Abstract/Notes: In order to know general awareness for children's song among preschoolers, their teachers and parents the questionary paper survey was performed against 212 of kindergarteners, 63 of their teachers and 197 of their parents. At the sametime their favorite children's songs were collected among the prepared lists of children's songs and selected about 10 children's songs for each group, in order. Also, those selected children's songs were analyzed their musical elements, too. The under 4 year old and female children more favorited the singing children's songs everyday than the 5 year old and male. Thachers replied that they selected the proper children's songs in the basic of the topics of usual daily life and children's interests. Also, parents believed that children's songs is very important to develop their children's musicality. Finally, the favorite children's songs were analyzed as followings the major beat was 4/4, the major tonality was C major, the major form and leongth were 8-34 measures, and the major rhythm was the replicated, symcopated and nimbled one. / 본 연구에서는 유아·교사·학부모의 동요에 관한 인지수준과 선호하는 동요의 유형은 어떠한지 또한 유아들이 선호하는 동요의 음악적 구성요소는 어떠한지에 대해 알아보았다. 연구의 대상은 국·공·사립유치원의 유아 212명, 교사 63명 및 학부모 197명이다. 본 연구의 결과는 다음과 같다. 첫째, 유아·교사·학부모의 동요에 관한 인지수준은 유아·교사·학부모 모두가 동요를 좋아하고 동요부르기가 음악성 발달에 매우 중요한 것으로 인식하고 있는 것으로 나타났다. 둘째, 유아·교사·학부모가 선호하는 동요의 유형은 유아는 동물 또는 가족과 관련된 창작동요를 교사는 동물과 식물에 관련된 창작동요제곡과 인터넷동요를 학부모는 식물과 사랑, 기본생활습관에 관련된 창작동요와 인터넷동요를 선호하였다. 결과적으로 유아·교사·학부모의 선호하는 동요는 크게 차이는 없지만 유아들이 선호하는 동요는 학부모의 선호도 보다는 교사가 선호하는 동요와 일치도가 높아 학부모보다는 교사의 영향을 더 받는 것으로 판단되었다. 셋째, 유아들이 선호하는 동요의 악곡의 특징은 노래 마지막 부분에 강세가 있거나 반복적인 리듬과 노랫말에 엄마, 아빠, 아기로 표현된 가족과 연관된 노래와 동물을 의인화한 노래 또는 동물의 의성어를 표현한 노래를 좋아하는 것으로 나타났다.

Language: Korean

ISSN: 1226-9417

Language: English

ISSN: 0519-0959

Abstract/Notes: The purpose of this study was (1) to investigate the degree of agreement between AMI trained Montessori teachers' knowledge and attitudes and Montessori's recommendations for guiding the process of normalization among young children and (2) to discover the reasons for differences from those recommendations. Normalization is the central process in the Montessori method. Except for a study by this investigator (Zener, 1993) guiding the process of normalization had not been researched since Montessori's work some forty-five to eighty-five years ago. Therefore, this investigation also provided current teacher experiences of guiding the process of normalization. One hundred sixty five Montessori teachers attending various regional and national conferences were surveyed with knowledge and attitude scales. Semi-structured interviews were conducted with 10% of the participants. Mean scale scores from 4.0 to 5.0 on a five degree Likert scale and a SD less than 1.0 were projected as satisfactory levels of agreement with Montessori's recommendations. Descriptive statistics were used to analyze the scales, and content analysis was used to analyze the interviews. T-tests and ANOVAS indicated that demographic variables were not significant to the results. The study concluded that AMI trained Montessori teachers reflected a satisfactory degree of agreement with the recommended knowledge and attitudes (M = 4.25, SD =.31 and M = 4.50, SD =.34 respectively). Knowledge and attitude correlated (p $<$.01). Reasons for differences among teachers' knowledge and attitudes about guiding the process included using other aspects of Montessori theory, disagreement with Montessori, difficulty in carrying out the theory in practice, misinterpretations of scale items, and misunderstandings about Montessori's recommendations for guiding the process of normalization. Implications for children, teachers, parents, school administration, and teacher education included validation of teachers for the high level of consistency in their reflections on guiding the process of normalization. Recommendations for future research included developing a more complete theoretical understanding of the process of normalization, particularly the importance of respecting children's spans of concentration.

Language: English

Published: College Park, Maryland, 1994

Language: English

ISSN: 1071-6246

Abstract/Notes: To help the child who learns differently, when the usual presentation is not helping a student, Montessori educators can use several techniques: * reduce the difficulty of an activity * use more tactile-kinesthetic input * create control charts * focus on the development of oral language * increase the structure for the child with impulse control difficulties, assuming the necessity to help the ADHD child to sustain attention, teaching how to make work choices and how to develop a cycle of work * combine Multisensory Structured Language techniques with Montessori Language presentations. Note: If the child is not holding the pitcher correctly, the lesson may have to become how to hold a pitcher and work up to pouring. * Dressing Frames: lesson reduced to a first presentation of untying, unbuttoning, unbuckling, etc., with each step presented in separate lessons working toward the final step of mastering the direct purpose of the lesson * Cutting bananas and bread before cutting more solid foods, like carrots * Attaching language to the name of the presentation and all of the materials used in the lesson that is at the level of the child's oral language development SENSORIAL: * Pink Tower: Reduce the number of cubes to use every other cube, beginning with the largest, thereby increasing the discrimination to a 2 cm difference. LANGUAGE: * Since oral language skills may be a weakness for many students with learning differences, it is usually necessary to add a program of oral language development assessment and instruction to enhance vocabulary and verbal expression. The MACAR Oral Language Development Manual is one such program (Pickering, 1976). * Written language, which includes reading, spelling, composition, and handwriting, requires the combination of Montessori language materials and the therapeutic techniques of a multisensory structured language (MSL) approach (e.g., Orton-Gillingham, Sequential English Education (SEE), Slingerland, Spalding, or Wilson Language). * Use additional phonological awareness shelf activities (pat out each sound in a word; place a small floral stone or disk on a picture card for each sound in a word). * Present the Sandpaper Letters in the sequence taught in the therapeutic program. * Use the decoding pattern of blending the beginning sound to the word family of short and long vowel word family words.

Language: English

ISSN: 1054-0040

Abstract/Notes: Tujuan dari penelitian ini adalah untuk mendeskripsikan (1) Efektivitas Penggunaan Media Pembelajaran Superbook. (2) Faktor-faktor yang menghambat Efektivitas Penggunaan Media Pembelajaran Superbook. (3) Upaya yang dilakukan Komisi Pelayanan Anak untuk mengatasi hambatan Penggunaan Media Pembelajaran Superbook bagi Anak Sekolah Minggu GMIM Bukit Sion dan Tesalonika Mapanget. Penelitian ini merupakan penelitian kualitatif dengan metdoe deskriptif yang dilakukan di Gereja Masehi Injili di Minahasa (GMIM) Bukit Sion dan Tesalonika Mapanget. Data yang dikumpulkan melalu observasi partisipatif, wawancara , studi dokumen. Analisis dan interpretasi data menunjukkan bahwa (1) Efektivitas penggunaan media pembelajaran Superbook sudah berjalan dengan baik. Di dalam Superbook mengandung nilai-nilai kristiani yang cocok dengan karakteristik anak zaman sekarang. Sangat sesuai dengan kebutuhan anak dan memberikan pemahaman mengenai perilaku yang baik dan buruk. (2) Faktor-faktor penghambat penggunaan media pembelajaran ialah peran penyelenggara PAK dalam hal ini pendeta, guru agama, guru sekolah minggu dan orangtua tentang penggunaan Gadget bagi anak usia 6-12 tahun. (3) Upaya yang dilakukan gereja dalam mengatasi hambatan tersebut ialah memfasilitasi alat-alat penunjang berupa laptop/TV, DVD/LCD Proyektor dan Sound System dan Guru Sekolah Minggu giat mengikuti pelatihan Superbook.

Language: Indonesian

DOI: 10.51667/mjpkaud.v2i2.737

ISSN: 2798-6195

Abstract/Notes: Book review of "The Best Weapon for Peace" by Erica Moretti.

Language: English

DOI: 10.1017/mit.2024.9

ISSN: 1353-2944, 1469-9877

Language: English

ISSN: 1054-0040

Abstract/Notes: Demonstrates the Montessori method of education for elementary school children, ages 6 to 12.

Runtime: 26 minutes

Language: English

Published: Yellow Springs, Ohio, 2011

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9