Language: English

ISSN: 0027-0172

Abstract/Notes: Ausgehend von der Beobachtung, dass in der Unterrichtsforschung Konzepte des „offenen Lernens“ für die Implementierung neuer Medien, wie dem Internet, empfohlen werden, wird der Zusammenhang zwischen reformpädagogischen Ansätzen und neuen Informationstechnologien hergestellt. Hier knüpfen die Untersuchungen der vorliegenden Arbeit an. Herausgegriffen wird das Konzept Maria Montessoris, untersucht in den USA, wo sich zum einen alternative Pädagogiken freier entwickeln können und zum anderen die Implementierung neuer Medien in den Unterricht offensiver vorangetrieben wird. Es wird angenommen, dass die Lernumgebung Montessoris unter dem Gesichtspunkt einer Modernisierung des Konzepts auf die heutigen Ansprüche eine optimale Lernlandschaft bietet, das Internet als natürliche Informationsquelle in den Unterricht zu integrieren. Die gegenwärtig kontroverse Umsetzung der Pädagogik Montessoris (AMI und AMS) sowie die zu diesem Zeitpunkt verwirklichte Internetnutzung in den Schulen werden am Beispiel der USA einer kritischen Reflexion unterzogen. Kapitel 1 dieser Arbeit betrachtet die Pädagogik Montessoris. Ein Abschnitt liefert Informationen über die kontemporäre Verwirklichung ihrer Pädagogik in den USA. Die Möglichkeiten des Internets für den Unterricht, die Aussagen der Forschung über das informationstechnische Lernen sowie seine Integration in den USA, wird in Kapitel 2 näher untersucht. In Kapitel 3 wird die Notwendigkeit des Interneteinsatzes in Schulen überprüft und die Eignung offener Strukturen als Basis dafür begründet. Die gewonnenen Erkenntnisse geben die Grundlage zu den in Kapitel 4 und 5 beschriebenen Untersuchungen, wie diese Implementierung in der Praxis nordamerikanischer Montessori-Schulen verwirklicht ist. Beschrieben wird sowohl eine Querschnittsuntersuchung als auch eine Fallstudie. Kapitel 6 schildert die pädagogischen Konsequenzen für die Nutzung des Internets im Unterricht. [Based on the observation that teaching research recommends concepts of “open learning” for the implementation of new media such as the Internet, the connection between reform-pedagogical approaches and new information technologies is established. This is where the investigations of the present work tie in. The concept of Maria Montessori is being singled out, examined in the USA, where, on the one hand, alternative pedagogies can develop more freely and, on the other hand, the implementation of new media in the classroom is being promoted more aggressively. It is assumed that the Montessori learning environment, from the point of view of modernizing the concept to meet today's requirements, offers an optimal learning landscape to integrate the Internet as a natural source of information into the classroom. The currently controversial implementation of Montessori pedagogy (AMI and AMS) as well as the internet usage in schools at that time are subjected to critical reflection using the example of the USA. Chapter 1 of this thesis looks at Montessori's pedagogy. A section provides information on the contemporary realization of their pedagogy in the USA. The possibilities of the Internet for teaching, the statements of research about information technology learning and its integration in the USA are examined in more detail in Chapter 2. Chapter 3 examines the necessity of using the Internet in schools and explains the suitability of open structures as a basis for this. The knowledge gained provides the basis for the investigations described in Chapters 4 and 5, how this implementation is realized in practice in North American Montessori schools. Both a cross-sectional study and a case study are described. Chapter 6 describes the pedagogical consequences for the use of the Internet in the classroom.]

Language: German

Published: Freiburg im Breisgau, Germany, 2003

Abstract/Notes: A través de algunos flash, dar luz a los horizontes del pensamiento pedagógico oculto de María Montessori. En particular, vamos a entregar a los lectores un conjunto de "islas" de su inabissabile inexplorado - porque inmortal - archipiélago de niño de la educación. Reforzar el teorema. En las siguientes líneas, illumineremo una cara de luna Montessori se mantuvo en gran medida en las sombras. Hablamos de su mirada problemática y dialéctico de puntos con pensamientos débiles.

Language: Spanish

ISSN: 2255-0666

Abstract/Notes: Perkembangan pada anak salah satunya adalah perkembangan motorik halus. Penguasaan motorik halus adalah salah satu yang penting bagi anak khususnya usia 3-6 tahun. Namun, tidak semua anak mempunyai kematangan yang sama untuk menguasai kemampuan motorik halus pada tahap yang sama. Perkembangan motorik halus pada anak salah satunya dipengaruhi faktor eksternal yaitu lingkungan. Metode pembelajaran Montessori merupakan salah satu metode yang mementingkan penyediaan lingkungan yang sesuai dengan tahap perkembangan anak. Penyediaan lingkungan yang sesuai diwujudkan melalui berdirinya sekolah-sekolah dengan metode pembelajaran Montessori, termasuk Albata Islamic Montessori Preschool. Bedanya, kelas di sekolah yang menggunakan Metode pembelajaran Montessori tidak mengelompokkan anak berdasarkan umur agar anak bisa saling mengajarkan dan bersosialisasi dengan baik, membentuk jiwa kepemimpinan anak, tanggung jawab dan kemandirian. Selain itu dalam metode ini, digunakan alat permainan edukatif yang sesuai dengan tahap perkembangan anak. Berdasarkan penjelasan diatas, dibutuhkan sarana pembelajaran motorik halus berupa mainan montessori yang dapat dimainkan anak usia 3-6 tahun secara bersama-sama atau multiplayer. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif, data bersumber dari observasi, wawancara dan studi literatur. Salah satu mainan Montessori yang umum digunakan untuk melatih motorik halus adalah mainan balok. Perbedaan mainan balok yang dikembangkan peneliti dibanding penelitian serupa sebelumnya yaitu dalam segi fungsi dan cara bermain. Sementara material menggunakan kayu dengan finishing yang menyesuaikan fungsi yaitu HPL putih glossy digunakan untuk menggambar, menulis pada permukaan balok. Hasil penelitian berupa Mainan Balok Montessori multiplayer yang memiliki nilai kebaruan dari segi fungsi yaitu digunakan untuk melatih motorik halus khususnya aktifitas yang bersifat practical life dan dari segi cara bermain menggunakan konsep multiplayer yang sesuai dengan perkembangan psikologis usia 3-6 tahun.

Language: Indonesian

Published: Surabaya, Indonesia, 2022

Abstract/Notes: The purposes of this study are to determine the views of teachers about Montessori science education, to discuss the Montessori approach in detail and make suggestions in this regard. The study was designed as a case study which is a qualitative research method. The participants were selected based on the criterion sampling method that is a purposive sampling method. In this regard, 7 upper elementary teachers and 8 middle school science teachers who are trained in Montessori teacher education programs participate in the study. Data is collected through a semi-structured interview. The collected data is analyzed with content analysis and descriptive analysis techniques from qualitative data analysis techniques. Findings suggest that the Montessori approach encourages children to work freely throughout the entire education but expects them to be responsible for their education. To achieve this, the learning environment, the teaching methods and techniques, and the assessment and evaluation methods take a highly flexible structure. This flexible structure of the approach allows individualization for each child. From the teachers' point of view, it is understood that the Montessori approach focuses on providing a nurturing environment where each child is respected and encouraged, where social interaction is intense, rather than focusing on academic education. In light of these findings, some suggestions for the implementation of the approach are presented. / Bu araştırmanın amacı, Montessori fen eğitimine ilişkin öğretmenlerin görüşlerini belirlemek, bu görüşler doğrultusunda Montessori yaklaşımını detaylı bir şekilde ele almak ve bu konuda önerilerde bulunmaktır. Çalışma nitel araştırma yöntemlerinden durum çalışması olarak desenlenmiştir. Katılımcılar, amaçlı örnekleme türlerinden ölçüt örnekleme göre belirlenmiştir. Bu doğrultuda araştırmaya uluslararası Montessori eğitmen eğitimi programlarına katılmış 7 ilkokul ikinci kademe (4,5 ve 6.sınıf) sınıf öğretmeni ve 8 ortaokul (7 ve 8.sınıf) fen bilgisi öğretmeni dâhil edilmiştir. Veriler yarı yapılandırılmış görüşme formuyla toplanmıştır. Toplanan verilerin analizinde nitel veri analiz tekniklerinden içerik analizi ve betimsel analiz kullanılmıştır. Bulgular Montessori yaklaşımının; çocukların tüm eğitim öğretim sürecinde özgür çalışmalarını teşvik eden fakat onlardan kendi eğitimlerinden sorumlu olmalarını bekleyen, bunu sağlayabilmek için öğrenme ortamını, öğretim yöntem ve tekniklerini ve ölçme ve değerlendirme yöntemlerini son derece esnek bir yapıya büründüren bir yaklaşım olduğunu ortaya koymaktadır. Yaklaşımın bu esnek yapısı her çocuk için bireyselleştirilmesine imkân tanımaktadır. Öğretmenlerin görüşlerinden Montessori yaklaşımının akademik eğitime odaklanmak yerine her çocuğun bireysel farklılıklara saygı duyulan ve teşvik edilen, sosyal etkileşimin yoğun olduğu besleyici bir ortam sağlamaya odaklandığı anlaşılmaktadır. Bu bulgular ışığında yaklaşımın uygulanabilmesine dair bazı öneriler sunulmuştur.

Language: Turkish

Published: Bolu, Turkey, 2019

Abstract/Notes: Der vorliegende Band 7 der Reihe mit dem Titel „Montessori-Pädagogik in Deutschland“ ist entstanden im Anschluss an die Jubiläumstagung, die aus Anlass des 40jährigen Bestehens der 1961 gegründeten Montessori-Vereinigung e.V., Sitz Aachen, 2001 in der Thomas-Morus-Akademie in Bensberg stattgefunden hat. Die Leserinnen und Leser dieses Bandes erhalten aus den vielfältigen Beiträgen ein reichhaltiges und differenziertes Bild der Montessori-Pädagogik in Theorie und Praxis in Deutschland und darüber hinaus. Denn Montessori-Pädagogik vollzieht sich seit ihren Anfängen in einem internationalen Kontext. Es geht in diesem Band nicht nur um die in den vergangenen vier Jahrzehnten geleistete Arbeit, sondern auch um die Aktualität des pädagogischen Denkens Maria Montessoris, um kritische Weiterentwicklungen und mögliche Perspektiven für die Zukunft angesichts der Herausforderungen des 21. Jahrhunderts.

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2 3-8258-5746-8

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: Traces in engrossing detail one of the most fascinating partnerships in the history of American education - that between Maria Montessori and S.S. McClure, from their first meeting in 1910 until their final acrimonious dispute in 1915. Gerald and Patricia Gutek trace the dramatic arc of the partnership between the Italian teacher and American publisher united by a vision of educational change.

Language: English

Published: Tuscaloosa, Alabama: University of Alabama Press, 2016

Abstract/Notes: Un nombre important d’enseignant(e)s de l’école maternelle remettent actuellement en cause ses modalités pédagogiques habituelles en instillant dans leur pratique des éléments issus de la pédagogie Montessori. Qu’il s’agisse de l’organisation spatiale, du matériel, des usages du temps, ou du rôle de l’adulte, ces pratiques « d’inspiration montessorienne » s’avèrent très hétérogènes et plus ou moins orthodoxe. Cet article cherche à les catégoriser en distinguant des pratiques relevant d’un faible ou d’un fort engagement montessorien. Dans les deux cas, il s’agit aussi de mettre au jour d’inexorables limites à l’importation de la pédagogie Montessori au sein de l’école maternelle publique, du fait des programmes et du cadrage institutionnel. L’ensemble du raisonnement est l’occasion d’une réflexion sur l es emprunts pédagogiques partiels, lorsque des éléments d’une pédagogie sont repris sans forcément l’ensemble de ses principes fondateurs. [A significant number of french preschool teachers are currently changing their usual pedagogical methods by instilling elements from Montessori pedagogy into their practice. Concerning spatial organization, pedagogical material, uses of time, or adult’s role, these practices are very heterogeneous and more or less orthodox. This article seeks to categorize them by distinguishing practices within a weak or strong Montessori commitment. In both cases, it’s also a question of inexorable limits to the importation of Montessori pedagogy into public french preschool, due to programmes and institutional framework. This whole reasoning is an opportunity for reflection on partial pedagogical loans, when elements of a pedagogy are taken up without necessarily all its founding principles.]

Language: French

DOI: 10.3917/spec.012.0031

ISSN: 2256-7186, 2426-6272

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

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