
publishDate	2021
url	https://doaj.org/article/5d73af2316a341fba919322ba2ec0b2d
work_keys_str_mv	AT francescalindazaninelli mariamontessorisinterculturalrelevancechildhoodsandlanguagesintheeducationalcontext
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Maria Montessori’s Intercultural relevance: childhoods and languages in the educational context

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