Language: English

ISSN: 0959-4108

Abstract/Notes: In today’s world of education, there is a growing interest and emphasis on STEM (Science, Technology, Engineering and Mathematics) concepts in the classroom. Montessori education is well known for its hands-on, student-direct approach to learning. STEM also encourages hands-on, active participation from students. The purpose of this action research study is to observe the effects of technology and engineering activities on the Montessori environment. More specifically, how do these supplemental materials affect student engagement with traditional Montessori materials? STEM, more specifically Technology and Engineering, materials were introduced into a Montessori Children’s House classroom over a period of five weeks. Data was gathered through parent and student surveys, observation journals and a scientific engagement checklist in which the teacher observed student engagement with classroom materials over a period of at least two minutes. The results show an increase in student engagement overall, but a decrease in engagement with Montessori-specific materials. Once the technology and engineering activities were introduced into the classroom, the students seemed to gravitate toward those materials over traditional Montessori materials. A small-scale study such as this would benefit from more time to determine if the attraction to these “new” materials in the classroom would diminish over time. However, this study could link STEM activities to higher student engagement in the classroom.

Language: English

Published: River Falls, Wisconsin, 2020

Abstract/Notes: Parenting as a child care practice has become the main focus in both Western psychology and Islam psychology. Each perspective is founded on different values and contributes to the development of the parenting concept. The concept of parenting from the Western psychology includes Montessori parenting, positive parenting, and religious parenting. Meanwhile, from the perspective of Islam psychology, the concept of parenting involves prophetic parenting, Islamic parenting, Qur’anic parenting, and fathanah parenting. The researcher conducted a literature review on these concepts by collecting papers using search engines, including Google, Publish or Perish, and Open Knowledge Map and collected scientific journal articles that are nationally and internationally accredited. A total of 58 journal articles published between 2013 and 2023 were found. Data sampling is adjusted to the research topic, namely the concept of parenting and early childhood parenting. Next, the researcher will interpret the meaning of each journal article using content analysis to identify the basic argument of the research. The findings show that the development of the parenting concept in the Western psychology perspective stems from phenomena in parenting, especially the religion phenomenon in parenting culture in the 21st century. On the other hand, the development of the parenting concept in the Islam psychology perspective is merely a conceptual reinterpretation that is centered in the values of al-Qur’an and hadith. Nevertheless, the researcher found two patterns in the development of the parenting concept in Islam: first, the development of the parenting conceptual framework that is integrated with interpretation method on al-Qur’an texts to explain the notion of parenting, and second, the theoretical integration between the parenting concept that is in accordance with al-Qur’an and hadith and the Western psychology’s notion on parenting. Based on the literature review, the integration between the parenting concept in Western psychology perspective and that in Islam results in the SMART parenting model which prioritizes joy, education, moral and religion, and health for the children’s growth.

Language: English

DOI: 10.31603/tarbiyatuna.v14i2.10584

ISSN: 2579-4981, 2086-0889

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Language: English

ISSN: 1071-6246

Abstract/Notes: With introduction by M.E. Stephenson

Language: English

ISSN: 0519-0959

Abstract/Notes: Paper presented at the 18th International Montessori Congress, Munich, Germany, 1977.

Language: English

ISSN: 0277-9064

Language: German

Published: [Wien, Austria]: [s.n.], 1990

Abstract/Notes: Preschool educators may observe that this unique historical period is an opportunity to integrate peace education into the educational program. The communication that has developed thanks to new technology has offered the opportunity for transformation. Teaching, nonviolence, conflict resolution, well-being, economic, political participation and interest in the environment can be considered as concepts of education for peace. This visionary idea includes global education, prevention of violence, character education and moral education. The educational program and methods of education for peace of preschool children (from birth to 8 years old) include different themes: 1) promote cooperation and resolve conflicts 2) respect for self and authority; 3) appreciation of diversity 4) the role of permeating cultural violence including television, video games, films and dramatic games stimulated by toys and representations of violent actions. These central themes contain the hope that the principles contained in the United Nations Convention on the Rights of the Child will be applied. Parents' participation seen as essential agents in decision-making concerning their children is a fundamental concept. The study of this event produced a visionary model, identified as education for peace, with the participation of parents. OMEP members act as catalysts for peace education efforts with an emphasis on intercultural education. Peace education was, is and will be a goal of pre-school and primary education for all educators around the world. There is a great need for activities in preschool, primary and other educational programs to reduce tensions peacefully.

Language: English

DOI: 10.1007/BF03174500

ISSN: 0020-7187, 1878-4658