Abstract/Notes: Ushbu maqolada Montessoriy metodi asosida o'qish va tarbiyalash, uning bola ta'limi rivojidagi o'rni, hamda maktabgacha ta'lim yoshida ushbu metodikaning o'ziga xosligi xususidagi fikrlar berilgan. [In this article, there are opinions about learning and upbringing based on the Montessori method, its place in the development of child education, and the uniqueness of this method at the preschool age.]

Language: Uzbek

ISSN: 3030-3613

Abstract/Notes: Maria Montessori (1870-1952) eine der umstrittensten und wirkmächtigsten pädagogischen Persönlichkeiten des 20. Jahrhunderts.Ihre Bücher wurden in zahlreiche Sprachen übersetzt, und Montessori-Schulen haben sich auf der ganzen Welt verbreitet. In pädagogischen Examina ist sie ein beliebter Prüfungsstoff.Zu diesem Bekanntheitsgrad steht die Tatsache in einem seltsamen Widerspruch, dass trotz einer Flut von Montessori-Literatur die Kenntnis ihrer grundlegenden pädagogischen Überzeugungen und Intentionen nach wie vor sehr eingeschränkt ist. Gegner und Befürworter befinden sich in einem schon sprichwörtlich gewordenen »Streit um Montessori«. Auch das Bild der Montessori-Schulen ist noch immer verschwommen und lässt reichlich Platz für schulreformerischen Wildwuchs.Der längst überfälligen Aufklärung über die wirklichen Grundlagen, Inhalte und Ziele der Pädagogik Maria Montessoris will dieses Buch des international renommierten Pädagogen Winfried Böhm dienen. Der als Montessori-Experte ausgewiesene Autor legt ein leserfreundliches Lehr- und Lernbuch vor, das zu einem Drittel aus einer kritischen Einführung in das pädagogische Denken Montessoris besteht und zu zwei Dritteln aus Texten Maria Montessoris, die zum großen Teil neu übersetzt wurden. Auf diese Weise wird es dem Leser ermög-licht, die in der Einführung vorgetragenen Thesen und Deutungen anhand von Originaltexten selbst zu überprüfen und so die Wahrheit über Montessori zu erfahren. [Maria Montessori (1870-1952) one of the most controversial and influential educational figures of the 20th century. Her books have been translated into numerous languages, and Montessori schools have spread throughout the world. It is a popular test subject in educational exams. This level of popularity is strangely contradicted by the fact that, despite a flood of Montessori literature, knowledge of its basic educational beliefs and intentions is still very limited. Opponents and supporters find themselves in a “dispute over Montessori” that has already become proverbial. The image of Montessori schools is still blurry and leaves plenty of room for school reform proliferation. This book by the internationally renowned educator Winfried Böhm aims to provide long-overdue information about the real foundations, content and goals of Maria Montessori's pedagogy. The author, who is recognized as a Montessori expert, presents a reader-friendly teaching and learning book, which consists of one third of a critical introduction to Montessori's pedagogical thinking and two thirds of texts by Maria Montessori, most of which have been newly translated. In this way, the reader is able to check the theses and interpretations presented in the introduction based on original texts and thus find out the truth about Montessori.]

Language: German

Published: Paderborn, Germany: Ferdinand Schöningh, 2010

Edition: 1st edition

ISBN: 978-3-506-76760-8

Abstract/Notes: In Nurturing the Whole Child: Montessori Principles Applied to the Catechesis of Children, Gianna Gobbi draws on a lifetime of experience with children, having apprenticed with educator Dr. Maria Montessori, and collaborated with biblical scholar Sofia Cavalletti to develop the Catechesis of the Good Shepherd (CGS). With a deep understanding of the way children hear God speak to them personally and with profound simplicity, Gobbi explains how Montessori principles are practically applied with children in the context of religious formation. This work is the fruit of entering gently and respectfully into the child's joyful encounter with the mystery of God's silent self-revelation made tangible through ancient biblical images, liturgical signs, and celebrations. Originally presented in Italian as a series of lectures for the formation of catechists in CGS, “la dispenza di Gianna” has been translated in English and edited for publication. This book is an important addition to the CGS library and a valuable reference in the formation of catechists in CGS. Parents of young children attending the CGS atrium will also find this book an informative resource on the nature of children and their prayer life.

Language: English

Published: Chicago, Illinois: Liturgy Training Publications, 2024

ISBN: 978-1-61833-491-6

Language: English

ISSN: 0091-620X

Language: English

Abstract/Notes: Concern about the low level of social intelligence among elementary school students is something that needs to be addressed immediately. Efforts to foster social intelligence at SD Kanisius Sorowajan Yogyakarta are still carried out through habituation activities at school that are not carried out every day. However, SD Kanisius Sorowajan has not implemented efforts to improve the character of social intelligence by integrating learning in the classroom using innovative learning methods and adapted to local culture. The purpose of this study was to determine the effect of ethnopedagogical learning for Javanese script using the Montessori method on the social intelligence character of elementary school students. For this reason, one group pretest-posttest design was used as the research method. A total of 20 children of class IVA at SD Kanisius Sorowajan, Yogyakarta, were involved as subjects in this study. The research instrument used in this study was a multiple-choice test instrument with 10 questions according to the indicators of social intelligence. The data obtained were then analysed using the IBM Statistics version 26 for windows program to calculate the effect and effectiveness with a 95% confidence level and with a two-tailed test. The research findings showed that ethnopedagogical learning for Javanese characters using the Montessori method had an effect on children's social intelligence characters (p < 0.05). The effect size was categorised as large (r = 0.8896 or equivalent to 79.14%). The learning effectiveness level is included in the high effectiveness level (N-gain score 82.52%). The results of semantic analysis show a dynamic pattern of social intelligence characters that can be classified into three dimensions, namely 1) moral knowledge, which is expressed by indicators of skill evaluation, social relationships, understanding expressions, managing emotions, 2) moral feelings, which are expressed by indicators of empathy, emotional turmoil, understanding feelings, assessing motivation, and 3) moral action, which is indicated by indicators of building relationships and good cooperation.

Language: Indonesian

DOI: 10.30605/jsgp.7.1.2024.3089

ISSN: 2654-6477

Language: English

Language: English

Language: English

Language: English