Abstract/Notes: Harold Baumann ordnet die schweizerische Montessori-Pädagogik in die internationale Reformpädagogik ein, skizziert ihre Anfänge im Kanton Tessin, zeigt die Auswirkungen und Einflüsse der Montessori-Bestrebungen in vielen Schweizer Kantonen, u.a. anhand der staatlichen Montessori-Kindergärten im Kanton Wallis. Zudem erläutert er den heutigen Stand der Montessori-Pädagogik in der Schweiz. Harold Baumann ergänzt seine Recherchen durch Beiträge, die ihm von Zeitzeugen überreicht wurden. [Harold Baumann classifies the Swiss Montessori pedagogy in the international reform pedagogy, outlines its beginnings in the canton of Ticino, shows the effects and influences of the Montessori endeavors in many Swiss cantons, e.g. with the help of the state Montessori kindergartens in the canton of Valais. He also explains the current state of Montessori education in Switzerland. Harold Baumann supplements his research with contributions that were presented to him by contemporary witnesses.]

Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Abstract/Notes: In the traditional school system, many values are set in line with the wishes of adults. This situation appears as a blind conflict between the weak and the strong in education. This environment, which causes the creation of only weak and strong people by keeping the individual in the background, comes to light with the sense of loss and self-worthlessness, and the characteristics of membership left alone or without faith. Individuals with this point of view have developed neither personal courage nor ability to criticize and judge. If we love the child so that he/she can build with his/her own unique values and natural laws, it is possible for us to develop all his abilities. At this point, Montessori Education Method emerges as one of the most valuable methods for us to achieve this development. The Montessori Method is based on the developmental needs of the child and is implemented in a carefully prepared appropriate environment. In this process, when the superiority of the method is realized, the child develops both his/her intelligence and his/her physical and mental abilities with experiences.This study aspires to determine how the primary school second grade visual arts education class topics affect students' knowledge levels by applying the method of Montessori Education. The aim of the study is to cover the effect of teaching art history education with the Montessori Education Method on student knowledge level. / Geleneksel okul sisteminde, yetişkinlerin istekleri doğrultusunda birçok değer konulmaktadır. Bu durum eğitimde sadece zayıf ve güçlünün arasında kör bir çatışma olarak karşımıza çıkmaktadır. Bireyi arka planda tutarak sadece zayıf ve güçlü insanların yaratılmasına sebebiyet veren bu ortam, kendiliğinden gelişen kayıp ve kendi kendine olan değersizlik duygusu ile beraber yalnız başına bırakılmış ya da inançsız üyelik özellikleriyle açığa çıkmaktadır. Bu bakış açısına sahip bireylerin, ne kişisel cesaretleri ne de eleştirme ve muhakeme yetisi gelişmemiştir. Eğer çocuğu kendine özel değerleriyle ve doğal yasalarıyla inşa edebilmesi için seversek bütün yeteneklerini geliştirmemiz mümkün olabilmektedir. Bu noktada Montessori eğitimi bu gelişimi sağlayabilmemiz için en değerli yöntemlerden biri olarak karşımıza çıkmaktadır. Montessori yöntemi çocuğun gelişimsel ihtiyaçları üzerine kurulur ve dikkatlice hazırlanan uygun bir çevrede bu durum kolaylaştırılarak uygulanır. Yöntemin üstünlüğünün farkedildiği bu süreçte çocuk, deneyimlerle hem zekasını hem de fiziksel ve ruhsal yeteneklerini geliştirmektedir. Bu araştırmada, ilköğretim 2. sınıf görsel sanatlar eğitimi ders konularının, Montessori eğitimi yöntemi uygulanarak öğrenci bilgi düzeylerine etkisinin nasıl olduğu belirlenmeye çalışılmıştır. Araştırmanın amacı, sanat tarihi eğitiminin montessori eğitimi yöntemiyle öğretilmesinin öğrenci bilgi düzeyine etkisini kapsamaktadır.

Language: Turkish

ISSN: 2458-9624

Abstract/Notes: Debbie Sheehan, a TEAC Elementary representative, describes her experience: "TEAC provides teacher education program directors and instructors the opportunity to work with seasoned Montessori directors and instructors from various teacher education programs. Currently, AMS is piloting a training program for teacher education programs and their adult learners. Between meetings, members are expected to participate in work groups and subcommittees, review and recommend teacher education programs for affiliation, review and make recommendations for teacher education standards, and serve as ambassadors for the larger teacher education community.

Language: English

ISSN: 1054-0040

Language: English

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.

Language: Turkish

ISSN: 1301-3416, 2667-6788

Abstract/Notes: Also known by the title: Spontaneous Activity in Education.

Language: English

Published: Oxford, England: Clio, 1997

ISBN: 1-85109-114-9

Series: The Clio Montessori series , 9

Volume: 1 of 2

Abstract/Notes: This thesis examines the Montessori music curriculum that was developed by Maria Montessori and her music consultant Maria Maccheroni. It introduces the most typical Montessori music instruments and equipment as well as exercises that go with them. It also explores the possibilities of combining Montessori music with today’s music teaching and early childhood music education. The material of this thesis is mainly based on literature about the Montessori Method and its music section, along with observations made while working at various Montessori preschools in Finland. Many of the Montessori method’s musical exercises are challenging and can be seen as old fashioned by today’s music education standards. Maria Montessori expected many things from her Montessori teachers. Montessori teachers were expected to be completely in charge of the children’s musical education. This may be difficult to implement nowadays because in order to properly understand the Montessori music curriculum, one needs a great deal of theoretical knowledge and understanding of music. However, there are plenty of positive aspects to the Montessori music education and its elements can be applied to modern day music teaching. The Montessori method is very child-centered and even though it was developed more than a hundred years ago, the main principles are still valid today. A children’s music lesson plan is included in this thesis. It combines Montessori music education with Finnish early childhood music education. Many music educators and Montessori teachers know little about the music part of the Montessori method. Not much literature can be found about it in Finnish. The goal of this thesis is to study Montessori music education and to give more information about it to music educators and Montessori teachers. / Opinnäytetyössäni tutkin Maria Montessorin ja hänen konsulttinsa Maria Maccheronin yli sata vuotta sitten kehittämää musiikkikasvatusmenetelmää. Esittelen tyypillisimpiä montessorimusiikkivälineitä sekä niihin liittyviä harjoituksia. Lisäksi pohdin miten montessorimusiikkikasvatusta olisi mahdollista soveltaa musiikinopetuksessa ja varhaisiän musiikkikasvatuksessa. Aineistoni perustuu ennen kaikkea montessoripedagogiikasta ja montessorimusiikkikasvatuksesta saatavilla olevaan kirjallisuuteen sekä montessorileikkikoulussa työni kautta tehtyihin havaintoihin. Monet montessorimenetelmän musiikkiosion työt ja harjoitukset ovat haastavia ja nykyisen musiikkikasvatuskäsityksen mukaan vanhanaikaisia. Maria Montessorin toivetta montessoriohjaajasta, joka opettaa musiikkia hänen menetelmänsä mukaisesti, voi olla vaikea toteuttaa, koska montessorimusiikkikasvatuksen hallitseminen vaatii runsaasti musiikin teoreettista tuntemista. Montessorimusiikkikasvatuksessa on kuitenkin myös paljon hyvää ja sitä voi soveltaa nykypäivän musiikinopetukseen. Montessorimenetelmä on erittäin lapsilähtöinen ja vaikka se kehitettiin yli sata vuotta sitten, monet sen perusajatukset ovat edelleen sovellettavissa. Opinnäytetyöni sisältää tekemäni muskarituntisuunnitelman, jossa sovellan montessorimusiikkikasvatusta varhaisiän musiikkikasvatuksen tunnille. Monet musiikkikasvattajat ja montessoriohjaajat eivät tunne tai tuntevat vain pintapuolisesti montessorimenetelmän musiikkiosion, ja montessorimusiikkikasvatuksesta on saatavilla vain hyvin vähän suomenkielistä tietoa. Opinnäytetyöni tarkoitus on tutkia montessorimenetelmän musiikkiosiosta ja antaa lisätietoa montessoriohjaajille ja musiikkikasvattajille.

Language: Finnish

Published: Helsinki, Finland, 2018

Language: English

Published: Oxford, England: Clio, 1991

Edition: 1st Clio ed.

ISBN: 1-85109-114-9 978-1-85109-114-0

Series: The Clio Montessori series , 9

Volume: 1 of 2

Abstract/Notes: Penelitian ini dilatarbelakangi Implementasi pendidikan karakter untuk mempersiapkan mereka kelak sebagai pribadi yang mempunyai identitas diri, melalui pembiasaan dan keteladanan. Tujuan penelitian ini adalah untuk mengetahui: (1) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar eksperiensial? (2) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar one-on-one lesson? (3) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar peace education?Penelitian  ini   menggunakan   pendekatan  kualitatif dan menggunakan penelitian jenis penelitian studi kasus. Teknik pengumpulan data yang digunakan adalah  observasi,  wawancara,  dan  dokumentasi.  Hasil penelitian: (1) Guru dalam proses belajar secara aktif sehingga peserta didik dapat memperoleh pengalaman langsung dan terlatih untuk dapat menemukan sendiri berbagai pengetahuan yang dipelajarinya. (2) Guru memberikan satu tema dan membimbing peserta didik dengan belajar langsung untuk menunjang kebutuhan belajar sehingga peserta didik dapat perhatian penuh dari guru dalam proses belajar (3) Guru membantu peserta didik untuk memiliki kemampuan mengatasi konflik dan masalahnya sendiri, tanpa kekerasan dan dengan cara yang kreatif 0 CITATIONS 0 Total citations 0 Recent citations n/a Field Citation Ratio n/a Relative Citation Ratio

Language: Indonesian

DOI: 10.53621/jider.v3i3.233

ISSN: 2807-5471, 2807-548X

Abstract/Notes: The aim of the thesis was to map what media education is like in Montessori-pedagogical early childhood education. The purpose was to examine how Montessori pedagogy developed more than a hundred years ago meets children's digitized growth environment and media culture. The research was qualitative. The theoretical basis of the work was research on children's media use and media education, the national foundations of the early childhood education plan and the principles of Montessori pedagogy. The data collection method was a semi-structured thematic interview. The interviewees were six early childhood education teachers who worked in Montessori kindergartens for 3-6 year olds in the capital region. The transcribed material was analyzed using theory-driven content analysis. In the research questions, I clarified the Montessori educators' views on media education and its challenges, as well as the special features of Montessori pedagogical media education. In addition, it was mapped how different media content and information and communication technology were utilized in the pedagogical practices of Montessori kindergartens. The key result was that the Montessori educators had a positive attitude towards media education and were more aware than before, but there was also a need for development. The goals of teaching media literacy and information and communication technology skills were seen to be the child's inclusion, supporting agency and equality. Media education aimed to strengthen children's active media skills, i.e. children's own production and expression. A critical attitude towards media devices and content was also considered important. Learning in Montessori pedagogy is based on the concreteness and sensibility of Montessori tools, which is still seen as a working method. Therefore, supplementing the prepared learning environment with technology should be done pedagogically. On the other hand, the child-oriented nature of Montessori pedagogy, the learning of phenomena, and the effort to help the child function in their own everyday life create a good starting point for reforming Montessori pedagogy as needed with media education tools, applications, and content. Awareness of media education and supporting technical skills are ways, which strengthen the position of media education in Montessori pedagogical early childhood education.

Language: Finnish

Published: Helsinki, Finland, 2019