부산대학교 도서관

School adaptation and educational transitions might be considered critical moments for both children and families. This doctoral dissertation focuses on researching the following «how is the school adaptation of children aged 16 months to 3 years at the Palau Montessori School related to their stage of development? ». The three active agents involved—children, families, and schools/teachers—have been analyzed based on five examinations- The principles of Montessori pedagogy can be carried out in different contexts, while individualized attention warrants children's comprehensive and unlimited development. This, in turn, encourages that group-class changes—and therefore educational transitions—occur at any time during the school year. The environment that surrounds them, as well as their experiences, give them the opportunity to consolidate certain abilities individually. There are bidirectional influences between the family and the children, it is paramount to consider a triadic relationship in which the school plays a major role.
Innovació i Intervenció educatives