NATURE-BASED EDUCATION IN THE LIGHT OF MONTESSORI PHILOSOPHY: MEANING, PRINCIPLES AND PRACTICES

Zeliha Ozgen

Abstract


The subject of the article is the role of nature in learning as an essential part of the Montessori Philosophy in early childhood education. This article highlights the use of nature-based activities within Montessori’s pedagogical perspective for including content about the natural world in early childhood settings. In this paper, it is aimed to increase the awareness of learning through nature on child development and to disseminate nature-based practices used in line with the Montessori approach in preschools. Firstly, the role of nature as an educational tool is described, followed by an understanding of nature pedagogy and its educational value according to Maria Montessori. Additionally, the article reviews the implementation of nature-based learning activities as an integral part of the educational work in Montessori schools. In this educational stream, nature-related work stands as the main methodical means for early childhood education and supporting the development of children. Nature in itself serves as a kind of special resonance and restorative effect that can help children understand the world and impart meaning to their lives. Subsequently, recommendations for nature-based practices that can be applied in preschools were presented in light of the Montessori philosophy.

 

Article visualizations:

Hit counter


Keywords


nature-based education; Montessori education; role of nature; nature-based activities

Full Text:

PDF

References


Abelman, S. (2020). Montessori primary extension zoology unit. A Masters Project, Saint Mary’s College of California.

American Institutes for Research (2005). Effects of outdoor education programs for children in California. The California Department of Education. CA. http://www.seer.org/pages/research/AIROutdoorSchool2005.pdf. Accessed 15 January 2023

Atchley R. A., Strayer D. L. & Atchley P. (2012). Creativity in the Wild: Improving Creative Reasoning Through Immersion in Natural Settings. Plos One 7:12, e51474. http://dx.doi.org/10.1371/journal.pone.0051474

Austin Montessori School. Outdoors. https://www.austinmontessori.org/list-detail?pk=185790 Accessed 15 January 2023

Axford, C., DeLoache, J., LoBue, V., Pickard, M., & Sherman, K. (2013). Young children’s interest in live animals. British Journal of Developmental Psychology 31:1, 57-69. https://doi.org/10.1111/j.2044-835X.2012.02078.x

Bailie, P. E. (2012). Connecting children to nature: A multiple case study of nature center preschools. ETD Collection for University of Nebraska – Lincoln.

Bartosh, O. (2003). Environmental education: Improving student achievement. Unpublished Thesis for a Masters in Environmental Studies, Evergreen State College, Olympia, WA.

Beames, S., Higgins, P. J., & Nicol, R. (2011). Learning outside the classroom: Theory and guidelines for practice. Abingdon: Routledge, Taylor & Francis Group. ISBN: 9780415893626

Bento, G. & Dias, G. (2017). The importance of outdoor play for young children’s healthy development. Porto Biomedical Journal 2:5 157-160. http://dx.doi.org/10.1016/j.pbj.2017.03.003

Bertolino, F., & Filippa, M. (2021). The Pedagogy of Nature according to Maria Montessori. Ricerche Di Pedagogia E Didattica. Journal of Theories and Research in Education 16:2, 133–147. https://doi.org/10.6092/issn.1970-2221/12192

Blatchford, P., Bassett, P., & Brown, P. (2005). Teachers' and Pupils' Behavior in Large and Small Classes: A Systematic Observation Study of Pupils Aged 10 and 11 Years. Journal of Educational Psychology 97:3, 454–467. https://doi.org/10.1037/0022-0663.97.3.454

Blatt, E., & Patrick, P. G. (2014). An exploration of pre-service teachers’ experiences in outdoor ‘places’ and intentions for teaching in the outdoors. International Journal of Science Education 36:13, 2243-2264, http://dx.doi.org/10.1080/09500693.2014.918294

Brussoni, M., Ishikawa, T., Brunelle, S. & Herrington, S. (2017). Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centers, Journal of Environmental Psychology 54: 139-150. http://dx.doi.org/10.1016/j.jenvp.2017.11.001

Buyuktaskapu, S. (2012). Montessori Approach and Science Education in Pre-school. TUBAV Journal of Science 5:3, 19-25.

Capra, F. (2013). Deep ecology: educational possibilities for the twenty first century. The NAMTA Journal 38:1, 201-216.

Carson, R. (1998). The Sense of Wonder. New York, NY: Harper. ISBN: 9780067575208

Chakravarthi, S. (2009). Preschool teachers’ beliefs and practices of outdoor plan and outdoor environments. Unpublished PhD Thesis, University of North Carolina, USA.

Chalufour, I., & Worth, K. (2003). Discovering Nature with Young Children. St. Paul, MN: Red Leaf Press. ISBN: 978-192961038-9

Chawla, L. (2015). Benefits of Nature Contact for Children. Journal of Planning Literature 30:4, 433–452. http://dx.doi.org/10.1177/0885412215595441

Chawla, L., & Cushing, D. F. (2007). Education for strategic environmental behavior. Journal of Environmental Education Research 13:4, 437–452.

Chawla, L. (2002). The Natural World as Prepared Environment. The NAMTA Journal 27:3, 130-148.

Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental Education 31:1, 15-26.

Chawla. L. (1990). Ecstatic Places. Children's Environment Quarterly 5: 13-20.

Chawla, L. (1986). The Ecology of Environmental Memoir. Children's Environment Quarterly 3: 34-41.

Children and Nature Network (2023). Nature helps children recover from adverse childhood experiences. https://www.childrenandnature.org/resources/nature-helps-children-recover-from-adverse-childhood-experiences/ Accessed 10 January 2023

Collado, S., Staats, H., & Corraliza, J. A. (2013). Experiencing Nature in Children’s Summer Camps: Affective, Cognitive and Behavioural Consequences. Journal of Environmental Psychology 33: 37–44. https://doi.org/10.1177/0013916513492417

Cordiano, T. S., Lee, A., Wilt, J., Elszasz, A., Damour, L. K., & Russ, S. W. (2019). Nature-Based Education and Kindergarten Readiness: Nature-Based and Traditional Preschoolers are Equally Prepared for Kindergarten. The International Journal of Early Childhood Environmental Education 6:3, 18-36.

Crain, W. (2001). How Nature Helps Children Develop. Montessori Life 13:3, 22-24.

Dadvand, P., Nieuwenhuijsena, M. J., Esnaola, M., Forns, J., Basagaña, X., Alvarez-Pedrerol M., Rivas, I., López-Vicente, M., Pascual, M. D., Su, J., Jerrett, M., Querol X. & Sunyer, J. (2015). Green Spaces and Cognitive Development in Primary School Children. PNAS Early Edition 112:26, 7937-7942. http://dx.dio.org/10.1073/pnas.1503402112

Damasio, A. R. (2003). Looking for Spinoza: Joy, sorrow, and the feeling brain. Orlando, FL: Harcourt Books. ISBN: 9780156028714

Damasio, A. R. (1994). Descartes’ error: Emotion, reason, and the human brain. London: Penguin Books. ISBN: 014303622X

Davis, J. (1998). Young Children, Environmental Education, and the Future. Early Childhood Education Journal 26: 117–123. https://doi.org/10.1023/A:1022911631454

Desmond, D., Grieshop, J., & Subramaniam, A. (2002). Revisiting garden-based learning in basic education: Philosophical roots, historical foundations, best practices and products, impact outcomes and future directions. Rome: Food and Agriculture Organization. https://unesdoc.unesco.org/ark:/48223/pf0000136271/PDF/136271eng.pdf.multi Accessed 2 January 2023

Donovan, G., Michael, Y., Gatziolis, D. & Hoyer, R. (2018). The Relationship Between the Natural Environment and Individual-level Academic Performance in Portland, Oregon. Environment and Behavior 52:2, 1-23. http://dx.doi.org/10.1177/0013916518796885

Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its Influence on Children’s Outdoor Play. Australian Journal of Outdoor Education 15:2, 24-35.

Durakoglu, A. (2014). Environmental Education in the Context of Child’s Interaction with Nature According to Maria Montessori. The Anthropologist 18:2, 309-313. https://doi.org/10.1080/09720073.2014.11891548

Ernst, J., & Theimer, S. (2011). Evaluating the Effects of Environmental Education Programming on Connectedness to Nature. Environmental Education Research 17:5, 577-598.

Faber Taylor, A. & Kuo, F. E. (2006). Is contact with nature important for healthy child development? State of the evidence. In C. Spencer & M. Blades, (Eds.), Children and their environments. Cambridge, UK: Cambridge University Press, pp. 124-140. https://doi.org/10.1017/CBO9780511521232.009

Frumkin, H. (2001). Beyond toxicity: Human Health and the Natural Environment. American Journal of Preventive Medicine 20:3, 234 – 240. https://doi.org/10.1016/S0749-3797(00)00317-2

Gerrish, M. K. (2014). An examination of teachers' lived experiences while working at nature-based preschool programs. Unpublished PhD Dissertation, Walden University, USA.

Gilder, S. A. (2009). Montessori by Nature. Montessori Life: A Publication of the American Montessori Society 21:4, 34-37.

Gomez, M. E. (2013). It’s Not Just Child’s Play: Nature’s Powerful Effect on Children’s Well-being. Tikkun 28:4, 7-12. https://doi.org/10.1215/08879982-2367424

Gullestad, M. (1997). A Passion for Boundaries. Reflections on Connections between the Everyday Lives of Children and Discourses on the Nation in Contemporary Norway. Childhood 4:1, 19–42. https://doi.org/10.1177/0907568297004001002

Gunnell K. E., Flament M. F., Buchholz A., Henderson K. A., Obeid N., Schubert N., Goldfield G. S. (2016). Examining the bidirectional relationship between physical activity, screen time, and symptoms of anxiety and depression over time during adolescence. Preventive Medicine 88: 147-52. https://doi.org/10.1016/j.ypmed.2016.04.002

Hachey, A. C., & Butler, D. (2012). Creatures in the Classroom: Including Insects and Small Animals in your Preschool Gardening Curriculum. Young Children 67:2, 38-42.

Haspel, S. (2004). Kosmische Erziehung gestern-heute-morgen, Vom Prinzip der Weiterentwicklung, Das Kind. 35: pp. 11

Hunt, J. M., & Valsiner, J. (2013). The Montessori method.: Maria Montessori. USA and U.K.: Transaction Publishers. ISBN: 141285282X

Isaacs, B. (2007). Bringing the Montessori approach to your early years practice. New York. Routledge Taylor & Francis Group. ISBN: 9781138022447

Islamoglu, O. (2017). Interaction between Educational Approach and Space: The Case of Montessori, Eurasia Journal of Mathematics Science and Technology Education 14:1, 265-274. https://doi.org/10.12973/ejmste/79799

Johnson, K. (2013). Montessori and Nature Study: Preserving Wonder Through School Gardens. Montessori Life 25:3, 36.

Johnson, J., Christie, J. & Wardle, F. (2010). The importance of outdoor play for children. http://www.communityplaythings.com/resources/articles/2010/outdoorplay. Accessed 20 January 2023.

Kaplan, S. (1995). The Restorative Benefits of Nature Toward an Integrative Framework. Journal of Environmental Psychology 15: 169-182. https://doi.org/10.1016/0272-4944(95)90001-2

Kahn P. H. & Kellert S. R. (2002). Children and nature: psychological, sociocultural, and evolutionary investigations. MIT Press, Cambridge. https://doi.org/10.7551/mitpress/1807.001.0001 ISBN: 9780262276641

Kahn, D. (1997). The Child and Nature: Set the Children Free, 22nd International Montessori Congress.

Kahn, D. (1990). Implementing Montessori in the public sector. Institution North American Montessori Teachers Association, Cleveland Heights, OH. NAMTA.

Kilic, B. G. (2002). Executive Functions and Attentional Processes: Theoretical Models and Neuroanatomy. Journal of Clinical Psychology 52: 105-110.

Kuo, F. E. & Sullivan, W. C. (2001a). Aggression and violence in the inner city: Effects of environment via mental fatigue. Environment and Behavior 33:4, 543-571.

Kuo, F. E. & Sullivan, W. C. (2001b). Environment and crime in the inner city: Does vegetation reduce crime? Environment and Behavior 33:3, 343-367.

Kuo F. E., Bacaicoa, M., Sullivan W. C. (1998). Transforming inner-city landscapes: Trees, sense of safety, and preference. Environment and Behavior 30:1, 28-59. https://doi.org/10.1177/0013916598301002

Leonard, G., & Allen, K. (2013). Experiences in Nature: Resolute Second-Plane Directions toward Erdkinder. The NAMTA Journal 38:1, 153-163.

Lerma, Dorothy R. (2018). The effect of nature work in a primary-aged Montessori environment. Retrieved 05/01/2023 from: https://sophia.stkate.edu/maed/261/

Lewis, E., Mansfield, C. and Baudains, C. (2010). Going on a turtle egg hunt and other adventures: Education for sustainability in early childhood. Australasian Journal of Early Childhood 35:4, 95-100.

Lieberman, G., & Hoody, L. (1998). Closing the achievement gap: Using the environment as an integrated context for learning. CA: State Education and Environment Roundtable.

Little, H. & Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits? Australian Journal of Early Childhood 33: 33-40. https://doi.org/10.1177/183693910803300206

Little, H., Sandseter, E. B. H., & Wyver, S. (2012). Early Childhood Teachers’ Beliefs about Children’s Risky Play in Australia and Norway. Contemporary Issues in Early Childhood 13:4, 300–316. https://doi.org/10.2304/ciec.2012.13.4.300

Little, H., Wyver, S. & Gibson, F. (2011). The influence of play context and adult attitudes on young children's physical risk‐taking during outdoor play. European Early Childhood Education Research Journal 19:1, 113-131. https://doi.org/10.1080/1350293X.2011.548959

Louv, R. (2016). Dogadaki son cocuk. Ankara: Tubitak Yayinlari ISBN: 9789754035124

Louv, R. (2005/2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books. ISBN: 10565125223

Martensson, F., Boldemann, C., Söderström, M., Blennow, M., Englund, J.-E., & Grahn, P. (2009). Outdoor environmental assessment of attention promoting settings for preschool children. Health and Place 15:4, 1149–1157. https://doi.org/10.1016/j.healthplace.2009.07.002

McCormick, R. (2017). Does Access to Green Space Impact the Mental Well-being of Children: A Systematic Review. Journal of Pediatric Nursing 37: 3-7.

Meyer, E. (1997). Cultivating Change: A Historical Overview of the School Garden Movement. Unpublished paper from graduate seminar on Social and Cultural Studies in Education. University of California, Davis.

Montessori Community School (2022). Outdoor learning. Retrieved 20/01/2023 from: https://mcsdurham.org/beyond-the-classroom/outdoor-learning

Montessori, M. (2009). The Montessori method. https://www.gutenberg.org/files/39863/39863-h/39863-h.htm Accessed 22 January 2023

Montessori, M. (1997). Cocuk egitimi, Montessori metodu. (Translation G. Yucel,). 5. Basim, Istanbul: Ozgur Yayinlari.

Montessori, Maria (1975). The child in the family. Amsterdam: Montessori-Pierson

Montessori, M. (1973). From childhood to adolescence. Madras: Kalakshetra Publications.

Montessori, M. (1972). Das kreative kind. Freiburg im Breisgau: Herder Verlag.

Montessori, M. (1967). The discovery of the child. New York: Ballantine Books.

M. Montessori, (1966). The Montessori method, Introduction by J. Mc. V. Hunt. Seventh Printing. New York. Schocken Books.

Montessori, M. (1964). The Montessori method (A. E. George, Trans.). New York: Schocken. (Original Work Published in 1912)

Montessori, M. (1953). La mente del Bambino, Roma: Officine Grafiche Aldo Garzanti.

Montessori, M. (1933). The two natures of the child, 2nd Lecture of 19th International Course, London, Holland: Association Montessori International, pp. 2-3.

Montessori, M. (1917). Spontaneous activity in education: The advanced Montessori method. New York: Schocken Books.

Montessori, M. (1912). The absorbent mind. Translated from the Italian by Claude A. Claremont. New York: Dell Pub. Co. ISBN: 9788170594307

Montessori, M. (1912). The Montessori method. New York: Frederick A. Stokes Company.

Monti, F., Farné, R., Crudeli, F., Agostini, F., Minelli, M., & Ceciliani, A., (2017). The Role of Outdoor Education in Child Development in Italian Nursery Schools. Early Child Development and Care 189:6, 867-882. http://dx.doi.org/10.1080/03004430.2017.1345896

Moriguchi, Y., Chevalier, N. & Zelazo, P. (2016). Development of Executive Function During Childhood. Frontiers in Psychology 7, 1–2. http://doi.org/10.3389/fpsyg.2016.00006

Mygind, L., Kjeldsted, E., Hartmeyer, R., Mygind, E., Bolling, M., & Bentsen, P. (2019). Mental, Physical and Social Health Benefits of Immersive Nature-Experience for Children and Adolescents: A Systematic Review and Quality Assessment of the Evidence, https://doi.org/10.1016/j.healthplace.2019.05.014

Nett, J. (2011). Going Out: Drawing Inspiration from Montessori Principles for Outdoor Explorations. Green Teacher 91: 9-11.

Oregon Environmental Literacy Task Force (2013). Oregon environmental literacy plan: Toward a sustainable future. No Oregon Child Left Inside. https://eeao.org/images/pdf_docs/OELP/OELP_Report2013.pdf Accessed 7 January 2023

Ozdag, S. A. (2014). A conceptual analysis of Montessori method's reflection on education areas. MA Thesis, Karadeniz Technical University.

Palmer, S. (2015). Toxic childhood how the modern world is damaging our children and what we can do about It. ISBN: 0752880918

Perry, J. (2001). Outdoor play, teaching strategies with young children. Columbia University, Teachers College Press.

Pyle, R. (2002). Eden in a Vacant Lot: Special Places, Species and Kids in Community of Life. In P. H. Kahn (Ed.), Children and Nature: Psychological, Sociocultural and Evolutionary Investigations (pp. 305-327). Cambridge, MA: MIT Press.

Rahmawati, I., Y. (2021). Nature-based learning as an effort in building students’ character education values. Yogyakarta State University, Indonesia.

Rathunde, K. (2009). Montessori and Embodied Education. doi: 10.1057/9780230618367_11

Rathunde, K., & Csikszentmihalyi, M. (2006). The developing person: An experiential perspective. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development. John Wiley & Sons Inc, 465–515.

Rickinson, M., Dillon, J., Teamey, K., Morris, M., Young Mee, C., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning. London: National Foundation for Educational Research, King’s College London.

Rinke C. R., Gimbel S. J., Haskell S. (2013). Opportunities for inquiry science in Montessori classrooms: learning from culture of interest, communication and explanation. Research in Science Education 43: 1517-1533. https://doi.org/10.1007/s11165-012-9319-9

Russell, M. (2014). Connecting Children to Nature in a Montessori Primary Environment. Plan B Paper. 2014. Master of Science in Education- Montessori--University of Wisconsin-River Falls.

Sandseter, E. B. H., & Kennair, L. E. O. (2011). Children’s Risky Play from an Evolutionary Perspective: The Anti-Phobic Effects of Thrilling Experiences. Evolutionary Psychology 9:2. https://doi.org/10.1177/147470491100900212

Salvenmoser, I. (2005). Kosmisch denken, kosmischlehren, kosmisch handeln, Das Kind 37: pp 8.

Schalkwijk, A. A. H., van der Zwaard, B. C., Nijpels, G., Elders, P. J. M., Platt, L. (2018). The impact of greenspace and condition of the neighbourhood on child overweight. European Journal of Public Health 28: 88-94. https://doi.org/10.1093/eurpub/ckx037

Schutte, A. R., Torquati, J. C. & Beattie, H. L. (2017). Impact of Urban Nature on Executive Functioning in Early and Middle Childhood. Environment and Behavior 49: 3-30. https://doi.org/10.1177/0013916515603095

Seldin, T. (2000). Montessori 101: Some Basic Information that Every Montessori Parent Should Know. Tomorrow’s Child Magazine, Back to School 8:5, 5-6.

Smeds, P., Jeronen, E., Kurppa, S. & Vıeraankıvı, M. L. (2011). Rural Camp School Eco Learn-Outdoor Education in Rural Settings. International Journal of Environmental and Science Education 6:3, 267-291.

Sozer, Y. & Oral, B. (2016). Supplementary Active Outdoor Learning Process for Classroom Learning: A Meta-Synthesis Study. International Journal of Eurasia Social Sciences 7:22, 278-310.

Stephens, K. (2007). Curiosity and wonder: Cue into children’s inborn motivation to learn. Parenting Exchange. https://www.easternflorida.edu/community-resources/child-development-centers/parent-resource-library/documents/curiosity-and-wonder.pdf Accessed 3 January 2023

Stephenson, A. (2003). Physical risk-taking: Dangerous or Endangered? Early Years 23:1, 35-43. https://doi.org/10.1080/0957514032000045573

Subramaniam, A. (2002). Garden-based learning in basic education: A historical review. https://littlegreenthumbs.org/wpcontent/uploads/2018/02/GardenBasedLearninginBaseicEducation_4H.pdf Accessed 10 January 2023

Tanner, T. (1980). Significant life experiences. The Journal of Environmental Education 11:4, 20-24.

Torquati, J., & Ernst, J. A. (2013). Beyond The Walls: Conceptualizing Natural Environments As “Third Educators”. Journal of Early Childhood Teacher Education 34:2, 191-208.

Ulrich, R. S., Simons, R. F., Losito, B. D., Fiorito, E., Miles, M. A. & Zelson, M. (1991). Stress Recovery During Exposure to Natural and Urban Environments. Journal of Environmental Psychology 11: 201–230. https://doi.org/10.1016/S0272-4944(05)80184-7

Ulset, V., Vitaro, F., Brendgen, M., Bekkhus, M. & Borge, A. I. H. (2017). Time Spent Outdoors During Preschool: Links with Children's Cognitive and Behavioral Development, Journal of Environmental Psychology 52, 69-80. https://doi.org/10.1016/j.jenvp.2017.05.007

Ward J. S., Duncan J. S., Jarden A., Stewart T. (2016). The Impact of Children's Exposure to Greenspace on Physical Activity, Cognitive Development, Emotional Wellbeing, and Ability to Appraise Risk. Health Place 40: 44-50. https://doi.org/10.1016/j.healthplace.2016.04.015

Warden, C. (2010). Nature Kindergartens: An Exploration of Naturalistic Learning Within Nature Kindergartens and Forest Schools. Mindstretchers. ISBN: 1906116091

Wells, N. M. & Lekies, K. S. (2006). Nature and The Life Course: Pathways from Childhood Nature Experiences to Adult Environmentalism. Children, Youth and Environments 16:1, 1-24.

Wells, N. M. (2000). At Home with Nature. Effects of Greeness on Children’s Cognitive Functioning. Environment and Behavior 32:6, 775-795.

White, R. L., Eberstein, K., & Scott, D. M. (2018). Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children’s awareness, knowledge and attitudes towards local wildlife. Plos One 13:3 e0193993. https://doi.org/10.1371/journal.pone.0193993

White, R. (2004). Young children’s relationship with nature: Its importance to children’s development and the earth of future. https://www.whitehutchinson.com/children/articles/childrennature.shtml Accessed 2 January 2023

Wolf, A. (2004). Maria Montessori cosmic education as a non-sectarian framework for nurturing children’s spirituality. ChildSpirit Conference, Pacific Grove, CA. ISBN: 800-214-8959

Vilscek, E. (1966). Programs for the pre-school child. ED Publication, New York.

Yildirim, G. & Ozyilmaz Akamca, G. (2017). The effect of outdoor learning activities on the development of preschool children. South African Journal of Education, 37:2, 1-10. https://doi.org/10.15700/saje.v37n2a1378

Z. Temel, Fulya (1994). Montessori’nin Gorusleri ve Egitim Yaklasimi, Okul Oncesi Egitimi Dergisi 26:47, 18-22.




DOI: http://dx.doi.org/10.46827/ejae.v8i1.4670

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).