The fundamental objective of education—and consequently of the school counselling service—is to ensure the optimal development of the individual by providing a safe, stimulating, and inclusive educational environment. The role of social work within the school counselling service is to engage intensively in projects addressing the social problems of children and families through a professional working relationship and an individualized support plan implemented within the school context. Through this collaborative process, all participants receive effective assistance that promotes successful learning and inclusion in the learning community. From a social work perspective, the key role of the school counselling service is therefore to support students, parents, and teachers in the co-construction of learning and support processes.
The aim and outcome of Montessori pedagogy is to achieve so-called “normalization” through the child’s independent work in a materially prepared environment, with minimal adult intervention—providing only as much assistance as the child needs—and through movement.
The principles and objectives set out in the national guidelines for school counselling services in Slovenia and those of Montessori pedagogy are aligned in their fundamental purposes, namely promoting the child’s optimal development by ensuring an appropriate environment. However, they differ in the operationalization of these aims due to differing conceptual understandings of education, child development, the definition of the child, and the roles and responsibilities of professionals.
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