Abstract/Notes: An important area of modern education is music education, through which children acquire knowledge and skills. Music is also an important tool that fosters the development of personality, intellectual, physical and psycho-motor development, the development of language, emotional and social development. It also represents the means by which the individual expresses himself. Since the idea of modern education is to keep the child at the forefront of attention, it is supposed to use methods that facilitate learning, develop creativity and encourage research among children. Those methods should also encourage children to participate actively in the process of learning and acquiring knowledge. A play appears as spontaneous activity that is fun and initiated by desire of child, with flexible rules. A child is playing even if it is not aware of the motive of its activity. In educational terms the greatest value of play is that it is able to attract and keep the children's attention on intended contents, as well as to motivate them to participate actively in certain activities. Therefore, some educators today call for a constructivist approach to education-education through play. Because of playful activities and sensory didactic materials, the idea of freedom and of child who "builds" itself, the method of Maria Montessori can be used to improve the education in the field of music. The paper discusses education through play at preschool age in the field of music on the example of Montessori method. / Značajna oblast savremenog obrazovanja je muzičko obrazovanje, preko koga deca stiču znanja i sposobnosti. Muzika je i važno sredstvo koje podstiče razvoj ličnosti, intelektualni razvoj, fizički i psiho-motorni razvoj, razvoj jezika, emocionalni i društveni razvoj. Predstavlja i sredstvo kojim se pojedinac izražava. Kako je ideja savremenog obrazovanja da učenik bude u centru pažnje, trebalo bi koristiti one metode koje olakšavaju učenje, razvijaju kreativnost i podstiču istraživanje kod učenika. Takođe, trebalo bi da podstaknu učenika da aktivno učestvuje u procesu učenja i sticanja znanja. Igra se javlja kao spontana aktivnost koja je zabavna i inicirana željom deteta, sa fleksibilnim pravilima. Dete se igra i ako pri tom nije svesno motiva svoje aktivnosti. U vaspitno-obrazovnom pogledu najveća vrednost igre je u tome što je u stanju da privuče i održi dečju pažnju na predviđenim sadržajima, kao i da ih motiviše da aktivno učestvuju u određenim aktivnostima. Stoga određeni edukatori danas pozivaju na jedan konstruktivistički pristup obrazovanju – obrazovanje igrom. Upravo zbog igrovnih aktivnosti i senzornih didaktičkih materijala, ideje slobode, deteta koje samo sebe „izgrađuje”, metod Marije Montesori se može iskoristiti za unapređenje obrazovanja u oblasti muzike. U radu je razmatrano obrazovanje igrom u oblasti muzike na primeru Montesori metode.

Language: English

ISSN: 2560-550X

Abstract/Notes: This article explores some of the literature concerning the effectiveness of the Montessori educational approach for children with ASC within an English school context. Firstly, there is a discussion, including a short historical review, regarding the ideology of inclusion and how it has impacted upon mainstream education. Also, how this can be facilitated using play-based approaches such as Montessori. Secondly, various models of disability are identified in order to highlight how they have informed societal attitudes towards people with disabilities. There is a brief history of ASC detailing how a child with this disability may be affected on a daily basis and the effectiveness of alternative play-based educational approaches such as Montessori in helping children with ASC to develop the appropriate skills they need in order to self-regulate and thus modify their behaviour. Furthermore, the value of play-based curriculums in supporting a child diagnosed with ASC throughout the learning process is also evaluated. The summary highlights the need for more evidence-based studies to be undertaken in order to assess whether the Montessori approach is a valid alternative in teaching pre-school children with ASC.

Language: English

DOI: 10.1111/1467-9604.12140

ISSN: 1467-9604

Abstract/Notes: Asserts that play is a fundamental human disposition. Reviews well-known theories of play from the adult-functional perspective and examines the value of play from the child-experiential perspective. Considers variations in play and the meaning and value of true play, maintaining that play's personal, experiential value is of equal or greater importance than its developmental value. Urges teachers to resist pressures to transform play into work, and to model playfulness.

Language: English

ISSN: 0044-0728

Abstract/Notes: Pretend play and fantasy are staples of childhood, supported by adults’ provision of encouraging tools (like dress‐up clothing and play kitchens) and by media. Decades ago, Maria Montessori developed a system of education based on close observation of children, and she concluded that pretend play and fantasy were not as helpful for children's development as the zeitgeist suggested (and still suggests). In this article, we present her views and relevant evidence, and ask: What if she was right? What if, as a culture, we are putting great effort and faith into activities and contexts for children that we believe help development but that might actually be less helpful than engaging in the real world?

Language: English

DOI: 10.1111/cdep.12314

ISSN: 1750-8606

Language: English

ISSN: 1941-0646

Abstract/Notes: "Children of the Montessori playground, 1840 Kalorama road, gave a lawn fete last evening for the benefit of the Friendship House, 324 Virginia avenue southeast, under the direction of Miss Maud Burklin. About $55 was cleared. One of the features of the entertainment was the presentation of a play, "Cinderella." A group of girls gave exhibition dances, and musical numbers made up the remainder of the program. Many of those attending the fete came in costume. Flowers and fancy articles were sold."

Language: English

Abstract/Notes: La educación es uno de los factores más importantes que impulsa el crecimiento de la sociedad, siendo la educación preescolar la base para el desarrollo de las siguientes etapas educativas de los niños. Por esta razón, el proyecto denominado Play, Learn and Work (PLW) busca brindar un servicio de nidos – guardería, en diferentes distritos de Lima Metropolitana, basados en la metodología Montessori, y con servicios innovadores y accesible a niños de diferentes sectores socioeconómicos, a través de la participación de los sectores A-B como fuente de financiamiento para sectores más vulnerables. Para el presente proyecto, se realizó la validación de las necesidades de los padres respecto a los servicios educativos de niños entre cero y cinco años, identificando que el desarrollo cognitivo, emocional y social de los niños en etapa preescolar era lo más importante para ellos. Asimismo, la pandemia trajo consigo una nueva modalidad de trabajo a distancia la cual ha sido incluida en el proyecto incorporando espacios de trabajo compartido para padres, brindándoles las facilidades necesarias para trabajar desde los espacios del nido - guardería. Con estas validaciones y la utilización de una gran variedad de metodologías ágiles, encuestas, entrevistas y simulaciones se logró desarrollar el prototipo de la cadena de nidos - guardería, el plan de marketing, el plan de operaciones, el cronograma de implementación y con ello sustentar la viabilidad del proyecto. PLW no solo genera un VAN financiero de S/4’000,312 en cinco años y un retorno de inversión al tercer año, sino también un VAN social, que asciende a S/8’610,264 soles a cinco años, confirmando ser un proyecto rentable, atractivo y sostenible.

Language: Spanish

Published: San Miguel, Perú, 2022

Language: English

ISSN: 1470-8647

Language: Italian

ISSN: 2421-440X, 2723-9004

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220