Abstract
Montessori education is a pedagogical perspective centered in the integral development of children, who must construct their own learning. In this perspective, the engagement of the individual to the group is fundamental. For that reason, an appropriated school coexistence is crucial. International research suggests that Restorative Justice paradigm is a successful way to improve the school coexistence. This qualitative research seeks to investigate and collect elements that allow establishing how it is built the school coexistence in a Montessori school from Valparaiso, Chile, through perceptions from children and teachers. The findings emphasize the main aspects which are the development of autonomy, adaptability and self-esteem by children; the passive role of Montessori teacher; and the conflict resolution by a restorative strategy named “Circulo de Emergencia”.
Highlights
Montessori education is a pedagogical perspective centered in the integral development of children, who must construct their own learning
Debe ser el apoyo para los niños y crear un entorno de confianza, pero evitar que el apego se dirija hacia ella, si no, los niños no podrán desarrollar la independencia
(2016) Restorative Justice in U.S Schools: A Research Review
Summary
La convivencia escolar ha sido un asunto a tratar a nivel internacional, tanto a través de políticas públicas como por iniciativas de instituciones particulares. De no ser por los conflictos, la sociedad no hubiese alcanzado el desarrollo intelectual para las habilidades sociales, regulación de la conducta, creatividad, etc. El conflicto puede abordarse desde dos enfoques: (1) formativo, donde se invita a la reflexión y a la resolución pacífica de la pugna; y (2) punitivo, donde se busca la sanción y contiene una mirada castigadora de los problemas de convivencia (Carrasco et al, 2018). Dentro de los beneficios que ofrece este enfoque, está fortalecer el derecho de los niños a ser escuchados y participar, incrementar la democracia en los espacios educativos, promover las habilidades sociales de los estudiantes, incrementar su capacidad de tomar responsabilidades, crear un ambiente de paz, prevenir futuros problemas de conducta y disminuir la exclusión social (Gellin, 2018; Morrison & Vaandering, 2012)
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