Montessori 敎育論 小考 = A Study on Childhood Education of Montessori

다국어 초록 (Multilingual Abstract)

Maria Montessori, a doctor of medicine in Italy, employed herself in curing abnormal children, afterwards, turned to an educator. She was influenced partly by Itard and Seguin, and partly by Rousseau and Froebel. Recently arguments on Montessori method have resumed with the worldwide concern to develop early the powers latent within children.
Montessori method is characterized by the concreteness which her theory can be rightly put into practice because her principles were established on the basis of her experiences in a "Children's House".
Since the first criticism on her theory by kilpatrick, however, there have been arguments for and against her theory.
Her educational theory, first of all, premised that the fundemental differences between children and adults must always be considered; unlike the case of adults with their development stopped, "preparing environment" required along the developmental stages of children must be given to them. She stressed, under this environment, the importance of the spontaneous activity by child without being interfered and of the role of teachers as his assistants only when help demanded.
She discovered the phenemenon of concentration through children's sponta-neous interest in learning, and regarded such a situation reached as being normalized. She also considered the sensitive period, in which intellectual absorption is most remarkable, she said that unless a papticular ability was gained in the period, child would lose an opportunity of developing the ability.
Though her educational theory and method has an important effect upon early childhood education, there are many problems awaiting solution. Therefore it is desirable that the questions are settled and new Montessori school based on Montessori method is developed.

목차 (Table of Contents)

• Ⅰ. 序言
• Ⅱ. Montessori 敎育理論
• 1. 理論形成의 토대
• 2. 基本原理
• Ⅲ. Montessori 敎育의 再評價
• 1. 幼兒敎育史的 관련
• 2. 論 難
• 3. 한국에서의 Montessori 學校
• Ⅳ. 結 言