Abstract/Notes: <正> 意大利女教育家,蒙台梭利法的创始人。作为意大利女性,最初毕业于罗马大学医学系,后到法国钻研特殊儿童的治疗。1899年任国立异常儿童学校校长,1909年任罗马大学讲师。1907年在罗马贫民街开设“幼儿之家”,采用自己考察的教育法,引起了世界的注目。她在人类学、生理学、异常心理学等领域潜心钻研,积累了实践经验,充分有效地利用

Language: Chinese

ISSN: 1671-1610

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

Language: Italian

ISSN: 0042-7241

Abstract/Notes: During the past ten years, a total of 3,642 teachers and administrators have attended the Korean Montessori Teacher Training Program (KMTTP). A sample of Montessori teachers (n = 261) and Korean parents (n = 375) from 32 Korean Montessori schools located in the major cities of Korea were surveyed in order to evaluate the effectiveness of this teacher preparation program. The EXPECTATIONS AND GOAL ATTAINMENT QUESTIONNAIRE (EGAQ), designed by the researcher, was the instrumentation used to conduct this study. Major findings demonstrated that 74.5 percent of the teachers surveyed indicated that their main reasons for attending the KMTTP were to increase their professional competency and their knowledge of child development through Montessori philosophy. The correlation between teachers' levels of satisfaction with their preparation and perceived effectiveness of the training program was higher (r =.29, p $<$.05) than between their levels of satisfaction with the program and their perceptions of their preparedness after completion of training (r =.18, p $<$.05). Significant differences existed between perceived effectiveness of the KMTTP and teachers' ages, positions, and years of experience. Older teachers and those with more advanced teaching positions expressed greater satisfaction with the program. Teachers indicated that, upon completion of the KMTTP, they felt more prepared in, than knowledgeable of, Montessori educational methodology. From the parent perspective, the most frequently cited reason (74.3%) for sending their child to a Montessori School was to provide a learning environment that nurtured their child's interpersonal growth. A majority of the parents (58.5%) were very satisfied with the Montessori experience; no parents were dissatisfied or very dissatisfied. In correlating the effectiveness of Montessori education with specific outcomes, parents indicated highest levels of satisfaction in the areas of "concentration" and "academic achievement." A majority of the teachers surveyed (52.8%) encouraged the implementation of the Montessori Teacher Training Program in neighboring countries, with 42.1 percent strongly encouraging implementation. This study demonstrated the need for further development and improvement in the area of Montessori teacher training in Korea.

Language: English

Published: San Francisco, California, 1994

Language: English

Published: Chicago, Ill.: Virginia B. Fleege, 1987

Language: English

ISSN: 0027-0172

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: 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

Language: English

ISSN: 0065-9444

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