Language: English

ISSN: 0519-0959

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

Language: English

Language: Spanish

ISSN: 0210-0630

Language: English

ISSN: 1054-0040

Language: English

Published: New Brunswick, New Jersey, 1975

Abstract/Notes: Describes three projects: (1) the Laufenburg Ranch Project, a historical organic farm and agricultural and environmental education center; (2) the Hershey Montessori School's efforts to teach adolescents about the earth; and (3) the Lake Country School, which developed a farm campus and nature center as an integral part of its educational program.

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1054-0040

Abstract/Notes: Quest’articolo descrive due esperienze molto diverse effettuate in Italia. La prima riguarda l’introduzione di un laboratorio basato sull’uso dei materiali sensoriali Montessori all’Università dell’Immagine di Milano, fondata dal fotografo Fabrizio Ferri, che offriva a creativi di varia provenienza professionale e geografica una formazione post-secondaria biennale, organizzata incinque laboratori, ciascuno dedicato a uno dei cinque sensi, condotto da un docente responsabile. Quello da me condotto aveva il titolo: “Angolo del ristoro sensoriale” ed era trasversale agli altri cinque. La seconda riguarda invece l’utilizzazione di incastri solidi, torre rosa e scala marrone, nel percorso rieducativo di una ragazza di vent’anni, affetta da grave ritardo mentale con tratti autistici. In entrambi i casi i risultati sono stati molto positivi. Nel primo, la percezione sensoriale degli studenti dell’Università dell’Immagine, si è raffinata e perfezionata.Nel secondo, il caso di ritardo mentale con tratti autistici, ha suscitato nella ragazza un interesse che si è esteso all’ambiente esterno e alle persone che interagivano con lei. Ha inoltre migliorato la manualità fine, rendendo più efficaci le indicazioni per svolgere correttamente le mansioni della vita quotidiana nella propria casa, in cui in precedenza aveva scarsissima autonomia. Con lei il percorso Montessori è iniziato in uno studio di musicoterapia e ha interagito con quelle sedute, per proseguire poi a casa sua, con varie attività di vita pratica, volte a migliorare il coordinamento del corpo nello spazio, il coordinamento oculomanuale, i movimenti raffinati delle dita e la discriminazione visiva. Queste attività hanno fatto progredire molto la sua autonomia. / En este trabajo se describen dos experiencias llevadas a cabo en Italia: la introducción de un laboratorio para el uso de los materiales sensoriales Montessori en la Universidad de la Imagen de Milán (UI) que ofrecía a los “creativos” de diversas procedencias profesionales y geográficas la formación postsecundaria según un programa experimental de dos años, organizado en cinco laboratorios, cada uno dedicado a uno de los cinco sentidos. El que yo dirigí se titulaba “Rincón de descanso sensorial” y fue trasversal a los otros cinco. Se denominaba: “Rincón de descanso sensorial” y fue transversal a los otros cinco. El segundo se refiere al uso de encajes sólidos, torre rosa y escalera marrón, en la rehabilitación de una chica de veintiún años, que sufría un retraso mental severo con rasgos autistas. En ambos casos los resultados fueron muy positivos: las percepciones sensoriales de los estudiantes de la UI se han afinado y perfeccionado; la introducción de los materiales en la rehabilitación sensorial de la chica ha despertado un interés que se ha extendido al entorno externo y a las personas que interactuaban con ella. También ha mejorado los movimientos finos de los dedos, lo cual le facilita llevar a cabo las tareas de la vida cotidiana, en la que antes tenían muy poca autonomía. Con ella el proceso Montessori comenzó en un estudio de musicoterapia, para seguir a continuación en su casa, con varias actividades de la vida práctica, para mejorar la coordinación del cuerpo en el espacio, la coordinación óculo-manual, la motricidad de los dedos y la discriminación visual. Estas actividades han mejorado su autonomía. / This paper deals with two different experiences carried out in Italy. The first concerns a Sensorial Materials workshop, which I directed in Milano at the University of Image (UI) founded by photographer Fabrizio Ferri. UI offered a post-secondary education to creative professionals, from various backgrounds and geographical areas, according to a two-year experimental program, organized in five workshops, each of them dedicated to one of the five senses and directed by a professional of the field. My workshop title was: “The corner of sensory relief” and interacted with the other five. The second relates to the use of solid insets, pink tower and brown stairs for the rehabilitation of a twenty-one years-old girl, who suffered from severe mental retardation with some autistic features. In both cases the results were very positive. In the first one, the sensory perceptions of UI students have been refined and perfected; in the second, the girl affected by mental retardation showed a great interest in the above-quoted materials. The girl has spread her interest to external environment and to the people who interacted with her. The fine movements of her fingers were also enhanced, allowing her to perform various tasks in her daily life, which previously she was unable to carry out. Her Montessori rehabilitation began during some music therapy sessions. Then it was carried out at home, where various Practical life activities were introduced. Thanks to them she improved her body coordination in space, her eye-hand coordination and visual discrimination. These activities strengthen considerably her autonomy

Language: Italian

ISSN: 2255-0666

Abstract/Notes: Preschool education is an important and much studied topic in developed countries, and of growing importance in the third world. Studies exploring preschool experience have noted positive effects when comparing children with access to preschool versus children without access, and effects of particular curriculum approaches over the length of primary schooling. This study adopts a focused sample, cross‐sectional design to explore the types of preschool experience available (denoted by types of preschool activities which equate broadly to curriculum approaches) and whether variation in preschool experience affects core curriculum (English, science, mathematics) performance and classroom behaviours throughout the years of primary schooling in Trinidad and when children complete their primary education in the form of a national ‘common entrance examination’ for entry into a stratified secondary school system. Results show that a large majority of the sampled children attended preschool and that most of the preschool experience was traditional and teacher centred. Neither child centred or teacher centred preschool activities affected academic performance in the core subjects during the primary school years or at the end of their primary school career. Type of preschool activity did affect teacher perception of behaviour in class. Child centred experience facilitated a social/peer orientation in children. High levels of teacher centred experience detracted from later relationships with teacher. Results were confounded by social class, with middle class children having most access to (the limited amount available) child centred preschool experience and performing at the highest academic and behavioural levels in the classroom although in limited numbers. The discussion questions the appropriacy of the various preschool activities for pupils within a cultural orientation of traditional upbringing and primary schooling practices.

Language: English

DOI: 10.1080/0300443941030103

ISSN: 0300-4430, 1476-8275