Abstract/Notes: Montessori pedagogika in glasbeni pristopi Edgarja Willemsa vzbujajo interes številnih, ki se ukvarjajo z vzgojo in izobraževanjem v povezavi z glasbeno umetnostjo. Težko je opisati razloge, zakaj je temu tako, ker se večina procesov odvija na emocionalni in podzavestni ravni, ki temeljijo na občutenju, nedvomno pa je, da oba pristopa obravnavata otroka kot prioriteto in se ob zavedanju njegovih sposobnosti optimalno razvijata otrokove individualne potenciale. Metodi temeljita na vsebinah, ki otroka vodijo do znanja na sprejemljiv in zabaven način. Oba pristopa poznata seveda tudi drugače misleče, vendar lahko na podlagi izkušenj trdimo, da je razlog temu v nepoznavanju in nekompetentnosti določenih pedagogov in glasbenih pedagogov v kontekstu pedagogike Montessori in metode Edgarja Willemsa. V magistrski nalogi predstavljamo v prvem teoretičnem delu pedagogiko montessori, njena načela in filozofska izhodišča ter pedagoški pristop in metode dela Edgarja Willemsa. V nalogi obravnavamo njune skupne in nasprotujoče vsebine, izhodišča in pristope. Med drugim izpostavljamo, kako glasbeno izobraževanje vpliva na kognitivno-socialni, afektivni in psihomotorični razvoj otrok. Oba pristopa pomembno ugotavljata, da je potrebno razumeti otroka, ga sprejemati kot individuum, vedeti, na kakšen način razmišlja in kako mu je potrebno ustrezno predstaviti nove vsebine, ki bodo otroka zanimale, ga pritegnile in ohranile pri delu dalj časa. V nalogi predstavljamo tudi vlogo vzgojitelja in pomembnost otrokovega okolja. V empiričnem praktičnem delu predstavljamo, kako montessori pedagogika ponuja otrokom glasbo in s katerimi pripomočki. V nalogi predstavljamo tudi posamezne vsebinske dele Willemsovih vzgojno učnih ur, postopek in predloge, kako jih lahko izvajamo ter nekatere pripomočke za uspešno delo. Willems je nedvomno natančneje in bolj strukturirano izoblikoval glasbeno pedagoške metode dela, kot je to razvila pedagogika montessori v predšolskem obdobju. Njegova dognanja sem umestila v montessori okolje tako pri glasbenih dejavnostih, kot tudi v kontekstu pripravljanja materialov, ki so otrokom dostopni kadarkoli v času varstva. Tako se lahko otrok v pripravljenem montessori okolju s pomočjo Willemsovega pristopa bolje seznani z glasbeno umetnostjo. [The Montessori pedagogy and Edgar Willems' approaches to music education arouse interest in many people who work in teaching and education combined with music. It is difficult to define the reasons for this because most of the processes occur on the emotional and subconscious level based on feelings but it is a fact that in both approaches a child is viewed as a priority. While being aware of their abilities, both of them develop individual child’s potentials optimally. The methods are based on the contents that motivate a child to learn in an acceptable and fun way. There are some people who oppose these approaches but from experience we can tell that it is because certain pedagogues and music pedagogues are incompetent and don’t know The Montessori pedagogy and Edgar Willems' method. In the postgraduate thesis we present the Montessori pedagogy, its principles and philosophy basis and Edgar Willems' pedagogic approach and his teaching methods in the first theoretic part. We present the contents, the basis and the approaches they have in common and the ones that are different. We point out how music education influences the cognitive-social, affective and psychomotor children's development. Both approaches point out that it is necessary to understand a child, accept them as individuals, understand their way of thinking and introduce new topics that will be interesting and will motivate them to learn for a longer period of time. We present the role of the teacher and the importance of the child's environment. In the empirical practical part we present how the Montessori pedagogy offers music to the children and what teaching accessories they use. In the thesis we present individual learning content parts of Willems’ lessons, the procedure and suggestions for the process of teaching and some teaching accessories for successful work in class. Willems has undoubtedly created musical pedagogy methods more thoroughly and structurally than the Montessori pedagogy in the preschool period. I have incorporated his discoveries into the Montessori environment with music activities and within preparing the materials which the children can use during the day care. So a child in a well arranged Montessori environment with help of the Willems’ approach can learn more about music.]

Language: Slovenian

Published: Maribor, Slovenia, 2018

Language: English

Published: [Corpus Christi, Texas]: The Lilliput Schoolhouse, 1963

Abstract/Notes: Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detachment to her earliest efforts at revolutionizing the curriculum. Her later essays on women and gender further showcase the tremendous intellectual energy she brought to the field of feminist educational theory. Martin explores the challenges and contradictions posed by the very concept of women's education, and also recognizes how the presence of women necessitates the rearticulation of not only the curriculum but also the standard ideologies in education.

Language: English

Published: New York, New York: Routledge, 1994

Edition: 1st

ISBN: 978-1-315-02155-3

Abstract/Notes: Examines implications of creation stories from a Montessorian perspective. Claims that each era has an epic narrative guiding it, and that current ecology epic can educate and inspire children to fulfill their unique role within the larger meaning of life on earth. Suggests that children have a sense of wonder motivating them to realize their unity with the earth. (KDFB)

Language: English

ISSN: 1522-9734

Abstract/Notes: Challenges Montessori instructors and advocates to address the complex issues of staffing, scheduling, and maintaining a consistency of approach with respect to all-day Montessori instruction. (HTH)

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Abstract/Notes: Presents the guiding philosophy of the North Avondale Montessori School in Cincinnati, Ohio. Discusses foundations of social responsibility, the use of Great Lessons to understand and appreciate the interdependence of all things, the identification and support of children's natural psychological tendencies brought to learning experiences, and the role of the prepared environment. (KDFB)

Language: English

ISSN: 1522-9734

Abstract/Notes: Defines Montessori theory in terms that can interface with developmental psychology, summarizing adolescent cognitive, social, emotional, and moral outcomes. Focuses on outcomes of the third plane of education for youth in an Erdkinder setting, Montessori's "Educational Syllabus," providing clues about the future Montessori adult. Suggests that the emotional dimension of the early adolescent stage might be viewed as the end state for childhood. (Author/KB)

Language: English

ISSN: 1522-9734

Abstract/Notes: Examines educational resistance to nature study, focusing on the subtle resistance evident in the vicarious approach that limits nature study to books and videos, while ignoring the sensory richness and kinship developed through direct connection with the natural world. Suggests that environmental science, citizen education, inquiry learning, personal growth orientations, and social action can contribute to a more holistic and environmentally sensitive Montessori plan of study. (Author/KB)

Language: English

ISSN: 1522-9734

Abstract/Notes: AbstractObjective: To compare the memory scores in mild dementia elderly who attended Montessori-based Memory training with the control group who did not.Method: The Solomon four-group design was used to test the memory of the subjects. The subject of the study consisted of 40 elderly at Banbanglamung Social Welfare Development Center for Older Persons. Participants were divided to 2 experimental and 2 control groups by random sampling technique. Mini mental status Exam-Thai 2002 and Thai Geriatric Depression scale were used as a tool in selecting the subject and a tool to differentiate the mild dementia elderly group from the depressed group. The digit span and digit symbol subtests of The Wechsler Intelligence scale were used in memory testing. The data obtained was analyzed by means of descriptive statistics, t-test and one-way ANOVA.Results: The average scores of the digit span and digit symbol of the experimental groups and the controlled groups were significantly different (p<0.05). After 4 weeks of training, the average scores ofthe experimental groups increased more than that of the controlled group. After training, the average scores of memory of the four groups were significantly indifferent (p<0.05). Digit symbol scores of the experimental groups were higher than of the controlled groups by using LSD method.Conclusion: After memory training, the average scores of the digit span and digit symbol of the experimental groups were significantly higher than the controlled group. This differentce still persistedat the 12th week of training. Therefore, this memory training should be used with the elderly to prevent and delay dementia.

Language: Thai

ISSN: 2697-4126