Abstract/Notes: Pendidikan yang berpusat pada cinta sangat dibutuhkan anak karena banyak anak yang mengalami krisis cinta akibat mengalami kekerasan dari orang-orang di sekitarnya. Kurangnya cinta dalam pendidikan anak telah mengakibatkan kurangnya rasa percaya diri, mudah putus asa, tidak memiliki daya juang, menjadi antisosial, dan sebagainya. Karena itu, pendidikan agama Kristen berperan besar dalam menanamkan pemahaman tentang cinta kristiani, membentuk karakter anak yang penuh cinta, serta mempraktikkan cinta dalam kehidupan. Karena itu, tujuan penelitian ini adalah menghasilkan pemikiran tentang penerapan teologi cinta Kristus dan pedagogi cinta Pestalozzi dalam pendidikan agama Kristen anak. Metode penelitian menggunakan metode kualitatif dengan pendekatan studi literatur. Hasil penelitian ini adalah pendidikan agama Kristen anak berpusat pada cinta yang diterapkan berdasarkan teologi cinta Kristus dan pedagogi cinta Pestalozzi. Pendidik merupakan pribadi yang penuh cinta, tujuan dan materi pembelajaran memuat capaian dan bahasan tentang cinta kepada Allah, sesama, dan diri sendiri, metode pembelajaran bertujuan untuk mempromosikan cinta; dan evaluasi pembelajaran berfokus pada perkembangan sikap empati pada anak.   Kata kunci : Teologi Cinta, Pedagogi Cinta, Pendidikan Agama Kristen, Anak   Abstract Love centered education is needed by children because many children experience crisis of love due to violence from the people around them. Lack of love in children education will result in lack of self-confidence, easily discouraged, not having power to fight, being antisocial, and so on. Therefore, Christian religious education plays major role in instilling understanding of Christian love, forming the character of children who are full of love, and practicing love in their life. Therefore, the purpose of this research is to give ideas about the application of the theology of Christ's love and the pedagogy of love from Pestalozzi in the Christian religious education of children. The research method uses qualitative methods with literature study approach. The result of this research is that Christian religious education for children is centered on love which is applied based on the theology of Christ's love and the pedagogy of love from Pestalozzi. The educator is a person who is full of love, the goals and learning materials contain the topics about love to God, others, and oneself, the learning method aims to promote love; and evaluation of learning focuses on the development of love character in children.

Language: Indonesian

DOI: 10.51667/mjpkaud.v3i1.877

ISSN: 2798-6195

Language: English, German

Published: New York: Prestel, 2002

ISBN: 978-3-7913-2650-4 3-7913-2650-3

Abstract/Notes: Neste artigo, discutimos os fundamentos para o ensino da Matemática na Pedagogia Tradicional e na Pedagogia Nova, marcadamente, a partir das teorias de fronteira de Comenius, Pestalozzi e Montessori. Esta pesquisa é de cunho documental e bibliográfico. Ao final da análise, concluímos que: há uma circulação de ideias entre o pensamento educacional de Comenius, Pestalozzi e Maria Montessori no que diz respeito ao uso de materiais didáticos e que nos métodos por estes pensadores a Matemática está associada às atividades práticas e gradativas. [In this article, we discuss the fundamentals for the teaching of Mathematics in Traditional Pedagogy and New Pedagogy, markedly, based on theories of Comenius, Pestalozzi and Montessori. This research is documental and bibliographic. At the end of the analysis, we conclude that: there is a circulation of ideas between the educational thoughts of Comenius, Pestalozzi and Maria Montessori regarding the use of didactic materials and that in the methods proposed by these thinkers Mathematics is associated with practical and gradual activities.]

Language: English, Portuguese

DOI: 10.1590/0104-4060.64213

ISSN: 0104-4060, 1984-0411

Language: English

Presented: Johannesburg, South Africa: , 1980

Abstract/Notes: In order to explore the way in which pedagogical practices are identified as being inclusive and might appear as they are used by teachers in Montessori settings, this instrumental case study is focused on finding nine inclusive pedagogical practices. The identified practices were clustered according to the themes of promoting collaboration, access to the curriculum and the recognition and acceptance of learners. Using direct observation in classrooms and individual teacher interviews as data collection methods, four teachers in Montessori primary classrooms were the main participants in this study. A combination of deductive and inductive methods was used to analyse the data. This study is set within a theoretical framework that includes Florian and Black-Hawkins’ rights-based interpretation of inclusive education in the management of a variety of learning needs among learners. The study also examines the relationship between the Montessori Method and inclusive pedagogical practices found in order to understand the extent to which the Montessori Method had an influence on the practices. The findings of this study indicate that elements such as the classroom setup, multi-age groupings and a strong focus on the individual learner had some influence on the inclusivity of the pedagogical practices observed.

Language: English

Published: Johannesburg, South Africa, 2015

Abstract/Notes: Excerpt from: L'Idea Montessori, 2 (nov. 1928), n. 3, p. 1-2

Language: Italian

ISSN: 0042-7241

Language: German

Published: Bonn, Germany: Bouvier, 1959

Language: German

Published: Bonn, Germany: [s.n.], 1957

Language: German

Published: Vienna, Austria: J und V, [1994]

Language: Italian