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Article
Efektivitas Metode Islamic Montessori dalam Mengembangkan Kecerdasan Interpersonal Anak [The Effectiveness of the Islamic Montessori Method in Developing Children's Interpersonal Intelligence]
Available from: Jurnal Obsesi
Publication: Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini [Journal of Obsession: Journal of Early Childhood Education], vol. 6, no. 4
Date: 2022
Pages: 3739-3758
Asia, Australasia, Indonesia, Islamic Montessori method of education, Islamic education, Montessori method of education - Criticism, interpretation, etc., Religious education, Southeast Asia
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Abstract/Notes: Meningkatnya amoral, asosial, antisosial dan melemahnya sopan santun anak sangat disadari dan menjadi keprihatinan dalam dunia pendidikan. Di sisi lain pendidikan di Indonesia masih menitikberatkan pada aspek kognitif sehingga mengakibatkan kecerdasan interpersonal anak kurang berkembang secara optimal. Penelitian ini bertujuan untuk mengetahui efektifitas metode Islamic Montessori dalam mengembangkan kecerdasan interpersonal anak. Penelitian ini menggunakan pendekatan mix-method dengan model exploratory sequential design . Peneliti menggunakan teknik observasi, wawancara dan angket dalam bentuk Skala Likert dan TCR dengan jumlah sampel sebanyak 20 responden. Berdasarkan data yang diperoleh, tingkat efektifitas metode Islamic Montessori dalam mengembangkan kecerdasan interpersonal anak dalam kategori sangat baik. Sedangkan Implementasi metode Islamic Montessori dalam mengembangkan kecerdasan interpersonal anak dilakukan melalui pembelajaran practical life dengan menyelipkan pengetahuan Islam, pembiasaan mengambil, mengembalikan dan membereskan material Montessori , penggunaan alas kerja dan menyimak praktik kerja guru serta menawarkan bantuan saat anak sedang mengeksplorasi material Montessori. [The increase in immoral, asocial, antisocial and the weakening of children's manners is very much recognized and a concern in the world of education. On the other hand, education in Indonesia still focuses on cognitive aspects, resulting in children's interpersonal intelligence developing less optimally. This study aims to determine the effectiveness of the Islamic Montessori method in developing children's interpersonal intelligence. This study uses a mix-method approach with an exploratory sequential design model . Researchers used observation, interviews and questionnaires in the form of a Likert Scale and TCR with a total sample of 20 respondents. Based on the data obtained, the level of effectiveness of the methodIslamic Montessori in developing children's interpersonal intelligence is in the very good category. While the implementation of the Islamic Montessori method in developing children's interpersonal intelligence is carried out through practical life learning by inserting Islamic knowledge, the habit of taking, returning and tidying up Montessori materials , using work mats and listening to teacher work practices and offering assistance when children are exploring Montessori materials.]
Language: Indonesian
DOI: 10.31004/obsesi.v6i4.2375
ISSN: 2549-8959
Master's Thesis
Respectful Relationships: How Does the Montessori Environment Foster Relationships with Respect?
Available from: Auckland University of Technology Library
Australasia, Australia and New Zealand, Montessori method of education - Criticism, interpretation, etc., New Zealand, Oceania
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Abstract/Notes: This study investigates the phenomenon of respect through examination of the literature and observation of lived experience in two Montessori environments in Aotearoa, New Zealand. Utilising a case study approach, the thesis seeks to reveal the nature of respectful relationships and how these are fostered in two Montessori early childhood centres. A qualitative approach is used to study the social setting in order to understand the meaning of participants’ lives in their own terms. This design makes explicit the ways people come to understand and manage day-to-day situations. A phenomenological method was employed to look beyond the details of everyday life in order to draw upon the lived experiences of the participants. The technique of bracketing observations required the researcher to suspend assumptions and common-sense explanations concerning the experience. This assisted the researcher to encounter the observations independently and reduced bias. The findings reveal four aspects that work in conjunction with the child’s natural development to foster respect: A prepared environment and the child’s freedom within that environment serve to demonstrate how the respectful relationship can be supported and fostered in individuals. In addition, the development of a mutual relationship based on recognition of the child's capabilities; and freedom of movement within the environment work in conjunction to foster respect for self, others and the environment. Information for the case studies was recorded by video camera. Relationship building prior to data collection alleviated fears associated with the video recording and provided more insight into participants’ lived experiences. In conjunction, video data provided a record of moments in time for review and reflection. Future research may seek to provide comparison of the outcomes of practice in differing situations but a key point in this research was an emphasis on non-judgmental acceptance of each Montessori environment. The research sheds light on situations in which teachers, other adults and children develop respectful practice(s). The study indicates how Montessori philosophy and nature intertwines to achieve reciprocal and respectful relationships between all involved in this approach to education and life.
Language: English
Published: Auckland, New Zealand, 2013
Master's Thesis
Análisis del método Montessori, como promotor de las relaciones interpersonales y la responsabilidad ética y política en los niños
Available from: Universidad Pedagogica Nacional - Institutional Repository
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Abstract/Notes: Esta investigación enmarcada en el paradigma cualitativo consistió en una revisión documental e interpretación hermenéutica del método Montessori como promotor de las relaciones interpersonales y la responsabilidad ética y política en los niños. También pretende determinar la vigencia de sus contribuciones a la educación infantil, particularmente en lo que concierte a la formación ética. Las relaciones interpersonales y la responsabilidad, este análisis se realiza con la ayuda de categorías organizadas por capítulos.
Language: Spanish
Published: Bogotá, Colombia, 2013
Article
A Developmental Approach to Interpersonal and Moral Awareness in Young Children: Some Theoretical and Educational Implications of Levels of Social Perspective Taking
Publication: American Montessori Society Bulletin, vol. 14, no. 2
Date: 1976
Pages: 1-15
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Language: English
ISSN: 0277-9064
Article
Interpersonal Relations in Four‐Year‐Old Dyads from Constructivist and Montessori Programs
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 33, no. 1-4
Date: 1988
Pages: 11-27
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Abstract/Notes: 40 4‐year‐old children from Constructivist and Montessori preschool programs were compared on social‐cognitive competence. The Experimenter (E) taught children in pairs to play a board game in Session I, and in Session II asked them to play the game by themselves. Analysis of video and transcripts of 2208 behavioral units using Selman's coding of interpersonal negotiation strategies showed that Montessori pairs used a significantly higher proportion of strategies at Level 1, and Constructivist pairs used a significantly higher proportion of strategies at Level 2. Less conflict was found in Constructivist pairs, and they resolved their conflicts significantly more frequently. Within conflict segments, Montessori children had a significantly higher proportion of Level 0 strategies, and Constructivist pairs had a significantly higher proportion of Level 2 strategies. Both groups followed some basic rules equally well, but Constructivist pairs followed other rules more consistently. Although no difference was found in general ability to count dots on the die, Constructivist children on the whole counted spaces on the board more accurately. It was concluded that children from the Constructivist program were more advanced in social‐cognitive competence than children from the Montessori program.
Language: English
ISSN: 0300-4430, 1476-8275
Article
Interpersonal Relations in Four-year Dyads from Constructivist and Montessori Programs
Available from: ScienceDirect
Publication: Journal of Applied Developmental Psychology, vol. 8, no. 4
Date: 1987
Pages: 481-501
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Abstract/Notes: Forty 4-year-old children from Constructivist and Montessori preschool programs were compared on social-cognitive competence. The Experimenter (E) taught children in pairs to play a board game in Session 1, and in Session 2 asked them to play the game by themselves. Analysis of video and transcripts of 2208 behavioral units using Selman's coding of interpersonal negotiation strategies showed that Montessori pairs used a significantly higher proportion of strategies at Level 1, and Constructivist pairs used a significantly higher proportion of strategies at Level 2. Less conflict was found in Constructivist pairs, and they resolved their conflicts significantly more frequently. Within conflict segments, Montessori children had a significantly higher proportion of Level 0 strategies, and Constructivist pairs had a significantly higher proportion of Level 2 strategies. Both groups followed some basic rules equally well, but Constructivist pairs followed other rules more consistently. Although no difference was found in general ability to count dots on the die, Constructivist children on the whole counted spaces on the board more accurately. It was concluded that children from the Constructivist program were more advanced in social-cognitive competence than children from the Montessori program.
Language: English
DOI: 10.1016/0193-3973(87)90035-9
ISSN: 0193-3973
Book Section
Interpersonal Relations in Four-Year-Old Dyads from Constructivist and Montessori Programs
Book Title: Optimizing Early Child Care and Education
Pages: 11-27
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Language: English
Published: London: Gordon and Breach, 1990
ISBN: 2-88124-769-5
Volume: 13
Article
Parents' Q and A: Relationships with Grandparents
Publication: Infants and Toddlers, vol. 12, no. 2
Date: 2008
Pages: 10–11
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Language: English
Report
Looping: Supporting Student Learning through Long-Term Relationships
Available from: ERIC
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Abstract/Notes: Looping refers to the increasingly common practice of keeping groups of students together for two or more years with the same teacher. This booklet, first in a series of "Themes in Education" provides information on the educational practice of looping and includes selected current references on the topic. The booklet outlines the history of this practice, delineates its operating principles, differentiates looping from multi-age placement, and describes the academic and social benefits of the practice. Using a question and answer format, the booklet also answers questions commonly asked by parents, students, teachers, and administrators about looping. The booklet concludes with a description of the responsibilities and mission of the Northeast and Islands Regional Educational Laboratory at Brown University. Contains 32 references. (KB)
Language: English
Published: Providence, Rhode Island, 1997
Article
Teacher-Child-Parent-Relationships
Publication: The National Montessori Reporter, vol. 5, no. 5
Date: Dec 1981
Pages: 13
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Language: English