Abstract/Notes: Okul öncesi dönem, çocuğun oldukça hızlı geliştiği, öğrenme potansiyelinin yüksek olduğu bir dönemdir, bu yüzden çocuğun yaşamında büyük önemi vardır. Okul öncesi dönemde fiziksel çevre, çocuğun zihin, beden, hareket, dil, duygu ve sosyal gelişimini etkilemektedir, bu yüzden çalışmadaki amaç, okul öncesi eğitim kurumlarını planlarken, çocuğun ihtiyaçlarını karşılayabilecek ve gelişimini destekleyecek nitelikte bir eğitim ortamının tasarlanmasının vurgulanmasıdır. Bu çalışmada okul öncesi eğitimin fiziksel mekanları, iç ve dış mekanların oluşturduğu bölümler standartlara uygunluğu incelenmiştir, ayrıca dünya üzerinde ve Türkiyede farklı eğitim modelleri (Reggio Emilia Alternatif Eğitim, High Scope eğitimi, Waldorf eğitimi, Orman eğitimi, Montessori eğitim ortamları incelenmiştir. Çalışmada Türkiyedeki en yaygın eğitim modellerin Montessori Eğitimi'nin Konya'daki Selçuk Üniversitesi İhsan Doğramacı Montessori Anaokulu mimari açıdan analiz edilmiştir. Okuldaki fiziksel ortamlar iç ve dış mekanlar ve Montessori sınıfların oluşturduğu bölümler Montessori eğitim modelinin fiziki ortam kriterleri açısından incelenmektedir. Çalışma kapsamında, okul planlarının eldesinde teknik çizim ve görseller kullanılmışdır. Okulun incelenmesinde gözlem, yerinde inceleme, eğitimciler ve öğrenciler ile birebir görüşme gibi yöntemlerden faydalanılmıştır. Yapılan analizler sonucunda, İhsan Doğramacı Anaokulu eğitiminin ilkelerini mümkün olduğunca uygulamaya çalışan bir okul olmasaına rağmen okulun mevcut mimarisi ve materyallerin yetersiliği eğitimin kalitesini düşürmektedir. İlkelere bağlı kalarak eksiklikler giderildiğinde eğitimin kalitesi de yükselecektir. Tez çalışmasının bu doğrultusunda yol gösterici olacağı inancındayım. / The pre-school period is a critical period in which the child develops rapidly and the learning potential is high. Because it is a critical period, there is a great importance in the life of the child and it needs to be evaluated well. The physical enviroment in the pre-school period affects the child's body, movement, mind, language, emotions and social development, so the aim of the study is to design educational environment that can meet the needs of the child and support its development while planning pre-school education institutions. In this study, preschool education physical spaces, Interior and exterior sections of standards examined, also different education models in the world and in Turkey (Reggio Emilia alternative education, High Scope education, Waldorf education, forest education, Montessori education environment. Selcuk University in Konya in Turkey Montessori education model in the study of the most common Training Montessori Nursery Ihsan Dogramaci was analyzed in terms of architecture. The physical environments in the school, the interior and exterior spaces, and the parts of the Montessori classes are examined in terms of the physical environment criteria of Montessori education model. In the scope of the study, technical drawings and visuals were used in the school plans. In the examination of the school, methods such as observation, in-situ examination, interview with educators and students were used. As a result of the analyzes made, although the school does not try to apply the principles of İhsan Doğramacı Kindergarten education as much as possible, the capacity of the school's existing architecture and materials reduces the quality of education. When deficiencies are eliminated by adhering to the principles, the quality of education will also rise. I believe that the thesis work will be guiding in this direction.

Language: Turkish

Published: Konya, Turkey, 2018

Abstract/Notes: This thesis, underpinned by cross-cultural design ethnography (DE) and research through design (RtD), re-reads play-based learning constructs as design practice. In doing so, it charts the shifting relationship between design and theories of play-based learning. The work frames the design of play-based learning processes, from their emergence in historical learning environments such as the Montessori method to current pedagogies of STEAM learning. This evolutionary focus will be of interest to a wide range of stakeholders such as pedagogues, designers, and policy makers, each of whom contribute to where, what and how children are taught. This thesis presents the following arguments: Firstly, it frames and re-reads key historical play pedagogues as designers and design thinkers, whose work has shaped and influenced the evolution of play-based learning through the inception of play artefacts, spaces, and structures. This thesis further elucidates that design-thinking has been at the heart of play-based learning, demonstrated through the design of modular and standardised pedagogic objects and spaces of historic learning environments. The design evolution within this framework helps to enlighten the development of tinkering and iterative prototyping as twenty-first century affordances of learning through play. Secondly, this thesis uses observation-based design ethnography of the Montessori method, to argue that Montessori’s restrictive pedagogy can be counterproductive to learning through intuitive processes of exploration and iteration. Thirdly, by adapting the practice-based research method of research through design (RtD), the thesis demonstrates and proposes that twenty-first century design affordances of tinkering and iteration can be suitably integrated to enrich historic play-based learning environments such as the Montessori method. In each of these arguments, the ways in which pedagogic theories of play are interwoven with the language of design thinking are revealed. By bringing into focus the triad of play, pedagogy, and design, an additional educational landscape of twenty-first century cultural learning environments is explored. Cultural learning environments (CLEs) such as museums and public galleries extend the scope of play-based learning beyond formalised spaces of schools and bring into relief, the predominance of design while incepting platforms, ateliers, and activities to initiate learning through play.

Language: English

Published: Edinburgh, Scotland, 2021

Language: Italian

ISSN: 0042-7241

Abstract/Notes: Die hier ermöglichten Schaffensprozesse kombiniert mit dem kindlichen kreativen Potenzial sind die Basis für künstlerisch aktive Kinder. Bildnerisches Gestalten als wichtige kindliche Ausdrucksform, Unterstützung der feinmotorischen Koordination, Wecken von Experimentierfreude und Entdecken des eigenen Gefühls für Ästhetik sind Notwendigkeiten für die Kreativität. [The creative processes made possible here combined with the child's creative potential are the basis for artistically active children. Artistic design as an important form of expression for children, support for fine motor coordination, arousing the willingness to experiment and discovering one's own feeling for aesthetics are necessities for creativity.]

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2020

Edition: 2nd ed.

ISBN: 978-3-451-37828-7 3-451-37828-0

Series: Montessori-Praxis (Herder)

Abstract/Notes: Die hier ermöglichten Schaffensprozesse kombiniert mit dem kindlichen kreativen Potenzial sind die Basis für künstlerisch aktive Kinder. Bildnerisches Gestalten als wichtige kindliche Ausdrucksform, Unterstützung der feinmotorischen Koordination, Wecken von Experimentierfreude und Entdecken des eigenen Gefühls für Ästhetik sind Notwendigkeiten für die Kreativität. [The creative processes made possible here combined with the child's creative potential are the basis for artistically active children. Artistic design as an important form of expression for children, support for fine motor coordination, arousing the willingness to experiment and discovering one's own feeling for aesthetics are necessities for creativity.]

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2018

Edition: 1st ed.

ISBN: 978-3-451-37828-7

Series: Montessori-Praxis (Herder)

Language: English

Abstract/Notes: Montessori merupakan salah satu metode parenting untuk anak usia dini yang dikembangkan oleh Maria Montessori, seorang dokter perempuan dari Italia pada tahun 1870. Menurut dr. Montessori, anak-anak dapat belajar dengan baik dalam lingkungan yang tepat. Maksudnya, lingkungan yang sesuai ukuran, untuk merangsang, dan mempermudah anak untuk mencerna pengetahuan kognitif. Seiring dengan perkembangan metode montessori, metode ini banyak diminati para orangtua. Meskipun begitu, banyak orangtua masih belum paham bagaimana memulai untuk menerapkan metode montessori. Oleh karena itu, diperlukan sebuah media yang dapat dijadikan salah satu preferensi para orangtua untuk memudahkan mereka dalam memulai aktivitas montessori si rumah. Penelitian ini menggunakan pendekatan kualitatif, dengan instrumen penelitian seperti studi literatur untuk menggali informasi mengenai konten montessori yang didapat dari beberapa buku serta jurnal yang berkaitan dengan topik penelitian , depth interview kepada ahli montesori untuk menggali info lebih detail mengenai montessori, studi komparator, dan eksplorasi visual, dan juga user testing yang menggunakan instrumen focus group discussion bersama target audien. Seluruh konsep perancangan ini akan dirangkum dalam sebuah buku yang berisi materi mengenai tutorial aktivitas montessori yang disajikan dengan menggunakan elemen-elemen visual berupa ilustrasi tutorial aktivitas montessori pada outputnya. Buku ilustrasi tutorial aktivitas montessori ini nantinya akan digunakan sebagai media alternatif yang dapat memudahkan para orangtua yang memiliki anak usia 2-6 tahun untuk memulai kegiatan montessori di rumah. / Montessori is a parenting method for early childhood developed by Maria Montessori, a female doctor from Italy in 1870. According to dr. Montessori, children can learn well in the right environment. That is, an appropriate size environment, to stimulate, and make it easier for children to digest cognitive knowledge. Over time, this method is in great demand by parents. Even so, many parents still do not understand how to start implementing the Montessori method. Therefore, we need a media that can be used as one of the preferences of parents to make it easier for them to start montessori activities at home. This study uses a qualitative approach, with research instruments such as literature studies to explore information about Montessori content obtained from several books and journals related to the research topic, depth interviews with Montessori experts to explore more detailed information about Montessori, comparative studies, and visual exploration. , as well as user testing using a focus group discussion instrument with the target audience. All of these design concepts will be summarized in a book containing material on Montessori activity tutorials presented using visual elements in the form of illustrations of Montessori activity tutorials on the output. This Montessori activity tutorial illustration book will later be used as an alternative media that can make it easier for parents who have children aged 2-6 years to start Montessori activities at home.

Language: Indonesian

Published: Surabaya, Indonesia, 2022

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: Session held at the American Montessori Society Centennial Conference/Seminar, New York, June, 1970

Language: English

ISSN: 0277-9064

Abstract/Notes: <正> 在旧中国,曾先后介绍和或多或少地试行过来自西方资本主义国家的许多“新教学方法”,如自学辅导法(Supervised Study)分组教学法(Groups of Study,当年称为分团教学法)、蒙台梭利教学法(Montessori Method)、设计教学法(Projoct Method)、道尔顿实验室制(Dalton Laboratory plan)、社会化教学法(Socialized Roaction Mothod)、德可乐利教学法(Decroly Method)、莫礼生单元教学法(Morrisonian Cycle Plan)、文纳特卡制(Winnetka System)等。其中以设计教学法在其理论上最为系统,在其实践上对旧中 [n old China, many "new teaching methods" from Western capitalist countries were introduced and tried to a greater or lesser extent, such as the Supervised Study method and the Groups of Study method. group teaching method), Montessori method (Montessori Method), design teaching method (Projoct Method), Dalton Laboratory plan (Dalton Laboratory plan), socialized teaching method (Socialized Roaction Mothod), De Colelli Teaching method (Decroly Method), Morrisonian Cycle Plan (Morrisonian Cycle Plan), Winnetka System (Winnetka System), etc. Among them, the design teaching method is the most systematic in its theory, and it is the most systematic in its practice.]

Language: Chinese

ISSN: 1003-160X