Language: English

ISSN: 0519-0959

Abstract/Notes: For many years in our kindergartens classical teacher-centered teaching has been applied. In this article we will try to study and shed light on: Was it the best method? Has this method helped the child's independence, self-realization or self-development? What about the psycho-emotional realms? It has been observed in many years of work in the preschool system, that classical methods have not properly helped the child's self-development and his achievements. The Montessori method has been applied around the world for years, "Help me do it myself" .... At its core lies the child's freedom in carrying out any activity from clothing - unclothing to scientific research. The teacher is the observer and the child chooses to perform a game or other activity based on his or her preferences or emotional state. It has been seen that the Montessori method has had a very positive impact on the development of the child. Individual work and interest are made possible thanks to educational tools created in a group that is heterogeneous in age and experience. Psychologically it is important that in a different age group there is no reason to compare. By applying Maria Montessori's method in life, adults need to understand what interests the baby, create the conditions for fuller development, and explain how the little one can learn more. But it remains to be seen how much can be achieved, how many teachers with years and years of experience can come out of their frameworks, and in addition, kindergarten education should not be limited to its walls, but requires continuing at home and a close parent-teacher collaboration.

Language: English

Published: Tirana, Albania: Bedër Press, 2022

Pages: 216-232

ISBN: 978-9928-4590-9-1

Abstract/Notes: Pronunciation is one of important aspects in English and one of the necessary components of oral communication. The purpose of this research is to find out Montessori Method and Demonstration Method effect on students’ Achievement in Pronunciation at Nakamura School. The method of this research based on experimental quantitative research doing with using a number, statistics process and structure. The population of this research will use to the primary 1 students of Nakamura School Medan. The writer used simple Random Sampling that is subset of individuals 9 a sample (chosen from a larger set 9 a population), each individual is chosen randomly and entirely. After collecting and analyzing the data, it was found that the lowest score of pre-test in experimental group was 20 and the highest score was 40 and the mean of pre-test was 30.00 and  after administrated the method of Montessori method, the researcher found the lowest  score of students’ pronunciation was 40 and the highest score was 80 and the mean of post-test was 61.43. It means that there was 20 (40-20) difference of the lowest score in pre-test and post-test. The mean score of the pre-test was 30.00, and the post-test is 61.43 (61.43 – 30.00 = 31.43). It can be concluded that the students’ scores in pre-test of experimental group was smaller than post-test, which was using Montessori method. The lowest score of pre-test in experimental group by Demonstration method was 10 and the highest score was 30, and the mean of pre-test was 22.86. After post-test was administered, the lowest score in experimental group was 50 and the  and the highest was 80 and the mean of post-test was 61.43. The lowest score significantly improved. It means that the difference of the score was 50 (100-50). It also happened to the highest score, 80 improved to 100 (100-80 = 20). It means that the difference of the score was 30. The mean of pre-test was 22.86 and post-test was 61.43 (61.43- 22.86= 38.27). It can be concluded that the students’ score in the experimental group which was taught by applying Montessori method was significantly different and the students’ score in pre-test of experimental group was smaller than post-test , which was Demonstration method.

Language: English

DOI: 10.31004/jrpp.v6i3.18591

ISSN: 2655-6022, 2655-710X

Language: Dutch

Language: English

ISSN: 0027-5379

Language: English

ISSN: 0040-6228

Language: English

Abstract/Notes: After completing her training in 1913, Margaret Naumburg, in her lectures and articles, portrayed a highly emotional and romanticized image of Maria Montessori. Naumburg established several Montessori schools in New York City: at the Henry Street Settlement in 1913; at the Leete School from 1914 to 1916; and in the New York public school system in 1915. Stymied by bureaucracy and inadequate funding, she abandoned her public school experiment. Moving from Montessorian principles, Naumburg identified increasingly with child-centered Progressive education but added a dimension from Jung’s Analytic Psychology which emphasized children’s need to free their emotions through imaginative, creative self-expression through art. She founded her own “Children’s School” in 1916 in New York City, subsequently renamed the Walden School. She is also famous for developing dynamically oriented Art Therapy.

Language: English

Published: Cham, Switzerland: Palgrave Macmillan, 2020

ISBN: 978-3-030-54835-3

Series: Historical Studies in Education