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Doctoral Dissertation

A institucionalização do método Montessori no campo educacional brasileiro (1914-1952) [The institutionalization of the Montessori method in the Brazilian educational field (1914-1952)]

Available from: Federal University of Santa Catarina - Institutional Repository

Americas, Brazil, Latin America and the Caribbean, Montessori method of education - History, South America

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Abstract/Notes: Montessori constituiu, em 1907, em Roma, uma escola pública para crianças em situação de risco, a Casa dei Bambini, embasada numa educação integral alicerçada na liberdade, na atividade e na individualidade. Durante aproximadamente quatro décadas, Montessori realizou pesquisas sobre o desenvolvimento infantil, cujos resultados foram difundidos transnacionalmente, configurando práticas e pensamento educacional inovadores fundamentados na relação entre o professor, o aluno e um ambiente de aprendizagem promotor da paz, da autoeducação, da autonomia, do respeito ao outro e do espírito científico e crítico. Com isso, também empreendeu uma didática para professores e a venda em série dos materiais que idealizou. O objeto desta narrativa historiográfica respaldada em Certeau (2014), Chartier (2010) e Magalhães (2004) foi a institucionalização do Método Montessori no Brasil, no âmbito cronológico das cinco primeiras décadas do século passado. Objetivou: reconhecer as formulações teóricas que permitiram identificar a origem do Método Montessori e cotejá-las com os projetos brasileiros desenvolvidos entre 1914-1952 apontando permanências e contribuições à educação brasileira; historicizar o processo de institucionalização da Pedagogia montessoriana no Brasil; problematizar a sua forma de apropriação na Educação Infantil e Ensino Primário, identificando por que o método é relacionado principalmente ao uso de materiais didáticos específicos e de mobiliário adequado ao tamanho das crianças. Foi constatado que a primeira escola montessoriana no Brasil, proveniente da vertente educacional estadunidense, atendeu ao público infantil, em São Paulo, no ano de 1915, num investimento particular de Ciridião Buarque e Mary Buarque. Esta pedagogia se irradiou por intermédio das apropriações realizadas pelos docentes da Escola Normal da Praça, em São Paulo, estado que possuía, desde 1924, legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada dos princípios pedagógicos. No Paraná, a educação montessoriana foi institucionalizada na legislação educacional da Pré-escola em 1915 e investimentos foram realizados em 1924, quando Lysímaco Costa adquiriu os ?enxovais montessorianos? para quatro Jardins de Infância. Em Curitiba, em 1927, durante a Primeira Conferência Nacional da Associação Brasileira de Educação (ABE) foram apresentadas teses com base montessoriana. Ainda no Paraná, no final da década de 1940, a utilização do método ocorreu no ensino público no Programa da Pré-escola e do Ensino Primário e em 1952 foi inaugurada a Escola Experimental Montessoriana Rural para crianças do Ensino Primário, por iniciativa de Eny Caldeira. Ela e Piper de Lacerda Borges, presidente da Associação Montessori do Brasil, fizeram curso com Montessori, na Itália, em 1951. Já na Bahia, em 1927, efetivaram-se cursos de férias para formação de professores durante os quais foram disseminadas pelos docentes da Escola Normal de Salvador concepções montessorianas e a ressignificação dos materiais, tanto para a Pré-escola como para o Ensino Primário. O teor destes cursos foi divulgado por revistas pedagógicas. No mesmo local, em 1924, Alípio Franca traduziu o Livro Pedagogia Científica. No Rio de Janeiro, materiais e frações do método montessoriano se disseminaram para a Educação Infantil por meio da legislação educacional, em 1921 e em 1929. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos realizados por Mary Buarque, em São Paulo, a partir de 1936; no vínculo do método com a assistência social e teosófica, na década de 1950, disseminado por Piper de Lacerda Borges; no reuso dado ao método pelo lusitano Agostinho da Silva, também nos anos 1950, na criação de algumas universidades. Conclui-se que, entre 1914 e 1952, o processo de institucionalização do método Montessori no Brasil foi capitaneado por diversos sujeitos, em diferentes lugares do país, com apropriações e representações. [Abstract : Montessori established, in 1907, in Rome, a public school to children at risk, The Casa dei Bambini, which since then preserve the Montessori method characteristics, advocating the integral education based on freedom, action and on the individuality. For approximately four decades, Montessori researched about Children development, whose results were spread abroad, defining practices and innovative educational thoughts grounded on the relationship between teacher, the student and the learning environment advancing peace, self-education, self-correction with autonomy in sight, mutual respect, critic and the scientific spirit. The Objective of this study is the Montessori method establishment in Brazil, on the chronologic aspect along the first five decades from the last century. It?s a biographical research and documentary with a historical focus. The analysis is grounded in Certeau (2014), Chartier(2010) e Magalhães(2004). Objective: Recognize the formulation of the Montessori method in projects of its establishment in Brazil between 1914-1952; To Problematize political conditions, social, economical and cultural to set up the Montessori method in Brazil and its Educational applicability, questioning the reductionist mode relating to its use as specific materials and its adequate child-sized furniture. It has been verified that The First Montessori-based in Brazil served the children?s audience, in São Paulo, in the year of 1915, coming from the American strand, in a private enterprise of Ciridião Buarque e Mary Buarque. Such pedagogy irradiated by the mediation of these appropriation and representations made by teachers of the Escola Normal da Praça. São Paulo possessed, since 1924, laws that indicated the use of Montessori and Froebel?s course-ware, mas in a inarticulate way to the pedagogical principles. In Paraná, the Montessori-based education was established in the child education legislation in 1915 and investments were performed in 1924, when Lysímaco Costa acquired the ?montesorri layettes? to 4 Kindergarden. In Curitiba, in 1927, at the First National Conference of The Brazilian Association of Education (ABE), were presented thesis with Montessori bases. Still in Paraná, at the end of 40s, the method utilization occurred in the public education in the Preschool Program and Primary School and in 1952 was opened in Curitiba The Rural Montessori Experimental School to primary school, by the enterprise of Eny Caldeira.Piper Borges de Lacerda and Eny Caldeira speeches, whom realized in 1950 a course with Montessori in Perugia.In 1927, in Bahia, were realized vacation courses to teachers complementary training which were disseminated by the teacher of the Normal School of Salvador the Montessori concepts and the course-ware new meanings to the child education such as primary education. The matters discussed in these courses were spread by pedagogical magazines. In 1924, Alípio Franca translated The Method of Scientific Pedagogy applied to the Child Education at the Boys? House. In Rio de Janeiro, course-wares and parts of Montessori method were spread to Children education by education law, in 1921 and in 1929. Evidences of the Montessori use in perspective non-restricted to materials were found in children radio shows performed by Mary Buarque, in São Paulo, from 1936, whereupon self-education, the independence, the knowledge of child development phases, the singers freedom movement and the minimal intervention of the adult tutor made part of the proposal. In a mystic perspective, there was a link with the method and the social and theosophic assistance, in the 50 decade, disseminating in Rio de Janeiro and Paraná, by Piper Lacerda Borges and his husband. In the reuse given to the Agostinho da Silva method, also in the 1950, were present in the some universities creations, such as the Federal University of Santa Catarina as well from Paraíba and The University of Brasilia. Concluded that between 1914 and 1952, the establishment process of the Montessori method in Brazil was lead by several different individuals, from different parts of the country, with appropriations and personal representations.]

Language: Portuguese

Published: Florianópolis, Brazil, 2017

Book

The Montessori Method: The Origins of an Educational Innovation, Including an Abridged and Annotated Edition of Maria Montessori's 'The Montessori Method'

Available from: Internet Archive

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History

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Abstract/Notes: An essential resource for all students and scholars of early childhood education, this book offers a rich array of material about Maria Montessori and the Montessori Method. Distinguished education scholar Gerald Gutek begins with an in-depth biography of Montessori, exploring how a determined young woman overcame the obstacles that blocked her educational and career opportunities in Italy during the late Victorian age. The author then analyzes the sources and influences that shaped the Montessori philosophy of education. After laying the foundation for Montessori's development, Gutek presents an annotated and abridged edition of The Montessori Method (1912), the seminal work that introduced her educational innovations to a U.S. audience. The book concludes with key historical documents, including disciple Anne E. George's notes on the Montessori lectures and William H. Kilpatrick's critique of the Montessori method. Preserving the historical context of Montessori's contribution, Gutek also shows the continuing relevance of her thought to educational reform in the twenty-first century.

Language: English

Published: Lanham, Maryland: Rowman and Littlefield Publishers, 2004

ISBN: 978-0-7425-1911-4 978-0-7425-1912-1

Article

Türkiye’de Montessori Yöntemi ile İlgili Yapılan Çalışmaların İncelenmesi / Investigation of Studies on Montessori Method in Turkey

Available from: DergiPark Akademik

Publication: Yaşam Becerileri Psikoloji Dergisi / Life Skills Journal of Psychology, vol. 5, no. 10

Pages: 101-118

Asia, Literature reviews, Middle East, Turkey, Western Asia

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Abstract/Notes: Montessori Yöntemi, bir eğitim sistemidir ve Maria Montessori tarafından oluşturulmuştur. Maria Montessori İtalyan bir pedagog ve ülkesinin ilk kadın doktorudur. Montessori sistemi çocuğu merkeze alır ve çocuğa görelik ilkesiyle hareket ederek, çocuğa uygun oluşturulmuş bir çevreye dayanır. Çocuğun ilgi alanları ve yetenekleri dikkate alınarak, bireysel öğrenme hızının olduğunu kabul eder ve bunu temel alan esnek bir eğitim süreci oluşturur. Montessori yöntemi bir sentezdir; çocukların içlerindeki potansiyeli fark edip keşfetmelerini ve karakterlerini oluşturmalarını amaçlar. Ayrıca çocuğun içindeki potansiyele ulaşması için düzenlenmiş bir alana ve özgürlüğe ihtiyacı olduğunu savunur. Ülkemizde Montessori konusu ile ilgili bilimsel çalışmalara önem verildiği ve çalışmalarının son yıllarda arttığı gözlemlenmektedir. Bu araştırmada, ülkemizde Montessori metodu ve uygulamaları ile ilgili, 2010-2021 yılları arasında yazılan tez ve makaleler, belirlenen ölçütlere göre incelenerek, hem bu metodun güvenilirlik ve geçerliliğini görmek hem de yapılacak yeni araştırmalara fikir vermek amaçlanmıştır. Bu çalışma nitel bir araştırma olup, amaçsal öğrenme stratejilerinden ölçüt öğrenme yöntemi ve doküman tarama (analizi) tekniği kullanılmıştır. Google Akademi, Dergipark ve Ulusal Tez Merkezi veri ortamlarından “montessori” kelimeleri ile kaynaklar taranmış ve 48 tez çalışması, 36 makale çalışması olmak üzere toplam da 84 çalışmaya ulaşılmıştır. Araştırmadan elde edilen bulgulara bakıldığında; ülkemizde Montessori metoduna yönelik çalışmalarının yoğunluğunun son 5 yıla ait olduğu saptanmıştır. Araştırmaların büyük bir bölümünün okul öncesi kademesinde yapıldığı söylenebilir. Yapılan çalışmaların tamamına yakınının sonuç bölümlerinde, Montessori yöntemi ile eğitim alan çocukların lehine değişim gözlendiği belirtilmiştir. / The Montessori Method is an education system and was created by Maria Montessori. Maria Montessori is an Italian pedagogue and the first female doctor in her country. The Montessori system puts the child in the center and, acting on the principle of relative to the child, is based on an environment created suitable for the child. Considering the interests and abilities of the child, it accepts the individual learning speed and creates a flexible education process based on this. The Montessori method is a synthesis; It aims for children to realize and discover the potential within them and to create their characters. He also argues that the child needs a regulated space and freedom to reach their potential. It is observed that scientific studies on the subject of Montessori are given importance in our country and their studies have increased in recent years. In this study, it is aimed to see the reliability and validity of this method and to give an idea for new researches by examining the theses and articles written between 2010-2021 about the Montessori method and its applications in our country, according to the determined criteria. This study is a qualitative research and criterion learning method and document scanning (analysis) technique, which are purposeful learning strategies, were used. Sources were scanned with the words "montessori" from Google Academy, Dergipark and National Thesis Center data environments, and a total of 84 studies, including 48 thesis studies and 36 article studies, were reached. Considering the findings obtained from the research; It has been determined that the intensity of the studies on the Montessori method in our country belongs to the last 5 years. It can be said that most of the studies were conducted at the preschool level. In the conclusion sections of almost all of the studies, it was stated that a change was observed in favor of the children who received education with the Montessori method.

Language: Turkish

DOI: 10.31461/ybpd.1026936

ISSN: 2587-1536

Honors Thesis

The Great Italian Educator: The Montessori Method and American Nativism in the 1910s

Available from: University of Kansas

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Abstract/Notes: The purpose of this project is to investigate to what extent Protestant nativism impeded the spread of the Montessori Method in the United States. The Montessori Method has experienced waves of popularity in America ever since it was first introduced in 1910. During the first wave of popularity, from 1910-1917, Dr. Maria Montessori, the founder, faced backlash from educators and educational philosophers for her scientific reasoning and her pedagogical and social philosophies. Some Montessori historians believe that these factors were critical in halting the spread of the Montessori Method in America in 1917. An additional theory is that Montessori’s personal identity, as an Italian Catholic woman, impeded the reception of her ideas in America. Considering that the time period was characterized by anti-Catholic rhetoric from political organizations as well as newspapers and journals, the theory makes sense. Research for this project was conducted by examining newspaper publications that covered the Montessori Method, rebuttals of the method published by American educators, and the books and articles written by Montessori advocates. Other primary sources include Catholic publications and Dr. Montessori’s own books and writings. Secondary sources, such as autobiographies of Maria Montessori’s life and examinations of nativist activity at the beginning of the 20th Century, help paint a picture of the state of America when Dr. Montessori visited in 1913. Overall, these sources indicate that anti-Catholic sentiments played a minor role, if any, in hampering the spread of the Montessori Method. Maria Montessori’s publicist, Samuel S. McClure, crafted a particular public image for Montessori, compatible with themes of social reform, Progressive educational reform, and feminism, which would appeal to most Americans. The creation of this public image is significant as it was a manifestation of the cultural upheaval experienced during the early 20th century and had lasting implications for Progressive education and the future of the Montessori Method in America. Supporters for the method emphasized the scientific foundation of the method, Dr. Montessori’s ideas for social reform through education, and the compatibility of the method with American ideals of individual freedom and responsibility. In the end, other factors such as leading educators’ disapproval of different aspects of the method, World War I, and Dr. Montessori’s personality led to the decline of the Montessori Method in America at that time.

Language: English

Published: Lawrence, Kansas, Apr 2019

Thesis

La aplicación del método Montessori para el desarrollo integral en el aula de 3 años, de la Institución Montessori School - Arequipa, 2021 [The Application of the Montessori Method for Integral Development in the Classroom of 3 years, of the Montessori School Institution - Arequipa, 2021]

Available from: Universidad César Vallejo - Institutional Repository

Americas, Child development, Classroom environment, Latin America and the Caribbean, Montessori method of education, Montessori schools, Peru, Prepared environment, South America

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Abstract/Notes: El presente trabajo de suficiencia profesional tiene como título: “La Aplicación del Método Montessori para el Desarrollo Integral en el Aula de 3 años, de la Institución Montessori School - Arequipa, 2021”. Además, el objetivo general es: Explicar la importancia de la aplicación del Método Montessori para el desarrollo integral de los niños de 3 años, de la Institución Educativa Montessori School – Arequipa, 2021. Está dividido en 4 capítulos; en el capítulo I se aborda la realidad educativa; en el capítulo II se plantean los antecedentes y bases teóricas; el capítulo III está referido al árbol de problemas y actividades y finalmente en el capítulo IV, se encuentran las conclusiones y recomendaciones. De acuerdo con las revisiones teóricas, el Método Montessori, es una educación que permite que los niños de la primera infancia se desarrollen de manera integral, teniendo en cuenta que esta filosofía se basa en el desarrollo natural de las personas, creando un ambiente propicio (ambiente preparado) que satisfaga los períodos sensibles, las tendencias humanas y aprovechando el primer plano de desarrollo que está caracterizado por la mente absorbente. Además, dándole vital importancia a la preparación emocional, física y psicológica del maestro. [The present work of professional sufficiency has as title: "The Application of the Montessori Method for Integral Development in the Classroom of 3 years, of the Montessori School Institution - Arequipa, 2021". In addition, the general objective is: Explain the importance of the application of the Montessori Method for the integral development of 3-year-old children, of the Montessori School Educational Institution - Arequipa, 2021. It is divided into 4 chapters; Chapter I addresses the educational reality; in chapter II the antecedents and theoretical bases are raised; Chapter III refers to the tree of problems and activities and finally Chapter IV contains the conclusions and recommendations. According to theoretical reviews, the Montessori Method is an education that allows early childhood children to develop in an integral way, taking into account that this philosophy is based on the natural development of people, creating a conducive environment ( prepared environment) that satisfies sensitive periods, human tendencies and taking advantage of the first plane of development that is characterized by the absorbing mind. In addition, giving vital importance to the emotional, physical and psychological preparation of the teacher.]

Language: Spanish

Published: Lima, Peru, 2021

Article

Pengaruh Metode Montessori dalam Meningkatkan Pemahaman Konsep Matematika Anak Usia Dini di Banjarmasin [The Effect of the Montessori Method in Improving Understanding of Early Childhood Mathematics Concepts in Banjarmasin (Indonesia)]

Available from: Al-Athfal: Jurnal Pendidikan Anak

Publication: Al-Athfal: Jurnal Pendidikan Anak [Journal of Child Education], vol. 6, no. 1

Pages: 15-26

Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Southeast Asia

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Abstract/Notes: Penelitian ini bertujuan untuk mengetahui pengaruh metode Montessori dalam meningkatkan pemahaman konsep matematika bagi anak usia dini khususnya usia 4-6 tahun di kota Banjarmasin. Penelitian ini menggunakan metode quasi eksperimen. Pengenalan matematika di kelas eksperimen menggunakan metode Montessori,sedangkan di kelas kontrol menggunakan metode konvensional. Hasil uji hipotesis menunjukkan implementasi metode Montessori berpengaruh signifikan dalam meningkatkan hasil belajar anak pada materi data dan grafik di kelas eksperimen. Nilai rata-rata N-Gain di kelas eksperimen adalah 95.61. Nilai rata-rata N-Gain kelas kontrol adalah 34.56. Metode Montessori 61.05% lebih efektif dalam meningkatkan hasil belajar anak pada materi data dan grafik daripada metode konvensional. Begitu pula hasil uji hipotesis pada materi pola ABCDE-ABCDE, implementasi metode Montessori berpengaruh signifikan untuk meningkatkan hasil belajar anak kelas eksperimen. Rata-rata N-Gain kelas eksperimen adalah 87.50. Nilai rata-rata N-Gain kelas kontrol adalah 31.24. Metode Montessori 56.26% lebih efektif dalam meningkatkan hasil belajar anak pada materi pola dari pada metode konvensional. [This study aims to determine the effect of the Montessori method in improving understanding of mathematical concepts for early childhood especially ages 4-6 years in the city of Banjarmasin. This study uses a quasi-experimental method. Introduction to mathematics in the experimental class uses the Montessori method, while the control class uses conventional methods. Hypothesis test results show that the implementation of the Montessori method has significant effects in improving children's learning outcomes in data and graphic material in the experimental class. The average value of N-Gain in the experimental class was 95.61. The average value of the N-Gain control class is 34.56. The Montessori method is 61.05% more effective in improving children's learning outcomes in material data and graphics than the conventional method. Similar to the results of hypothesis testing on the ABCDE-ABCDE pattern material, the implementation of the Montessori method has a significant effect on improving the learning outcomes of children in the experimental class. The average N-Gain of the experimental class is 87.50. The average value of the control class N-Gain is 31.24. The Montessori Method 56.26% is more effective in improving children's learning outcomes on material patterns than conventional methods.]

Language: Indonesian

DOI: 10.14421/al-athfal.2020.61-02

ISSN: 2477-4189, 2477-4715

Article

Analisis Metode Montessori Dalam Meningkatkan Kemampuan Membaca Permulaan Siswa SD/MI Kelas Rendah [Analysis of the Montessori Method in Improving the Beginning Reading Ability of Low Grade SD/MI Students]

Available from: Al-Aulad: Journal of Islamic Primary Education

Publication: Al-Aulad: Journal of Islamic Primary Education, vol. 3, no. 2

Pages: 69-77

Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Southeast Asia

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Abstract/Notes: Metode Montessori merupakan metode yang dirumuskan berdasarkan teori montessori yang dapat digunakan dalam ranah pendidikan anak  dan disusun berdasarkan teori tentang perkembangan anak.  Karakteristik yang  paling terlihat dari metode ini yaitu menekankan pada aktivitas yang dimunculkan oleh diri anak dengan menekankan pada proses adaptasi lingkungan belajar anak yang dibentuk sesuai dengan tahap perkembangannya menggunakan peran dari aktivitas fisik dalam menyerap konsep pembelajaran untuk memiliki kemampuan yang praktis. Tulisan ini bertujuan untuk mendeskripsikan bagaimanakah metode Montessori dalam meningkatakan kemampuan membaca permulaan. Penelitian ini merupakan studi kepustakaan (library research), pembahasan dianalisis dengan menggunakan metode analisa isi (analysis content). Sumber yang digunakan dalam tulisan ini merupakan tulisan-tuliasan Maria yang telah diterjemahkan kedalam bahasa Indonesia. Hasil Penelitian trekait penerapan metode montessori menggunakan aktivitas rangsangan sesuai dengan prinsip maria montessori ternyata dalam pembelajaran dapat meningkatkan kemampuan membaca siswa dan dapat mengatasi keterbatasan siswa dalam pengenalan huruf-huruf. Maka dengan menggunakan metode Montessori untuk belajar membaca diupayakan dapat membantu peserta didik dalam mengembangkan kemampuan kognitif, psikomotor, dan afektif yang terdapat pada diri peserta didik, dengan membuat anak dapat belajar sesuai dengan tingkat perkembangannya. [The Montessori method is a method formulated based on the montessori theory which can be used in the realm of children's education and is compiled based on the theory of child development. The most visible characteristic of this method is that it emphasizes the activities brought up by the child by emphasizing the adaptation process of the child's learning environment which is formed according to their development stage using the role of physical activity in absorbing the concept of learning to have practical abilities. This paper aims to describe how the Montessori method is to improve pre-reading skills. This research is a library research, the discussion is analyzed using the content analysis method (content analysis). The source used in this paper is Maria's writings which have been translated into Indonesian. The results of this research concerning the application of the montessori method using stimulation activities in accordance with the principle of maria montessori, it turns out that learning can improve students 'reading skills and can overcome students' limitations in recognizing letters. So by using the Montessori method to learn to read, it is endeavored to help students develop cognitive, psychomotor, and affective abilities that are found in students, by enabling children to learn according to their level of development.]

Language: Indonesian

DOI: 10.15575/al-aulad.v3i2.7917

ISSN: 2620-5238

Article

Izkušnje zaposlenih z uporabo metode montessori pri delu s starejšimi in osebami z demenco v domu starejših občanov: študija primera [Experiences of employees using the Montessori method in working with the elderly and people with dementia in a home for the elderly: a case study]

Available from: ZZBNS (Slovenia)

Publication: Obzornik zdravstvene nege [Nursing Review], vol. 55, no. 2

Pages: 102-112

Alzheimer's disease, Dementia, Gerontology, Montessori therapy, Montessori-based interventions (MBI)

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Abstract/Notes: Uvod: Pristop, usmerjen k uporabniku, prispeva h kakovosti življenja starejših in oseb z demenco v domu starejših občanov ter k dobremu počutju zaposlenih na delovnem mestu. Namen raziskave je bil ugotoviti izkušnje zaposlenih v domu starejših občanov z uporabo metode montessori pri delu s starejšimi in osebami z demenco. Metode: Narejena je bila študija primera v domu starejših občanov, kjer uporabljajo metodo montessori. Delno strukturirani intervjuji so bili izvedeni z enajstimi zaposlenimi v enem izmed domov za starejše občane v Sloveniji. Za analizo podatkov je bila uporabljena metoda analize vsebine. Rezultati: Identificirane so bile štiri kategorije: (1) vsebinski in organizacijski vidiki metode montessori pri obravnavi starejših in oseb z demenco; (2) sodelovanje med zaposlenimi, stanovalci in svojci; (3) osebni razvoj zaposlenih; (4) pomen izobraževanja za zaposlene. Raziskava pri izkušnjah zaposlenih v obravnavi starejših in oseb z demenco pokaže preplet vseh kategorij.kategorij. Diskusija in zaključek: Ugotovitve prispevajo novo znanje na področju uporabe metode montessori v domovih za starejše občane. Izkušnje zaposlenih so pokazale, da uporaba metode montessori pripomore k boljšemu razumevanju pomena sodelovanja, izobraževanja ter s tem povezanega osebnega razvoja zaposlenih. V praksi je priporočeno sistematično uvajati metodo montessori za starejše in osebe z demenco s poudarkom na izobraževanju, ki je nujna podlaga za praktično delo. Predlagamo nadaljnje raziskovanje izkušenj zaposlenih ter iskanje možnosti za uvajanje metode tudi v druge domove starejših občanov. [Introduction: The user-centered approach contributes to the quality of life of the elderly and people with dementia in the home for the elderly and to the well-being of employees at work. The purpose of the research was to determine the experience of employees in a home for the elderly using the Montessori method in working with the elderly and people with dementia. Methods: A case study was done in a nursing home where the Montessori method is used. Partially structured interviews were conducted with eleven employees in one of the homes for the elderly in Slovenia. A content analysis method was used for data analysis. Results: Four categories were identified: (1) substantive and organizational aspects of the Montessori method in the treatment of the elderly and people with dementia; (2) cooperation between employees, residents and relatives; (3) personal development of employees; (4) the importance of education for employees. Research on the experience of employees in the treatment of the elderly and people with dementia shows the intertwining of all categories.categories. Discussion and conclusion: The findings contribute new knowledge in the application of the Montessori method in homes for the elderly. Employee experience has shown that the use of the Montessori method helps to better understand the importance of cooperation, education and related personal development of employees. In practice, it is recommended to systematically introduce the Montessori method for the elderly and people with dementia with an emphasis on education, which is a necessary basis for practical work. We suggest further research into the experience of employees and the search for opportunities to introduce the method in other homes for the elderly.]

Language: Slovenian

DOI: 10.14528/snr.2021.55.2.3024

ISSN: 2350-4595

Article

Maria Montessori: The Montessori Method (Introduction by Martin Mayer); Spontaneous Activity in Education (The Advanced Montessori Method, Vol. 1); The Montessori Elementary Material (The Advanced Montessori Method, Vol. 2)

Available from: Springer Link

Publication: International Review of Education, vol. 11, no. 2

Pages: 240-242

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Language: English

DOI: 10.1007/BF01419908

ISSN: 1573-0638, 0020-8566

Undergraduate Thesis

Implementasi metode montessori dalam pembelajaran Matematika anak usia 3-4 tahun di PG-TK Ar-Raudhah Pepelegi [Implementation of the Montessori method in learning Mathematics for children aged 3-4 years at PG-TK Ar-Raudhah Pepelegi]

Available from: Universitas Islam Negeri Sunan Ampel Surabaya Digital Library

Asia, Australasia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Southeast Asia

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Abstract/Notes: Penelitian ini dilatar belakangi oleh kemampuan matematika anak usia 3-4 tahun di PG-TK Ar-Raudhah Pepelegi, dengan kemampuan matematika yang dimiliki anak lain, secara umum anak masih bergantung pada orang tua atau guru dalam memahami pembelajaran yang diberikan guru. Jika dilihat pada anak usia 3-4 tahun yang ada di PG-TK Ar-Raudhah Pepelegi, mereka sudah memperlihatkan kemampuan yang dimilikinya mulai dari mengenal bilangan melalui jumlah benda sampai dengan anak mampu menyelesaikan tugas yang diberikan guru. Pada dasarnya dengan memberikan kesempatan kepada anak untuk mencari pengalaman secara langsung dapat menambah kemampuan matematika pada diri anak. Maka metode pembelajaran seperti apakah yang dilakukan di PG-TK Ar-Raudhah sehingga kemampuan matematika anak usia 3-4 tahun dapat berkembang dengan baik. Rumusan masalah penelitian ini adalah (1) Bagaimana kemampuan matematika anak usia 3-4 tahun PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo, (2) Bagaimana Implementasi metode Montessori dalam kemampuan matematika anak usia 3-4 tahun di PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo. Penelitian ini menggunakan pendekatan kualitatif dan pengambilan data dilakukan dengan menggunakan metode observasi, wawancara, dan dokumentasi. Analisa yang digunakan yakni model Miles dan Huberman dimana dalam proses analisanya dimulai dari mereduksi data, kemudian menyajikan dan verifikasi. Teknik keabsahan data yang digunakan yakni metode triangulasi. Hasil penelitian menunjukkan bahwa implementasi metode Montessori dalam pembelajaran matematika khususnya di PG-TK Ar-Raudhah Pepelegi berkembang cukup bagus karena anak mulai mampu mengenal bilangan sampai dengan memahami konsep dan mampu menyelesaikan tugas yang diberikan guru dengan sedikit atau tanpa bantuan sama sekali, hal ini menunjukkan bahwa startegi guru dalam menerapkan metode montessori dalam meningkatkan kemampuan matematika yang dimiliki anak sudah mulai berkembang dengan baik. Begitu juga dengan implementasi yang telah dilaksanakan di lembaga PG-TK Ar-Raudhah Pepelegi sudah sesuai dengan tahapan yang ada pada metode Montessori mulai dari tahapan menunjukkan bilangan, tahapan mengenalkan dengan media pembelajaran kongkret sampai dengan tahapan mengingat kembali pembelajaran matematika yang sudah diberikan guru sebelumnya, sehingga anak dapat meningkatkan kemampuan matematika yang dimilikinya dengan baik. [This research is motivated by the mathematical ability of children aged 3-4 years in PG-TK Ar-Raudhah Pepelegi, with the mathematical abilities of other children, in general children still depend on their parents or teachers in understanding the learning given by the teacher. If you look at children aged 3-4 years in PG-TK Ar-Raudhah Pepelegi, they have shown their abilities ranging from recognizing numbers through the number of objects until the child is able to complete the tasks given by the teacher. Basically, by providing opportunities for children to seek direct experience, they can increase their mathematical abilities. So what kind of learning method is used in PG-TK Ar-Raudhah so that the mathematical abilities of children aged 3-4 years can develop well. The formulation of the research problem is (1) How is the mathematical ability of children aged 3-4 years at PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo, (2) How is the implementation of the Montessori method in the mathematical abilities of children aged 3-4 years at PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo. This study used a qualitative approach and data collection was carried out using the methods of observation, interviews, and documentation. The analysis used is the Miles and Huberman model where the analysis process starts from reducing data, then presenting and verifying. The data validity technique used is the triangulation method. The results showed that the implementation of the Montessori method in learning mathematics, especially in PG-TK Ar-Raudhah Pepelegi developed quite well because children began to be able to recognize numbers to understand concepts and were able to complete tasks given by the teacher with little or no help, this shows that the teacher's strategy in applying the Montessori method in improving children's mathematical abilities has begun to develop well. Likewise, the implementation that has been carried out at the PG-TK Ar-Raudhah Pepelegi institution is in accordance with the stages in the Montessori method starting from the stage of showing numbers, the stage of introducing concrete learning media to the stage of recalling mathematics learning that has been given by the previous teacher, so that children can improve their mathematical abilities well.]

Language: English

Published: Surubaya, Indonesia, 2020

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