Abstract/Notes: Bu araştırmada, Montessori yaklaşımı doğrultusunda gerçekleştirilen öğretmen eğitimi ve eğitim ortamınındüzenlenmesi sonucu üç, dört ve beş yaş (36-72 ay) grubundaki (deney ve kontrol grubu) çocuklara verilen Montessori yaklaşımına dayalı eğitimin çocukların gelişim alanları üzerindeki etkisini saptamakamaçlanmıştır. Araştırmada, Montessori yaklaşımına dayalı eğitimin çocukların gelişim alanlarına olanetkisini belirlemek amacıyla ön test ve son test kontrol gruplu deneysel desen kullanılmıştır. Ankara Üniversitesi Uygulama Anaokulu 1’e devam eden çocuklar deney grubunu, okul yöneticileri ile öğretmengörüşleri doğrultusunda benzer özelliklere sahip olduğu düşünülen bir üniversite anaokuluna devam edençocuklar ise kontrol grubunu oluşturmuştur. Araştırmada demografik verileri toplamak amacıyla “Genel BilgiFormu”, çocukların gelişim alanlarını değerlendirmek için Alpern (2007) tarafından geliştirilen Gelişimsel Profil 3 (GP3) ile Mardell ve Goldenberg (1998) tarafından geliştirilen Öğrenmenin Değerlendirilmesi için Gelişimsel Göstergeler 4 (ÖDGG-4) kullanılmıştır. Montessori yaklaşımına dayalı eğitim öncesinde ilkolarak Montessori eğitim ortamı oluşturulmuş ve gelişimsel değerlendirme labratuvarı hazır halegetirilmiştir. Ardından öğretmenler “Montessori Uygulayıcıların Eğitimi” kapsamında eğitim almışlardır.Çalışma sonucunda öğretmen görüşüne göre ÖDGG-4’den elde edilen bulgular incelendiğinde, deney vekontrol grubundaki çocukların öz bakım becerileri ile sosyal duygusal gelişim alt boyutu puanlarında, ebeveyn görüşlerine göre öz bakım becerileri alt boyutu ile toplam gelişim puanlarında deney grubu lehineanlamlı farklılık olduğu saptanmıştır. GP-3’e ait sonuçlar incelendiğinde de deney ve kontrol grubundakiçocukların öğretmen görüşlerine göre uyumsal davranış boyutunda; ebeveyn görüşlerine göre fizikselgelişim, bilişsel gelişim, iletişim alt boyutları ile toplam gelişim puanlarında deney grubu lehine anlamlıfarklılık olduğu belirlenmiştir. / The present study was aimed at determining the development levels of children aged three, four andfive (36-72 months) attending Ankara University Practice Preschool 1, and the effect of Montessorieducational approach on their areas of development. A pretest, posttest, retention test experimental designwith control group was adopted in the study to determine the effect of Montessori educational approach on children’s areas of development. The experimental group consisted of children attending Ankara University Practice Preschool 1, while the control group consisted of attending a randomly selected university preschool with similar qualifications. The General Information Form was used for data collection purposes,while the Developmental Profile 3 (DP-3) developed by Alpern (2007) and the Developmental Indicators forthe Assessment of Learning 4 (DIAL-4) developed by Mardell and Goldenberg (1998) whose validity and reliability studies were used as assessment tools to evaluate children’s areas of development. Prior to theimplementation of Montessori education, Montessori educational environment was prepared and adevelopmental assessment laboratory was set up. Thereafter, teachers received the MontessoriPractitioner Training. DIAL-4 results according to teachers’ opinions revealed significant differences between the children in experimental and control groups in self-help skills and social emotional development subscale scores, while according to parents’ opinions, there were significant differences in the self-help skills subcale and overall development scores. DP-3 results revealed significant differencesbetween the children in experimental and control groups in the adaptive behavior subscale according to teachers’ opinions, and physical development, cognitive development and communication subscale scores,as well as, overall development scores of the DP-3 according to parents’ opinions.

Language: Turkish

Abstract/Notes: The purpose of the present study was to investigate the effectiveness of Montessori method education on the visual-motor abilities of students with nonverbal learning disorders. For the purpose of this study, 4 first grade male students with nonverbal learning disabilities who were studying at Nabi Akram primary school in Bonab, during the academic year of 2019-2020, were selected based on the bender visual - motor gestalt test. In this research, which is a single-subject design with multi-baselines (ABA), each participant was first carefully observed according to the criteria of nonverbal learning disability and their visual-motor cognitive abilities accurately measured and recorded. Then, during the intervention phase, each participant received the Montessori method education during the 10 sessions for 45 minutes separately. The performance of the participants is also observed in the follow-up sessions. Finally, the data was analyzed by analyzing the visual diagrams, percentage of all non-overlapping data (PAND), calculating the effect size index and recovery percentage. The results of the research showed that the Montessori method education increased the visual-motor abilities of all four participants. As a result, Montessori education can be used as part of empowerment programs for students with nonverbal learning disabilities.

Language: English, Persian

ISSN: 2383-353X

Abstract/Notes: The article is devoted to Montessori method and its analysis in the theory and practice of belarusian and chinese education. Studying the pedagogical heritage will help to choose the alternative program suitable for preschool education in modern times. / Статья посвящена методу Монтессори и его анализу в теории и практике белорусского и китайского образования. Изучение педагогического наследия поможет выбрать альтернативную программу, подходящую для дошкольного образования в современности.

Language: English

ISSN: 2706-8749, 2519-4534

Language: English

Published: Madras, India: Longmans, Green and Co., 1950

Edition: 1st ed.

Language: English

Published: New York: Longmans, Green and Co., 1945

Abstract/Notes: Reprinted from "The Theosophist," Dec 1941.

Language: English

Published: Adyar, Madras, India: The Theosophical Publishing House, 1965

Edition: 5th ed.

Abstract/Notes: Reprinted from "The Theosophist," Dec 1941.

Language: English

Published: Adyar, Madras, India: The Theosophical Publishing House, 1961

Edition: 4th ed.

Abstract/Notes: The long history of Montessori education in India dates to 1915, and it was expanded through Maria and Mario Montessori's work in India between 1939 to 1946 and 1947 to 1949. The article characterizes a century of Montessori education in India as a series of adapted, competing, and contested framings with key disputes over Montessori education's intended purpose, audience, and how much it could be adapted. First, from 1915 to 1939, Montessori education was connected to the Indian independence movement as nation-building education, but it was eclipsed by a parallel rise of elite, private Montessori schools, a framing reinforced by Maria Montessori's insistence on fidelity to her method. Starting in the 1950s, other Indian educators adapted Montessori for poor children, an emphasis that continues today with government and foundation-funded schools. Finally, in the last thirty years, India's new middle class has driven demand for early childhood education, leading to branded Montessori franchises, some bearing little resemblance to Montessori's original pedagogy.

Language: English

DOI: 10.1017/heq.2022.25

ISSN: 0018-2680, 1748-5959

Abstract/Notes: During the preschool years, the socio-emotional responses children receive from interactions with teachers are incorporated into their own social behaviors. This is one of the key ways in which children acquire social and emotional skills. Based on field studies, it can be found that this learning process is not simple imitation of children, but of a more complex context of group interaction. To further clarify the impact of kindergarten teachers’ emotion on the sociometric status and behavior of 3–5 year-old children in their classes, the researchers chose a Montessori mixed-age kindergarten in Beijing as the field site and observed five classes within the kindergarten over a 2-month period in this ethnographic case study. The study found that the power gap between teacher and pupil spreads rapidly to all children in the classroom as a result of the teacher’s emotions, and even stimulates power stratification within the children. In addition, there are differences in the social behaviors between the children of different levels of power. As preschool children are in a critical developmental window when social knowledge is being accumulated and social skills are being acquired, using power relations within the kindergarten classroom as an entry point to analyze the impact of teachers’ emotions on children’s social behavior provides a new breakthrough for the professional development of early childhood education and the better achievement of educational goals.

Language: English

DOI: 10.3389/fpsyg.2022.808847

ISSN: 1664-1078

Abstract/Notes: "Mrs. Howard Gould, wife of the multi-millionaire railroad magnate, left for China today aboard the Nippon Maru to aid in introducing the Montessori educational methods there and to urge agricultural training for the youth of the land. She is accompanied on the voyage by Ah Yoke, a 7-year-old Chinese girl, who has received considerable musical instruction under the guidance of Mrs. Gould's sister, Mrs. Wong Sun Yue of this city. The child will be placed in a school at Peking, where she will pursue her studies. Early Next year Mrs. Gould and little Ah Yoke will be joined by Mrs. Wong, who now is receiving special instruction from Mme. Montessori to introduce the latter's system of child training in the Orient."

Language: English