Language: German

DOI: 10.5169/seals-312786

Language: Polish

ISSN: 1895-6297

Abstract/Notes: The research was conducted with 56 educators (28 experimental and 28 control group) in order to evaluate the effect of the Montessori Educator Training Program (METP) on the competencies of the Montessori approach. The research was carried out in experimental design. In experimental process, the METP was applied to the experimental group. Findings revealed that there was no significant difference between the pretests of groups; but also a significant difference between the posttests. And it’s also showed that there is a significant difference; however, there was no significant difference between the pretest and posttests of control group. These findings showed that Program is effective on the thoughts, feelings and behaviors related to Montessori philosophy. According to the findings, it can be suggested that the trainings should be disseminated and that the trainings should be given by people who have knowledge of Montessori philosophy and practice and who have received training from international organizations. / Montessori Eğitimci Eğitim Programının, eğitimcilerin Montessori yaklaşımına ilişkin yeterliklerine etkisini değerlendirmek amacıyla yapılan araştırma 56 (28 deney ve 28 kontrol) eğitimci ile gerçekleştirilmiştir. Araştırma, ön test son test kontrol gruplu 2x2 faktöriyel desende yürütülmüş, veriler araştırmacılar tarafından geliştirilen Genel Bilgi Formu ve Montessori Eğitimine İlişkin Eğitimci Değerlendirme Anketi ile toplanmıştır. Deneysel süreçte deney grubundaki eğitimcilere 160 saatlik Montessori Eğitimci Eğitimi Programı uygulanmıştır. Araştırma bulguları, deney ve kontrol grubunun ön test puanları arasında anlamlı bir fark olmadığını; bunun yanında son test puanları arasında anlamlı bir fark olduğunu göstermiştir. Deney grubunun ön test ve son test puanları karşılaştırıldığında anlamlı bir fark olduğu; buna karşın kontrol grubunda ön ve son test puanları arasında anlamlı bir fark olmadığı belirlenmiştir. Söz konusu bulgular Montessori Eğitimci Eğitiminin Montessori felsefine ilişkin düşünce, duygu ve davranışlar üzerinde etkili olduğunu göstermiştir. Bulgular ışığında eğitimlerin yaygınlaştırılması, eğitimlerin Montessori felsefesi ve uygulamasına hâkim, uluslararası kuruluşlardan eğitim almış kişiler tarafından verilmesi önerilebilir.

Language: English

DOI: 10.24130/eccdjecs.1967202261383

ISSN: 2564-7601

Abstract/Notes: This article highlights two women important for pedagogy. María Montessori was a medical doctor who initially carried out research to alleviate the tensions generated by the poor sanitary conditions the children of this society experienced and under which they were educated through traditional strategies that had to be changed. Giuseppina Pizzigoni was a teacher who imagined a new school where children, the offspring of a brutally industrialized society, could be happy while learning. For both women the children’s education, being the task of adults, parents and teachers alike, should be carried out with responsibility and new methodologies they themselves constructed and proposed. For them, the future of humanity lies in the success of this task.

Language: Spanish

DOI: 10.17227/pys.num58-17099

ISSN: 2500-6436, 0121-2494

Abstract/Notes: Kemandirian adalah kemampuan seseorang untuk melakukan segala sesuatunya sendiri sesuai dengan tugas perkembangannya yang didasari oleh inisiatif, keinginan, kontrol diri dan kepercayaan pada kemampuannya sendiri. Anak perlu dilatih kemandiriannya sejak usia dini supaya tugas perkembangan dapat berkembang secara optimal. Sekolah memiliki peran penting untuk meningkatkan kemandirian anak. Menurut Santrock (2002:242), lingkungan bermain sangat penting dalam optimalisasi perkembangan anak. Salah satu sekolah dengan pendekatan seperti di atas adalah sekolah Montessori. Pendekatan Montessori menerapkan agar anak belajar mandiri dan tidak bertanya kepada guru atau menunggu jawaban (Hainstock 2008:38-40). Anak yang dididik dengan pendekatan Montessori diberi kesempatan untuk bekerja sendiri dengan material-material yang ada di lingkungannya, mengungkapkan keinginannya untuk memilih aktivitas, mengembangkan disiplin, dan anak perlu mengetahui apa yang baik dan buruk. Apabila hal-hal ini telah dipenuhi, maka kemandirian anak akan terbentuk (Modern Montessori International n.d.:40-41). Penelitian ini bertujuan untuk mengetahui secara empiris ada tidaknya perbedaan tingkat kemandirian anak prasekolah di sekolah Montessori dengan sekolah non Montessori. Subjek penelitian (N=28) adalah anak prasekolah berusia 3-4 tahun yang bersekolah di sekolah Montessori “X” dan sekolah non Montessori “Y” Teknik pengambilan sampel menggunakan seluruh populasi playgroup 2. Pengambilan data menggunakan rating scale terhadap kemandirian anak di sekolah Montessori maupun di sekolah non Montessori. Data dianalisis dengan teknik Uji t (t-test). Nilai t = 0.364, dengan p = 0.720 (p > 0.05) yang berarti hipotesis penelitian ditolak. Hal ini berarti tidak ada perbedaan signifikan tingkat kemandirian anak prasekolah di sekolah Montessori “X” dengan sekolah non Montessori “Y”. [Independence is a person's ability to do things on their own in accordance with their developmental tasks based on initiative, desire, self-control and belief in their own abilities. Children need to be trained to be independent from an early age so that developmental tasks can develop optimally. Schools have an important role in increasing children's independence. According to Santrock (2002: 242), the play environment is very important in optimizing children's development. One of the schools with such an approach is the Montessori school. The Montessori approach applies so that children learn independently and do not ask the teacher or wait for answers (Hainstock 2008:38-40). Children who are educated with the Montessori approach are given the opportunity to work alone with materials in their environment, express their desire to choose activities, develop discipline, and children need to know what is good and bad. If these things have been fulfilled, then the child's independence will be formed (Modern Montessori International n.d.: 40-41). This study aims to determine empirically whether there are differences in the level of independence of preschool children in Montessori schools and non-Montessori schools. The research subjects (N=28) were preschoolers aged 3-4 years who attended Montessori schools "X" and non-Montessori schools "Y" The sampling technique used the entire playgroup population 2. Data collection used a rating scale on the independence of children in Montessori schools. as well as in non-Montessori schools. The data were analyzed by using the t-test technique (t-test). The value of t = 0.364, with p = 0.720 (p > 0.05) which means the research hypothesis is rejected. This means that there is no significant difference in the level of independence of preschool children in Montessori schools "X" with non-Montessori schools "Y"]

Language: Indonesian

Published: Surabaya, Indonesia, 2009

Language: English

ISSN: 0065-9444

Language: German

DOI: 10.5169/seals-901872

ISSN: 1424-845X

Abstract/Notes: È noto quanto Maria Montessori fosse esigente nei confronti del maestro. In questo articolo si presenta la sua visione delle caratteristiche che devono animare il «nuovo Maestro» per consentire «al bambino nuovo» di potersi sviluppare in modo armonioso ed equilibrato. Dato che la peculiarità della pedagogia montessoriana è cambiare la modalità relazionale tra l’adulto e il bambino, sono messi in risalto alcuni aspetti concreti e universali condivisibili da tutti gli insegnanti. Questi possono essere applicati ovunque e possono anche facilitare la didattica, anche senza applicare tutto il Metodo Montessori, giacché l’autoeducazione del bambino è legata all’autodisciplina dell’adulto. Per formare i maestri Maria Montessori aveva scelto di organizzare i Corsi internazionali di formazione che duravano diversi mesi. Per chiarire gli elementi essenziali, vengono studiate le conferenze riguardo al nuovo maestro pronunciate durante questi corsi. Da esse vengono ricavati i tre livelli di formazione: materiale, scientifica e spirituale. Alcuni aspetti imprescindibili vengono più approfonditi, quali lo spogliarsi dei preconcetti, il cambiare le attitudini morali e l’essere un’osservatore gioioso, aspetti che la Montessori considerava essenziali per risolvere il problema dell’educazione. Basandosi anche su alcuni racconti di allieve, sono proposte alcune modalità scelte da Hélène Lubienska de Lenval durante il suo Cours Pédagogique, e sono presentate alcune scelte pedagogiche di Adele Costa Gnocchi, che aprirà la Scuola Assistenti all’Infanzia dove saranno approfondite le intuizioni della Montessori per il bambino piccolo fino a tre anni. / Es conocido lo exigente que Maria Montessori ha sido en relación a los maestros. En este artículo se presenta su visión de las características que debería poseer el “nuevo maestro” para permitir al “nuevo niño” desarrollarse de manera armoniosa y equilibrada. Considerando que la finalidad de la pedagogía montessoriana es cambiar la modalidad de interacción entre el adulto y el niño, se pueden destacar algunos aspectos concretos y universales que puedan compartir por todos los maestros. Sin necesidad de aplicar completamente el Método Montessori, estos elementos pueden ser útiles en todo tipo de circunstancia y facilitar la didáctica, puesto che la autoeducación del niño depende de la autodisciplina del adulto. Para formar a los maestros, Maria Montessori decidió organizar los cursos internacionales de formación con una duración de varios meses. Para aclarar los aspectos esenciales, en este artículo se toman en consideración las conferencias relativas al “nuevo maestro” que se pronunciaron en estos cursos. A partir de ellas se pueden derivar los tres niveles de formación: material, científica y espiritual. Se profundiza sobre algunos aspectos fundamentales como liberarse de los prejuicios, cambiar la actitud moral y ser un alegre y atento observador, aspectos que Maria Montessori consideraba primordiales para resolver el problema de la educación. Basándose en algunos relatos de sus alumnas, también se exponen algunas modalidades adoptadas por Hélène Lubienska de Lenval presentadas durante su Cours Pédagogique y además se presentan algunas opciones pedagógicas de Adele Costa Gnocchi, que abrirá la Escuela de Asistentes de la Infancia donde se estudiará a profundidad la visión de Maria Montessori para el niño pequeño, hasta los tres años de edad. / It is well known how much Maria Montessori demanded of teachers. This article presents her vision of the characteristics which should animate the “new teacher” in order to allow the development of the “new child” in a harmonious and balanced manner. Given that the goal of the Montessori pedagogy is to change the manner of relating between adult and child, some concrete and universal characteristics are highlighted which are common to all teachers. Even without applying the entire Montessori methodology, these elements can be useful in all circumstances and can facilitate teaching, given that the self education of the child is linked to the self discipline of the adult. To train teachers, Maria Montessori chose to organize international training courses lasting several months. To clarify the essential elements, the conferences regarding the topic of the new teacher during these training courses are presented here. These elements are divided into three levels of training: the material level, the scientific level, and the spiritual level. Some essential aspects are covered in depth, such as the denuding of preconceptions; changing of moral attitudes; being a joyful observer; all approaches that Maria Montessori considered essential to solve the problem of education. Finally, on the basis of stories of students, there are presented some methods chosen by Helene Lubienska de Lenval taken from her Cours Pedagogique, and some pedagogical methods taken from Adele Costa Gnocchi, who will open the Scuola Assistenti all’Infanzia, where they will delve deeper into Montessori insights regarding the small child up to three years of age.

Language: Italian

ISSN: 2255-0666

Abstract/Notes: Montessori çocukların duyusal deneyimleri aracılığıyla yeni bilgiler edinmelerine yardımcı olan bir yaklaşımdır. Montessori yönteminde müzik eğitimi okulöncesi dönemdeki çocukların müzikal beğenilerini geliştirmeyi hedefler. Montessori yaklaşımında çocuğun müzikal çevresindeki temel amaç müzikal potansiyellerine ulaşmaları konusunda onlara rehberlik etmektir. Montessori yöntemi birçok ülkede yaygın olarak uygulanmaktadır. Son yıllarda ülkemizde de yaygınlaşmaya başlayan bu yöntem, daha çok genel öğrenme alanlarını kapsamaktadır. Ancak Montessori yönteminde, özellikle çocukların 3-6 yaş arası duyusal döneminde sanat eğitiminin de önemli bir yer tuttuğu bilinmektedir. Yurt dışında yapılan araştırmalar, müzik eğitiminin Montessori yöntemi içinde önemli bir yerinin olduğunu göstermektedir. Araştırma, Türkiye’de Montessori anaokullarındaki müzik uygulamalarının belirlenmesi amacıyla yapılmıştır. Bu amaç doğrultusunda araştırmanın Montessori yönteminde müzik eğitimi ile ilgili çalışmaları incelemek ve Türkiye’deki Montessori anaokullarındaki müzik uygulamaları hakkında durum saptaması gerçekleştirmek bakımından yararlı olacağı düşünülmektedir. Araştırmanın verileri, bu alanda yapılan araştırmalar incelenerek ve Türkiye’de Montessori anaokullarında çalışmakta olan eğitimcilere uygulanan anket sonuçlarına göre elde edilmiştir. Araştırma sonuçlarına göre; Montessori yöntemiyle eğitim veren anaokullarının %67’sinin “Aile ve Sosyal Hizmetler Bakanlığı’na” bağlı olduğu, %72’sinin “günlük programlarında müzik dersine yer verdiği”, %67’sinde müzik derslerinin “müzik öğretmeni” tarafından gerçekleştirildiği ve okulların %89’unda “Montessori müzik materyallerinin” bulunduğu sonucuna varılmıştır. Müzik materyallerinin kullanımına yönelik yapılan araştırmada ise, anaokullarının %17’sinde Montessori müzik materyallerinin “hepsinin”, %22’sinde “bir” ve %50 ‘ sinin ise “birkaç” müzik materyaline sahip olduğu, %11’inde de “hiçbir” Montessori müzik materyalinin bulunmadığı sonucuna varılmıştır. Anaokullarının %78’ inde Montessori müzik materyalleri dışında “vurmalı çalgıların” kullanıldığı tespit edilmiştir. / Montessori is an approach that helps children gain new information via sensorial experiences. Music education with the Montessori method aims to develop musical tastes of children in preschool period. The main purpose in Montessori approach is to guide children to reach their musical potential in their musical environment. Montessori method is of common use in many countries. This method started to become more common in our country in recent years and it covers learning areas. However, it is known that Montessori method has an important place in art education especially with children between ages 3-6 in their sensory period. The studies done abroad show that Montessori method has an important place in music education. This research is done to detect the music applications of Montessori in Montessori preschools in Turkey. Towards this purpose, this study is expected to be beneficial for analyzing the studies on music education with Montessori method and detecting the music applications in Montessori preschools in Turkey. The data of this study was obtained via analyzing the studies in this field and by conducting a survey with the instructors working in Montessori preschools in Turkey. According to the results of this study, among the Montessori preschools, 67% is connected to the Ministry of Family and Social Services, 72% has music courses in their daily curriculum, 67% has music courses conducted by a music instructor and 89% has Montessori music materials. Based on the results of the research done about the usage of the musical materials, it has been found that among the preschools, 17% have all the Montessori music materials, 22% have one music material, 50% have a few music materials and 11% do not possess any of the Montessori music materials. It was seen that 78% of the preschools make use of percussion instruments besides the Montessori music materials.

Language: Turkish

ISSN: 1304-8880

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