Language: English

DOI: 10.1007/BF01419908

ISSN: 1573-0638, 0020-8566

Language: French

Language: English

ISSN: 0042-8639

Abstract/Notes: Montessori education is gaining popularity day by day and it has become one of the most interesting subjects in the field of education all over the world. So what is Montessori education? What does this educational philosophy, which affects everyone, tell? Who is Maria Montessori who revolutionized the field of education? The Montessori Method was prepared to find the answer to all these questions. One of the aims of the Montessori educational philosophy is not only to teach, but also to enable the child to gather his own experiences and explore and be active. This book was written to share these experiences accumulated over the years in Montessori education and the stimulating perspective of Montessori education. The main purpose of the education and activities in the book is to prepare the most suitable environment for children to find everything that will enable them to be independent and to support their development. The inside of the book is completed with many sample applications and drawings in order to make these activities to be done with children much more understandable. This book, prepared by the International Montessori Association (AMI) certified Montessori educator Emel Çakıroğlu Wilbrandt, as a result of years of experience and training, has the feature of being a guide for educators and parents in their daily work with children. / Montessori eğitimi gün geçtikçe yaygınlık kazanıyor ve eğitim alanında, bütün dünyada en ilgi çeken konulardan biri olmuş durumda. Peki Montessori eğitimi nedir? Herkesi etkisi altına alan bu eğitim felsefesi neler anlatıyor? Eğitim alanında bir devrime imza atan Maria Montessori kimdir? Montessori Yöntemi, tüm bu soruların cevabını bulmak için hazırlandı. Montessori eğitim felsefesinin amaçlarından biri, yalnızca öğretmek değil aynı zamanda çocuğun kendi deneyimlerini bir araya getirip keşifler yapabilmesini ve etkin olmasını sağlamaktır. Bu kitap, Montessori eğitiminde yıllar boyunca biriken bu deneyimlerin ve Montessori eğitiminin ufuk açıcılığının paylaşılması için yazıldı. Kitapta yer alan eğitim ve etkinliklerin başlıca amacı, çocuklara bağımsız olmalarını sağlayacak her şeyi bulabilecekleri ve gelişimlerini destekleyen en uygun çevreyi hazırlamaktır. Kitabın içi çocuklarla yapılacak bu etkinliklerin çok daha anlaşılır olmasını desteklemek amacıyla çok sayıda örnek uygulama ve çizimle tamamlandı. Uluslararası Montessori Derneği (AMI) diplomalı Montessori eğitimcisi Emel Çakıroğlu Wilbrandt’ın yıllara dayanan deneyim ve eğitimleri sonucunda hazırladığı bu kitap, çocuklarla günlük olarak yapılacak çalışmalarda eğitimcilere ve ebeveynlere bir rehber olma özelliğine sahip.

Language: Turkish

Published: Istanbul, Turkey: Final Kültür Sanat Yayinlari, 2019

ISBN: 978-605-374-958-5 605-374-958-3

Abstract/Notes: Penelitian ini bertujuan untuk mengetahui manajemen pendidikan karakter yang meliputi 1) perencanaan, 2) pengorganisasian, 3) pengarahan dan pelaksanaan, 4) evaluasi dan pengendalian, 5) faktor pendukung serta 6) faktor penghambat di SD Montessori. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data dengan wawancara mendalam, observasi partisipatif, studi dokumentasi. Data dianalisis secara deskriptif kualitatif melalui tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: 1) perencanaan manajemen pendidikan karakter pada kurikulum, pendidik, pembiayaan peserta didik, sarana dan prasarana, pembiayaan pendidikan; 2) pengorganisasian manajemen pendidikan karakter pada pelatihan guru baru, pengarahkan para guru, kesempatan bagi guru atau staf untuk berpartisipasi dalam memberikan sumbangan pikiran, mengikutsertakan yayasan, guru, staf dan komite sekolah dalam membuat perencanaan manajemen, memberikan nasehat dan arahan yang benar; 3) pelaksanaan manajemen pendidikan karakter sesuai dengan perencanaan dengan apparatus dan pendampingan dari guru; 4) evaluasi manajemen pendidikan karakter dengan melihat kemandirian dan keberanian, pembuatan project, berperilaku santun; 5) faktor pendukung meliputi kegiatan di luar sekolah bermasyarakat, kegiatan ektrakurikuler, peraturan untuk tidak memakai atribut keagamaan selama di sekolah, sarana dan prasarana sekolah, pendidik yang ramah dan perhatian, kegiatan sosial dan kerjasama dengan sekolah lain; 6) faktor penghambat pendidikan karakter pada Jogjakarta Montessori School yaitu kurangnya kerjasama orang tua siswa dalam menanamkan nilai kedisiplinan, tanggungjawab, menghargai prestasi, dan rasa ingin tahu. [This study aims to determine the management of character education which includes 1) planning, 2) organizing, 3) directing and implementing, 4) evaluation and control, 5) supporting factors and 6) inhibiting factors in SD Montessori. This research use desciptive qualitative approach. Data collection techniques are in-depth interviews, participatory observation, and documentation studies. Data were analyzed descriptively qualitatively through the stages of data collection, data reduction, data presentation, and drawing conclusions. The results showed that: 1) character education management planning in the curriculum, educators, student funding, facilities and infrastructure, education financing; 2) organizing character education management on new teacher training, directing teachers, opportunities for teachers or staff to participate in contributing ideas, involving foundations, teachers, staff and school committees in making management plans, providing correct advice and direction; 3) implementation of character education management in accordance with planning with apparatus and mentoring from teachers; 4) evaluation of character education management by looking at independence and courage, making projects, behaving politely; 5) supporting factors include activities outside of school in the community, extracurricular activities, regulations not to use religious attributes while at school, school facilities and infrastructure, friendly and caring educators, social activities and collaboration with other schools; 6) the inhibiting factor for character education at Jogjakarta Montessori School is the lack of cooperation between parents in instilling the values ​​of discipline, responsibility, respect for achievement, and curiosity.]

Language: Indonesian

DOI: 10.30738/mmp.v2i2.5072

ISSN: 2622-3694

Abstract/Notes: Distributed by the Deutsche Montessori-Gesellschaft with the January 1927 issue of their periodical "Montessori-Nachrichten".

Language: German

Published: Berlin, Germany: Hensel and Co. Verlag, 1927

Language: German

ISSN: 0034-3536

Abstract/Notes: El método de Montessori destaca la didáctica a través de los cinco sentidos, no sólo a través de tres de ellos como se hace tradicionalmente (escuchar, ver o leer), el docente deberá saber con previa evaluación lo que cada niño está listo para realizar. Esta enseñanza es un fascinante proceso de invención, lo que conduce a la plena concentración, la motivación y sobre todo el auto-control. El objetivo de la investigación es impulsar el hábito del auto-estudio y la autodisciplina, es decir que posibilita a que el niño trabaje con autonomía, favoreciendo el propio interés y la investigación que ayudan al niño a concentrarse en su aula; la metodología aplicada se buscó coordinar y alcanzar los objetivos propuestos mediante una investigación bibliográfica y relatos narrativos. La función del orientador fundamental es la del adulto, y en especial el padre, ya que se considera el principal guía del niño, quien es el responsable de mostrarle elmundo en sus primeros pasos. Esta enseñanza es un fascinante proceso de invención, lo que conduce a la plena concentración, la motivación y sobre todo el auto-control, los niños logran asimilar: una investigación propia e independiente, planificar, organizar, compilar información; crear: presentaciones, exposiciones y proyectos. [The Montessori method highlights the didactics through the five senses, not only through three of them as is traditionally done (listening, seeing or reading), the teacher must know with prior evaluation what each child is ready to do. This teaching is a fascinating process of invention, which leads to full concentration, motivation and above all self-control. The objective of the research is to promote the habit of self-study and self-discipline, that is, it enables the child to work with autonomy, favoring self-interest and research that help the child to concentrate in her classroom; The applied methodology sought to coordinate and achieve the proposed objectives through bibliographic research and narrative stories. The role of the fundamental guide is that of the adult, and especially the father, since she is considered the child's main guide, who is responsible for showing her the world in her first steps. This teaching is a fascinating process of invention, which leads to full concentration, motivation and above all self-control, children manage to assimilate: their own independent research, planning, organizing, compiling information; create: presentations, exhibitions and projects.]

Language: Spanish

DOI: 10.32645/13906925.935

ISSN: 2631-2905

Abstract/Notes: Dominasi guru dalam proses belajar masih banyak terlihat, salah satu buktinya saat terjadi pandemik Covid-19, siswa dan orang tua menjadi kebingungan ketika harus belajar dari rumah tanpa kehadiran guru secara langsung. Penelitian ini bertujuan untuk mengetahui implikasi student-centred learning terhadap perkembangan anak di PAUD Montessori Futura Indonesia, Lombok Barat. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus dengan menggunakan wawancara, observasi, dan dokumentasi dalam pengumpulan data. Subyek penelitian berjumlah 10 siswa yang berusia antara 4-6 tahun. Hasil menunjukkan bahwa terdapat beberapa cara yang diterapkan oleh guru dalam pelaksanaan student-centred learning, yaitu: penggabungan usia, penyesuaian fasilitas dengan kebutuhan dan ukuran tubuh anak, menanamkan kemandirian dan mengurangi keterlibatan guru, menyediakan fasilitas bermain yang lengkap dan beragam, dan berkolaborasi dengan orang tua. Sedangkan implikasi student-centred learning terhadap perkembangan anak dapat terlihat dari beberapa pencapaian anak pada 6 aspek perkembangan yaitu aspek perkembangan nilai agama dan moral, fisik-motorik, kognitif, sosial-emosional, dan seni. Oleh sebab itu, guru perlu memberikan kesempatan kepada anak untuk mengeksplorasi lingkungan belajar dengan mempersiapkan kegiatan bermain sesuai kebutuhan anak.

Language: Indonesian

DOI: 10.31004/obsesi.v7i3.3323

ISSN: 2549-8959

Abstract/Notes: This paper presents an updated list of schools that report applying the Montessori method in Catalonia. To introduce the study, the paper recalls the historical background to the arrival and the development of the Montessori method in region, a process abruptly interrupted by the civil war. After providing the historical context, the paper presents the results of an empirical survey that, based on different sources, identifies the Montessori schools in Catalonia and estimates the number of pupils who have studied there in recent years. The survey identifies 22 Montessori schools, of which: a) five are affiliated to the AME (the Spanish Montessori Association); b) 13 that are not affiliated, but have Montessori-trained teachers and appear to have chosen an exclusively or predominantly Montessori education; and c) four that have opted for a Montessori education integrated with other educational approaches. The study suggests the need to continue monitoring the development, quality and effectiveness of the application of the Montessori method in Catalonia, in order to promote an educational philosophy which underwent a significant development here and which, today, is experiencing a renewal. / Aquest article té l’objectiu d’oferir una llista actualitzada de centres que constaten aplicar la pedagogia Montessori a Catalunya. Per introduir l’estudi, es recorren les principals etapes històriques de l’arribada de la pedagogia Montessori al territori català i el seu desenvolupament, bruscament interromput per la Guerra Civil. Després d’una contextualització històrica, es presenten els resultats d’una enquesta empírica que, a partir de diferents fonts, identifica els centres Montessori del territori i estima el nombre d’alumnes que hi van finalitzar els seus estudis en els darrers anys. L’enquesta identifica 22 centres educatius Montessori, dels quals: a) 5 estan afiliats a l’AME (Associació Montessori Espanyola); b) 13 no hi estan afiliats, però tenen professorat amb formació Montessori i semblen haver triat una educació exclusivament o predominantment Montessori; c) 4 han optat per una educació Montessori integrada amb altres enfocaments educatius. L’estudi suggereix la necessitat de continuar observant el desenvolupament, la qualitat i l’eficàcia de l’aplicació de l’educació Montessori a Catalunya, per valorar un moviment pedagògic que ha viscut un moment molt important del seu desenvolupament en aquesta terra i que, avui dia, està vivint una vitalitat renovada. / Este artículo tiene el objetivo de ofrecer una lista actualizada de centros que constatan aplicar la pedagogía Montessori en Cataluña. Para introducir el estudio, se recorren las principales etapas históricas de la llegada de la pedagogía Montessori al territorio catalán y su desarrollo bruscamente interrumpido por la guerra civil. Después de una contextualización histórica, se presentan los resultados de una encuesta empírica que, a partir de diferentes fuentes, identifica los centros Montessori del territorio y estima el número de alumnos que finalizaron sus estudios en los últimos años en dichos centros. La encuesta identifica 22 centros educativos Montessori, de los cuales: a) cinco están afiliados al AME (Asociación Montessori Española); b) 13 no están afiliados, pero tienen profesorado con formación Montessori y parecen haber elegido una educación exclusiva o predominantemente Montessori; y c) cuatro han optado por una educación Montessori integrada con otros enfoques educativos. El estudio sugiere la necesidad de seguir monitorizando el desarrollo, la calidad y la eficacia de la aplicación de la educación Montessori en Cataluña, para valorizar un movimiento pedagógico que ha vivido un momento muy importante de su desarrollo en Cataluña y que, hoy en día, está viviendo una vitalidad renovada.

Language: Catalan

DOI: 10.1344/reire.40985

ISSN: 2013-2255