Appliquer la pensée Montessori chez soi PDF Download

Author: Emmanuelle Oppezo
Publisher:
ISBN: 9782501141338
Category :
Languages : fr
Pages : 224

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Author: Emmanuelle Opezzo
Publisher: Marabout
ISBN: 2501102452
Category : Self-Help
Languages : fr
Pages : 80

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De nombreux parents sont curieux de découvrir la pédagogie Montessori et ont des questionnements sur leur rôle dans l'éducation de leurs enfants. Quelles sont les limites à poser, le type d'activités à faire à la maison ou en dehors, les jeux à proposer, comment stimuler sans sur-stimuler ? Toujours avec la volonté de bien faire ou mieux faire... Dans cet ouvrage, Emmanuelle Opezzo propose de découvrir la pensée Montessori de façon décomplexée, hors de toutes institutions académiques. Car oui, il est possible de vivre selon ces principes chez soi, avec les moyens du bord, si tant est que l'on suit certains principes. En plus de revenir sur les principes qui sous tendent la pensée Montessori, elle propose des outils et des exemples précis pour permettre aux parents d'ajuster leur autorité dans la bienveillance et le respect du développement de leur enfant.

Author: Emmanuelle Opezzo
Publisher:
ISBN: 9782501111669
Category :
Languages : fr
Pages : 224

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Nombreux sont les parents curieux de découvrir la pensée Montessori. Elle offre une approche inédite de l'éducation, fondée sur le respect de l'enfant et sur l'importance donnée à son éveil social. Au-delà de l'école, la pensée Montessori propose un relais éducatif à la maison à travers une organisation de l'espace, des activités et des rituels qui permettent à l'enfant de se développer librement et d'acquérir une grande autonomie. Vous trouverez dans ce guide : Un retour sur les principes fondamentaux de la pensée Montessori. Des outils et des exemples précis pour organiser l'environnement des enfants à la maison. Des exercices pour vous sensibiliser à la parentalité bienveillante.

Author: Charlotte Poussin
Publisher: Editions Eyrolles
ISBN: 2212597622
Category : Education
Languages : fr
Pages : 234

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La pédagogie Montessori permet d'accompagner l'enfant dans la construction de sa personnalité en lui proposant un environnement adapté à ses besoins et à ses capacités. De 6 à 12 ans, l'enfant a besoin d'apprendre à penser par lui-même. Bien accompagné pendant cette période, le jeune de 12 ans sait qui il est ! Les auteurs de ce livre, éducateurs Montessori, partagent leur expertise pour vivre Montessori au quotidien et aider votre enfant à être joyeux, confiant, autonome, curieux, créatif et ouvert sur le monde. Ce livre, richement illustré, présente clairement et simplement l'approche Montessori de 6 à 12 ans : Les besoins de l'enfant. L'école Montessori en théorie et en pratique. Des conseils pour une approche Montessori à la maison. Des témoignages d'experts, de parents et d'enfants "montessoriens". Des activités pédagogiques Montessori faciles à mettre en place. Charlotte Poussin, Hadrien Roche et Nadia Hamidi sont diplômés de l'Association Montessori Internationale (AMI). Passionnés par cette approche éducative qu'ils expérimentent à l'école et en famille, ils souhaitent la transmettre aux parents et aux professionnels de l'éducation.

Author: Maurice Merleau-Ponty
Publisher: Northwestern University Press
ISBN: 0810126141
Category : Philosophy
Languages : en
Pages : 529

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Maurice Merleau-Ponty is one of the few major phenomenologists to engage extensively with empirical research in the sciences, and the only one to examine child psychology with rigor and in such depth. His writings have recently become increasingly influential, as the findings of psychology and cognitive science inform and are informed by phenomenological inquiry. Merleau-Ponty’s Sorbonne lectures of 1949 to 1952 are a broad investigation into child psychology, psychoanalysis, pedagogy, phenomenology, sociology, and anthropology. They argue that the subject of child psychology is critical for any philosophical attempt to understand individual and intersubjective existence. Talia Welsh’s new translation provides Merleau-Ponty’s complete lectures on the seminal engagement of phenomenology and psychology.

Author: Gunter Pauli
Publisher:
ISBN: 9781644490280
Category :
Languages : en
Pages :

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Author: Dany Laveault
Publisher: Springer
ISBN: 3319392115
Category : Education
Languages : en
Pages : 374

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This book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of meeting these challenges. It brings together contributions from authors working in a wide range of educational contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the United States. It reflects the issues, innovations, and critical reflections that are emerging in an expanding international network of researchers, professional development providers, and policy makers, all of whom work closely with classroom teachers and school leaders to improve the assessment of student learning. The concept of Assessment for Learning, initially formulated in 1999 by the Assessment Reform Group in the United Kingdom, has inspired new ways of conceiving and practicing classroom assessment in education systems around the world. This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning. The focus is on assessment in K-12 classrooms and on the continuing professional learning of teachers and school leaders working with these classrooms. Readers of this volume will encounter well documented accounts of AfL implementation across a large spectrum of conditions in different countries and thereby acquire better understanding of the challenges that emerge in the transition from theory and policy to classroom practice. They will also discover a wealth of ideas for implementing assessment for learning in an effective and sustainable manner. The chapters are grouped in three Parts: (1) Assessment Policy Enactment in Education Systems; (2) Professional Development and Collaborative Learning about Assessment; (3) Assessment Culture and the Co-Regulation of Learning. An introduction to each Part provides an overview and presents the suggestions and recommendations formulated in the chapters.

Author: L. Viennot
Publisher: Springer Science & Business Media
ISBN: 0306476363
Category : Science
Languages : en
Pages : 229

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For a meaningful understanding of physics, it is necessary to realise that this corpus of knowledge operates in a register different from natural thought. This book aims at situating the main trends of common reasoning in physics with respect to some essential aspects of accepted theory. It analyses a great many research results based on studies of pupils and students at various academic levels, involving a range of physical situations. It shows the impressive generality of the trends of common thought, as well as their resistance to teaching. The book's main focus is to underline to what extent natural thought is organised. As a result of this mapping out of trends of reasoning, some suggestions for teaching are presented; these have already influenced recent curricula in France. This book is intended for teachers and teacher trainers principally, but students can also benefit from it to improve their understanding of physics and of their own ways of reasoning.

Author: Caterina Kostoula
Publisher: Penguin UK
ISBN: 0241481961
Category : Business & Economics
Languages : en
Pages : 123

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Meetings allow us to bring people together to inspire each other, solve problems and make a difference. Yet, we all spend too much time in dull, frustrating meetings where little is achieved and even less is followed up on afterwards. In Hold Successful Meetings, executive coach and former Google leader Caterina Kostoula will change all this. Her unique framework will: - Equip you to hold fewer, more purposeful meetings - Create a creative and inclusive environment - Leave participants inspired and ready to take action Whether virtual or in-person, people will leave your meetings inspired by the value you created together and ready to make an impact. 'I bought this for my whole team at Google!' Reader review

Author: Maria Luisa Canieso- Doronila
Publisher: Luzac Oriental
ISBN:
Category : History
Languages : en
Pages : 232

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Thirteen marginal Philippine communities were examined in an ethnographic study of the meaning of functional literacy and whether literacy invariably promotes development. The 13 sites were purposely selected to provide a broad sampling from three standpoints: (1) major livelihood and form of economic activity (farming, fishing, urban poor, disaster areas); (2) ethnolinguistic grouping (Luzon, Visayas, Mindanao); and (3) lifestyle or rhythm of life in the community (traditional, transitional, Moslem Filipino minority, lowland Christian majority, urban poor, developmental). The sample functional literacy rate in the study's communities ranged from 34.4% to 79.8%. Special attention was paid to the following topics: community life as a context of literacy practice; community knowledge and the passage to a literate tradition; different practices, meanings, and definitions of functional literacy in different contents; constraints in the relationship between literacy and development; and possibilities for literacy in conceptualizing a school of the people. The study demonstrated that the concepts of literacy and numeracy cannot be separated from their social and cultural settings and that standard measures of literacy used in industrialized countries are often inappropriate in other nations. (Eleven tables/figures are included. The report contains 41 references. Appended is information about the quantitative method and data analysis.) (MN)