FREEDOM AND AUTONOMY IN MONTESSORI PEDAGOGY: IMPLICATIONS FOR EDUCATOR TRAINING AND LEARNING ENVIRONMENT DESIGN.

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Bibliographic Details
Title:	FREEDOM AND AUTONOMY IN MONTESSORI PEDAGOGY: IMPLICATIONS FOR EDUCATOR TRAINING AND LEARNING ENVIRONMENT DESIGN.
Authors:	OPRIŞ, Dorin¹ dorin.opris@uab.ro, BOGDAN, Mădălina¹ madalinabogdan2022@yahoo.com
Source:	Acta Didactica Napocensia. 2025, Vol. 18 Issue 2, p84-93. 10p.
Subject Terms:	Montessori method of education, Teacher training, Early childhood education, Autodidacticism, *Classroom environment, Responsibility, Self-efficacy
People:	Montessori, Maria, 1870-1952
Abstract:	This article explores the pedagogical and ethical foundations of the Montessori method, emphasizing the interplay between child autonomy, educator's inner formation, and the prepared learning environment. Through a historical-philosophical and interdisciplinary analysis, the study highlights the principle of "freedom within limits" as central to Montessori's conception of childcentered education. Special attention is given to the moral and spiritual preparation of the educator, regarded as essential for fostering self-directed learning and intrinsic motivation. The article also examines the challenges of integrating Montessori principles within traditional educational systems and adapting them to the digital era. The findings reaffirm the continuing relevance of Montessori pedagogy for rethinking educator training, ethical responsibility, and didactic design in early childhood education. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article explores the pedagogical and ethical foundations of the Montessori method, emphasizing the interplay between child autonomy, educator's inner formation, and the prepared learning environment. Through a historical-philosophical and interdisciplinary analysis, the study highlights the principle of "freedom within limits" as central to Montessori's conception of childcentered education. Special attention is given to the moral and spiritual preparation of the educator, regarded as essential for fostering self-directed learning and intrinsic motivation. The article also examines the challenges of integrating Montessori principles within traditional educational systems and adapting them to the digital era. The findings reaffirm the continuing relevance of Montessori pedagogy for rethinking educator training, ethical responsibility, and didactic design in early childhood education. [ABSTRACT FROM AUTHOR]
ISSN:	20651430
DOI:	10.24193/adn.18.2.8