Abstract/Notes: Engelli çocukların gelişmesi ve iyi yönde ilerleme kaydetmesi, devam ettikleri okullarda almış oldukları eğitim hizmetinin niteliği ile yakından ilişkisi vardır. Engelli çocuklar, diğer normal çocuklar gibi yaşamlarını bağımsız olarak sürdürebilmeleri için günlük yaşamda gerekli bazı davranışları öğrenmeleri gerekir. Engelli çocuklar görerek ve dokunarak öğrendikleri için materyal öğretiminin önemli bir yeri ve eğitici bir etkisi vardır. Pedagojinin etkili temsilcilerinden M. Montessori bu gerçeği görerek engelli çocukların bazı davranışları kolaylıkla edinebilmeleri için farklı gelişim alanlarına yönelik çeşitli materyaller geliştirmiş ve engelli çocukların duyu organlarının eğitimine ağırlık vermiştir. Bu amaçla araştırmada Montessori-Materyallerinden 'geometrik cisimlerin' işitme engelli ve zihin engelli çocukların alıcı dil becerilerinden görsel algı düzeyleri üzerinde etkili olup olmadığı saptanmak istenmiştir. Araştırmanın evreni, Konya'daki KOMMES-İşitme ve Konuşma Özürlüler Rehabilitasyon Merkezine ve EMPATİ-Zihinsel Yetersiz Çocukları Yetiştirme ve Koruma Vakfı'na devam etmekte olan ve belirlenen ön koşul becerilerinin yerine getirebilen 20 işitme engelli (on çocuk kontrol grubu-10 çocuk deney grubu olmak üzere), 20'de zihin engelli (on çocuk kontrol grubu-10 çocuk deney grubu olmak üzere), toplam 40 öğrenciden oluşmaktadır. Araştırmada ön test son test kontrol gruplu model uygulanmıştır. Öğrencilerin alıcı dil becerilerinden görsel algı düzeyleri Dönmez ve arkadaşlarının (1997) dil gelişimi etkinlikleri çalışmasından yararlanılarak araştırmacı tarafından hazırlanan 5 maddelik ölçek ile ölçülmüştür. Bu maddeler; 1. tanıyabilme 2. ayırt edebilme 3. gruplayabilme 4. şekil seçme ve bulabilme 5. başka şekiller oluşturabilme Araştırmanın amacına göre ki-kare kullanılmış ve grupların ortalamaları arasındaki farklılıklar 't' testi ile yapılmıştır. Araştırma sonunda işitme engelli ve zihin engelli öğrencilerin görsel algı düzeylerine ilişkin başlangıç düzeylerine ait bulgularına bakıldığında işitme engellilerde (hem deney hem de kontrol grubunda) sonuçların anlamlı olmadığı; zihin engellilerin başlangıç düzeylerine ait bulgularına bakıldığında ise sonuçların anlamlı olduğuna varılmıştır. Başlangıç düzeyi tespitinden sonra 6 haftalık bir süreçte programın etkililiğini incelemek için Montessori-Materyali 'geometrik cisimler' uygulanmıştır. Bu süre sonunda işitme engelliler deney grubunda alıcı dil becerilerinden görsel algı düzeylerinde önemli bir değişiklik saptanmamıştır, zihin engelli deney grubunda ise görsel algı düzeylerinde önemli bir değişiklik elde edilmiştir. Her grup kendi içersinde başlangıç düzeyleri ve 6 haftalık bir süre sonunda test düzeyleri karşılaştırıldığında elde edilen bulgular ise şu şekildedir; İşitme engelli deney grubunun başlangıç düzeyini kontrol grubu ile denk olduğu, 6 haftalık uygulama sonunda da anlamlı düzeyde yüksek olmadığı saptanmıştır. Zihin engelli deney grubunun ise başlangıç düzeyi kontrol grubu ile denk olarak saptanmış, fakat 6 haftalık uygulama sonunda elde edilen sonucun anlamlı düzeyde yüksek olduğu tespit olmuştur. Kontrol gruplarına ise 6 hafta boyunca geleneksel yöntem ile öğretimlerine devam edilmiştir. 6 hafta sonra uygulanan test düzeyleriyle başlangıç düzeyleri karşılaştırıldığında manidar bir farklılık bulunmadığı sonucuna ulaşılmıştır. / There is a closest relation and correlation between the positive progressing for underdeveloped-spastic children and the quality of training and their educational performance that was given by their school. In order to continue and follow up their daily life by themselves just like a normal ones, they - underdeveloped children must learn some attitudes, so that underdeveloped children learn by sights and sensation. Therefore, learning by materials has a big importance and also these materials have a great training effects on their learning period. M. Montessori, who created some new approaches on pedagogy by her prescient for reality, developed new methods and created different materials focus on differentiated progressive fields of gaining attitudes and talents by underdeveloped children, hence Montessori focused on the training of senses of underdeveloped children. The purpose of this research study is determination of the effectiveness of 'geometric objects' which included by Montessori training materials, over the children's, those are deafness and mentally insufficient, receptive linguistic of the level of visual perception. The environment-space of this research study is KOMMES-Deafness And Non-Speaker Rehabilitation Center and EMPATİ-Mentally Insufficient Children Training and Protection Foundation. This experimental research study covers insufficient children follow up the courses and training of these two scholl, the selected 20 deafness children who can perform predetermined and conditioned talents (10 of these for controlling, the other 10 for experimental purposes) additionally 20 mentally insufficient children (again 10 for control and the other 10 for experimental purposes). 40 children totally were followed up. In this study Salomon's four-quadral-group model was applied and examined. Them, the students' receptive linguistic abilities through the level of visual perception - Dönmez and Ark's study of linguistic development effectiveness (1997) was measured with 5 factors scale which was prepared by researcher. These are 1. Recognition, 2. Distinguishing, 3. Sorting-Grouping, 4. Selection of figures and finding, 5. Creating the figures and forming. According to aim of this research-study, ki-square was used and the differences between the means of each group were determined by 't' test method. The results of this research study are, the beginning levels of visual perception of deafness children and of the children who are mentally insufficient; it is found that the results of deafness children-for both in control and in experimental group, are not meaningful. The findings of the level of beginning for mentally insufficient children are meaningful. After the determination of the beginning level, Geometric-three dimensional-objects from Montessori's materials method was applied in order to inspect the effectiveness of program for 6 weeks period. At the end of this period, for the experimental group of deafness children. It cannot be found that important changes on the level of visual perception of receptive linguistic talents, On the other hand, in experimental group covers the mentally insufficient children, important changes on visual perception level were found. For each group, the beginning levels of intra group and end of the 6 weeks period, comparing the group's level of test, the findings are as follow: The level of beginning for the experimental group of deafness children is equivalent to the level of beginning for the control group. After the 6 weeks experimental application, it was found that the level changes are not meaningful as much as. It was found that the level of beginning for the experimental group of mentally insufficient children is equivalent to the level of beginning for the control group these are mentally insufficient children. But, end of the 6 weeks experimental application, meaningful changes were taken from results. Along with the 6 weeks period, in controlling groups, the training and learning progress had been continued based on conventional method. End of the 6 weeks period, by the level of applied test and the level of beginning were compared. It was found that there is no valuable and notable differences between these two.

Language: Turkish

Published: Konya, Turkey, 2005

Language: English

Published: Seattle, Washington: Special Child Publications of the Seguin School, 1964

Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-38-5

Series: The Montessori Series , 2

Abstract/Notes: The aim of this study is to examine the relationships between the visual perception and drawing skills of children in the Montessori preschools. In this regard relational secreening model was used. The study group was composed of 83 children in Montessori preschools located in Ankara province. The data of research was collected by using the Bender Gestalt Visual motor Perception Test developed by Bender (1983) and Goodenough-Harris Draw-aPerson Test developed by Goodenough and revised by Harris (1963). It was detected that as the visual perceptions of children increased, the drawing skills also increased. / Montessori eğitim kurumlarındaki okul öncesi dönem çocuklarının görsel algı ve çizim becerileri arasındaki ilişkinin incelenmesi amaçlayan bu çalışmada ilişkisel tarama modeli kullanılmıştır. Çalışma grubunu Ankara’da bulunan Montessori eğitim kurumlarına devam eden 83 okul öncesi dönem çocuğu oluşturmaktadır. Çalışmada araştırmacılar tarafından geliştirilen ve çocukların sosyo-demografik bilgilerini sorgulayan bilgi formu, Bender (1938) tarafından geliştirilen ve Türkçe’ye uyarlaması Yalın (1980) ve Somer (1988) tarafından yapılan “Bender-Gestalt Görsel Algı Testi” ve Goodenough (1926) tarafından geliştirilip Harris (1963) tarafından yeniden düzenlenen “Goodenough-Harris Adam Çizme Testi” kullanılmıştır. Araştırma sonucunda çocukların görsel algı ve çizim becerileri arasında pozitif yönlü düşük düzeyde anlamlı bir ilişinin var olduğu görülmüştür.

Language: Turkish

ISSN: 2147-9844

Abstract/Notes: In this research, it is aimed to examine the effects of Montessori education on the mentally retarded individuals in the special education who have had Montessori education and who have not had it. 24 trainable mentally disabled male students who had and did not have Montessori education in a private school in Kayseri participated in the study. The students were between the ages of 20-22. 12 voluntary participants constituted the experimental group who had Montessori education. The control group included 12 voluntary mentally disabled individuals. While the control group had a routine training for 8 weeks, the experimental group had Montessori education program for 8 weeks. In addition, mothers of the students in the experimental group were included in the training program. The mentally disabled individuals had movement and visual perception skills tests.When the results of the movement perception skills in the experimental and control groups were reviewed, no significant differences were found in the movement skill variables according to the values (p>0.05). While the pretest posttest values in the mentally retarded individuals in the experimental group revealed significant difference (p<0,05), no difference occurred only in the left foot balance test (p>0,05). All pretest posttest values depending on the movement revealed significant difference in the control group (p<0,05).As a result, when the effect of the Montessori program on the movement skills of trainable mentally retarded people was examined, no significant difference was found between the values of the control group, and Montessori education gave similar values as the classical education. Thus, it was concluded that it was advisable Montessori education program to be used widely. When its effect on the visual perception skills was examined, it could be stated that the posttest averages of the each visual perception sub-scale average revealed an increase except the shape-ground connection. Consequently, when the movement skills of the trainable mentally retarded individuals were reviewed, no difference was found in the control group values, and Montessori education values were similar to classical education. Therefore, it is concluded that Montessori education program should be used widely.

Language: English

DOI: 10.11114/jets.v7i2.3875

ISSN: 2324-8068

Abstract/Notes: The article derived from Grazia Honegger Fresco’s years in close cooperation with Maria Montessori and Adele Costa Gnocchi. The author illustrates how small children from the moment they start using their hands and are standing unassisted on their own legs must act in their own way. The teacher must observe before acting and intervene as little as possible. Honegger Fresco follows the work of Montessori and Costa Gnocchi and she compares the findings with different fields of science, such as ethnology and neurology. As a result of her observations and experiences she points toward the relationship between a good childhood, and in the long term, human responsibility on Earth, using the concept “the Cosmic Task”. The method in this article is based on autoethnography, as the author shares her personal experience and reflections, both as a teacher and as an educator. The aim is to shed light on aspects regarding the needs of small children and to point at the essential role of adults, educators as well as parents. As Schiedi explains, autoethnography “extends its narrative horizon to a social, professional, organizational dimension of the self” (2016). During Honegger Fresco’s career, she was primarily inspired by Maria Montessori’s research about child development and children’s needs and rights, and she had continuously deepened her understanding by studying other researchers in this field. Thus, the article will share her conviction that by serving the creative spirit of the youngest children we will build a better future for our planet.

Language: English

DOI: 10.16993/jmre.10

ISSN: 2002-3375

Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-38-5

Series: The Montessori Series , 2

Language: English

ISSN: 0571-1142

Language: English

ISSN: 1071-6246

Abstract/Notes: In order to know general awareness for children's song among preschoolers, their teachers and parents the questionary paper survey was performed against 212 of kindergarteners, 63 of their teachers and 197 of their parents. At the sametime their favorite children's songs were collected among the prepared lists of children's songs and selected about 10 children's songs for each group, in order. Also, those selected children's songs were analyzed their musical elements, too. The under 4 year old and female children more favorited the singing children's songs everyday than the 5 year old and male. Thachers replied that they selected the proper children's songs in the basic of the topics of usual daily life and children's interests. Also, parents believed that children's songs is very important to develop their children's musicality. Finally, the favorite children's songs were analyzed as followings the major beat was 4/4, the major tonality was C major, the major form and leongth were 8-34 measures, and the major rhythm was the replicated, symcopated and nimbled one. / 본 연구에서는 유아·교사·학부모의 동요에 관한 인지수준과 선호하는 동요의 유형은 어떠한지 또한 유아들이 선호하는 동요의 음악적 구성요소는 어떠한지에 대해 알아보았다. 연구의 대상은 국·공·사립유치원의 유아 212명, 교사 63명 및 학부모 197명이다. 본 연구의 결과는 다음과 같다. 첫째, 유아·교사·학부모의 동요에 관한 인지수준은 유아·교사·학부모 모두가 동요를 좋아하고 동요부르기가 음악성 발달에 매우 중요한 것으로 인식하고 있는 것으로 나타났다. 둘째, 유아·교사·학부모가 선호하는 동요의 유형은 유아는 동물 또는 가족과 관련된 창작동요를 교사는 동물과 식물에 관련된 창작동요제곡과 인터넷동요를 학부모는 식물과 사랑, 기본생활습관에 관련된 창작동요와 인터넷동요를 선호하였다. 결과적으로 유아·교사·학부모의 선호하는 동요는 크게 차이는 없지만 유아들이 선호하는 동요는 학부모의 선호도 보다는 교사가 선호하는 동요와 일치도가 높아 학부모보다는 교사의 영향을 더 받는 것으로 판단되었다. 셋째, 유아들이 선호하는 동요의 악곡의 특징은 노래 마지막 부분에 강세가 있거나 반복적인 리듬과 노랫말에 엄마, 아빠, 아기로 표현된 가족과 연관된 노래와 동물을 의인화한 노래 또는 동물의 의성어를 표현한 노래를 좋아하는 것으로 나타났다.

Language: Korean

ISSN: 1226-9417