The Confirmation of Montessori Postulates in Contemporary Educational Neuroscience / Potvrde postulata Montessori pedagogije u suvremenoj obrazovnoj neuroznanosti

This paper lends insight into the fundamental postulates of Montessori pedagogy and definitions of contemporary educational neuroscience, focusing on the needs and solutions of contemporary didactic approaches. By presenting the results of contemporary researches, the paper connects the achievements of Montessori pedagogic methods and strategies with the scientific indicators of educational neuroscience about the manners of positive impact on the development of an individual. The results of the educational neuroscience research will corroborate the postulates of Montessori pedagogy that state that understanding the developmental stages of upbringing, individual competences, and specificities of each child are important for upbringing. Specific cases will be used to emphasize that, apart from the cognitive competence, it is essential to develop psychomotor and affective competences, meaning that the development of these personality spheres is connected and interdependent. By providing the pedagogic perspective, the paper points to the need for further deliberation on how to shape an optimal curriculum. The paper suggests that various social and technological changes are reasons to consider pedagogic methods, strategies, and approaches of Montessori, which is also supported and substantiated by contemporary educational neuroscience. Key words: didactics; Montessori pedagogy; neurodidactics; neuroscience. - U ovom radu daje se uvid u osnovne postulate Montessori pedagogije i definicije suvremene obrazovne neuroznanosti, orijentirajuci se prema potrebama i rjesenjima za suvremene didakticke pristupe. Prikazom rezultata suvremenih istraživanja rad povezuje dostignuca Montessori pedagoskih metoda i strategija sa znanstvenim pokazateljima obrazovne neuroznanosti o nacinima pozitivnoga utjecaja na razvoj pojedinca. Rezultati istraživanja obrazovne neuroznanosti potkrijepit ce postulate Montessori pedagogije da je za odgojni pristup važno razumijevanje razvojnih faza odrastanja, individualnosti kompetencija i specificnosti odgajanika. Specificnim primjerima naglasit ce se da je uz kognitivne, bitno razvijati psihomotorne i afektivne kompetencije, odnosno da je razvoj ovih sfera licnosti povezan i međuovisan. Ponuđenom pedagoskom perspektivom rad ukazuje na potrebu daljnjega razmatranja kako pristupiti oblikovanju optimalnih kurikula. U radu se sugerira da je upravo zbog razlicitih drustvenih i tehnoloskih promjena potrebno razmisljati o pedagoskim metodama, strategijama i pristupima Montessori pedagogije, sto podržava i potkrepljuje suvremena obrazovna neuroznanost. Kljucne rijeci: didaktika; Montessori pedagogija; neurodidaktika; neuroznanost.