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Montessori Okullarında Temel Eğitimde Din ve Değerler Eğitimiyle İlgili Dersler / Courses Relating To Religious and Values Education in Montessori Schools’ Primary Education
Available from: DergiPark Akademik
Publication: Uludağ Üniversitesi Eğitim Fakültesi Dergisi / Journal of Uludag University Faculty of Education, vol. 29, no. 2
Abstract/Notes: Montessori yaklaşımı dünyada yaklaşık bir yüzyıldır uygulanmaktadır. Ülkemizde de son yıllarda ilgi görmektedir. Montessori yaklaşımında çocuğa bütüncül olarak bakılmaktadır. Bilgi aktarımı kadar çocuğun sağlıklı kişilik gelişimine ve hayata hazırlanmasına önem verilmektedir. Bu çalışmada, temel eğitimde Montessori yaklaşımını uygulayan okullardaki din ve değerler eğitimiyle ilgili dersler ve içerikleri hakkında bilgi verilmesi amaçlanmıştır. Çalışma kapsamında, dünyada Montessori yaklaşımını uygulayan çeşitli okullarla görüşülmüş, programlarında hangi derslerin yer aldığı sorulmuştur. Ülkeden ülkeye, okuldan okula farklılıklar olmakla beraber, genel olarak, okul öncesinde zarâfet ve nezâket derslerine yer verildiği, ilkokulda ise kozmik eğitim adı verilen program kapsamında çeşitli ders içeriklerinde ve ders dışı etkinliklerde din ve değerler eğitimi konularının işlendiği görülmüştür. / The Montessori educational approach has been in implementation in the world for almost a century. Likewise, it has received a lot of attention in Turkey in recent years. The Montessori education model nurtures and educates child through a holistic method. The proper development of child's personality and preparation towards life is considered as important as imparting knowledge to the child. This study aims to give insight of courses and contents of religion and value education in basic education of schools implementing Montessori educational approach. Various schools in the world implementing Montessori approach was consulted in the study and subject contents of their program were investigated. Generally, Grace and Courtesy lessons is included in pre-school curriculum with differences from schools to school and between countries. However in primary school curriculum religion and values education is implemented under the special program named cosmic education and extra curricular activities.
ISSN: 1301-3416, 2667-6788
Comparative and International Studies in Theory and Practice of Education: Proceedings of the Annual Conference of the Australian Comparative and International Education Society
Published: Hamilton, New Zealand: Australian Comparative and International Education Society, 1983
The New Curriculum of Education in Kenya: a Linguistic and Education Paradigm Shift
Available from: eRepository at University of Nairobi, Kenya
Publication: International Journal of Novel Research in Education and Learning, vol. 5, no. 1
Abstract/Notes: The current system of education in Kenya is the 8-4-4 structure, where children study for eight years of Basic (primary) education, four years of Secondary education and four years of University education. This system was introduced in 1985 to promote man-power capable of performing blue collar jobs, as compared to the former 7-6-3 system that targeted developing a local workforce to replace the British workforce who largely held white collar jobs in the new, independent Kenya. However, over the years, the 8-4-4 curriculum has been widely criticised for a myriad of reasons. The criticisms against this curriculum are that it is too heavily loaded with content, purely examinations-oriented, and generally violating the Rights of the Child by placing undue physical and psychological pressure on learners. In order to address this problem therefore, a new curriculum was hastily crafted and taken through a rushed pilot drive in April 2017 and is expected to replace the current 8-4-4 system by January 2018. Admittedly, this new education system addresses some of the weaknesses of the current 8-4-4 education system, since it is competency-based and focuses more on skills acquisition as opposed to a purely knowledge-based acquisition system. The issues addressed in this paper is how this new and hurriedly crafted curriculum (as well as the introduction of Free Secondary School Education) will be implemented by teachers who are yet to come to terms with the new paradigm shift of teaching and learning. The second issue addressed is whether the crafters of this system took into consideration children’s rights, or whether at all, the system was crafted from a child-centred perspective. The concerns are that apart from the manner in which this syllabus was been crafted and planned for implementation, if not reviewed comprehensively may not only violate the rights of future generations of children, but also enhance negative ethnicity from a linguistic perspective
Appel aux Réformateurs de notre Education Nationale [Appeal to the Reformers of our National Education]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: La Nouvelle Éducation, no. 133
Date: Mar 1935
Tomorrow at the Exposition; Education Day, Monday - Education Day
Available from: NewsBank - San Diego Evening Tribune Historical
Publication: San Diego Evening Tribune (San Diego, California)
Date: Jul 10, 1915
Americas, International Montessori Training Course (3rd [course 1], Los Angeles and San Diego, USA, May - July 1915), Maria Montessori - Biographic sources, North America, Montessori method of education - Teacher training, North America, Panama-California Exposition (1915, San Diego, California), Philander P. Claxton - Biographic sources, United States of America
Abstract/Notes: "Education Day, Monday - Education Day. ...3:30 pm - Speeches at the organ pavilion by Mr. P. P. Claxton, United States commissioner of education from Washington, D. C., and by Madame Maria Montessori, the famous child educator. Madame Montessori will speak in Italian and her speech will be interpreted by Miss Adelia McAlpine Pyle. 4:30 pm - Reception at the women's headquarters in honor of Mr. P. P. Claxton and Mme. Montessori. Special musical program."
The Influence of Montessori Education and Traditional Education on Children's Learning Psychology
Available from: Darcy and Roy Press
Publication: Journal of Education and Educational Research, vol. 6, no. 3
Abstract/Notes: This paper aims to explore the influence of Montessori education and traditional education on children's learning psychology and compare the advantages and disadvantages of the two educational methods. First, the influence of Montessori education and traditional education on children's learning ability and attitude was explored through observation and comparative analysis. In terms of learning ability, Montessori education focuses on cultivating children's independent learning ability and practical ability, while traditional education pays more attention to the indoctrination of knowledge and examination results. In terms of learning attitude, Montessori education cultivates children's concentration and continuity, while traditional education may lead to children's interest in learning and motivation to learn. Next, the advantages and disadvantages of Montessori education and traditional education are analyzed. Finally, the integration and innovation of Montessori education and traditional education are discussed. In conclusion, Montessori education and traditional education have different influences in terms of children's learning psychology, and integrated education may provide better educational methods for children's all-round development.
Maria Montessori and Embodied Education: Current Proposal in Preschool Education
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2
Abstract/Notes: The Montessorian proposal for childhood education appears highly modern and relevant in relation to the development of both motor skills and cognitive functions (Shivji, 2016;), strongly supported by neurosciences’ embodied theories (Roessingh, H. & Bence, M. 2018)), and the increasing wellbeing problem related to childhood (Pate et al, 2014; Ross, 2012). This review analyses Maria Montessori’s modern educational vision, in light of the emerging needs of today’s children. The contribution reviews existing literature focusing on body and movement, but connected with cognitive, emotional and well-being aspects, which are critical in preschool education, both for educators/teachers (Atli, 2016; Akkerman, 2014; Lillard, 2011), and for school reform policies (Lillard, 2019).
Making Sense of Education: Fifteen Contemporary Education Theorists in Their Own Words
Available from: Springer Link
Published: New York, New York: Springer, 2012
ISBN: 978-94-007-4016-7 978-94-007-4017-4
Master's Thesis (M. Ed.)
Mise en perspective des convergences et des divergences entre les contenus liés au domaine psychomoteur du programme d'éducation préscolaire du Québec (1997) et du programme d'éducation préscolaire Montessorien.
Available from: Université du Québec à Montréal
Abstract/Notes: Cette recherche avait pour objectif de mettre en perspective le programme préscolaire québécois (MEQ, 1997) et le programme préscolaire issu du modèle pédagogique montessorien (Pédagogie Scientifique, 1958), dans le but de dégager les similitudes et les particularités de leurs contenus liés au domaine psychomoteur. Une analyse globale des problèmes généraux liés à l'éducation préscolaire et un bref rappel du contexte actuel de l'éducation préscolaire au Québec et ailleurs, nous a permis de faire ressortir les infrastructures qui posent problèmes au niveau préscolaire et qui sont en interrelation constante à savoir: les besoins de l'enfant d'âge préscolaire, les objectifs des programmes qui leur sont destinés, les méthodes et techniques utilisées. Le mode d'évaluation des enfants au préscolaire justifie la problématique de recherche et la prise en compte de l'aspect psychomoteur dans cette recherche. Nous avons élaboré une grille d'analyse visant à dégager les contenus liés au domaine psychomoteur de chacun des programmes analysés. La comparaison des deux programmes nous a permis de faire ressortir de nombreux contenus portant sur la psychomotricité. Les résultats de la présente recherche ont permis de révéler l'existence de certaines divergences et convergences entre les éléments liés au domaine psychomoteur, soit par rapport à leur valeur sémantique, soit par rapport à l'échelle de valeur qui leur est accordée dans chacun des programmes respectifs. En outre, nous avons pu constater la pertinence du choix méthodologique que nous avons fait de recourir à une démarche inspirée de l'analyse systémique lors de la comparaison et de l'analyse des programmes en question. Autour de cette assise sont apparus des éléments que nous pouvons qualifier d'invariants: l'intervenant, l'enfant, la méthode, le matériel et les techniques d'enseignement, d'apprentissage et d'évaluation. Enfin le présent travail met en évidence la problématique toujours actuelle de l'intervention pédagogique au préscolaire et de l'application des programmes. Il ouvre aussi des avenues pour de possibles recherches quant à la problématique des contenus des programmes et de leur application, particulièrement au niveau préscolaire.
Published: Montreal, Quebec, Canada, 2006
An Open Door to Appropriate Education for Special Children [Montessori Special Education School of Cleveland, OH]
Publication: Montessori Special News, vol. 3, no. 3
Date: Jun 1977