Abstract/Notes: The debate about whether or not religious education should be included in early childhood education is a longstanding one. Even those who believe that Religious education should be included in early childhood programs cannot agree about the content or method for including it. The phenomenon of religious education in Montessori pre-primary schools in the Western Cape Province of South Africa is explored in this study, using a qualitative research approach. More specifically, the study explored the goals of their religious education; the level of awareness of Montessori's approach to religious education and finally looked at how they were implementing religion in their schools. A sample of 4 pre-schools were selected from the 90 Montessori pre-schools in the Western Cape. These included a Non-Denominational, Muslim, Christian and a Jewish School. The Muslim and Non-Denominational schools are full Montessori schools, while the Christian and Jewish schools have incorporated Montessori alongside other curriculums, namely the Jubilee Excellence School Curriculum and Reggio-Emilia approach, respectively. A collective case study approach was adopted and data was collected through observations and interviews. While the findings cannot easily be generalized, it is significant in providing a starting point to understanding the phenomenon of religious education in Montessori pre-schools in the Western Cape. The study highlighted Dr Montessori's personal and professional struggle with religion and found that the struggles Dr Montessori faced in terms of Religion have still not been resolved today. The schools in the Western Cape still grappled with the essence of Montessori's struggle, i.e. where to place religion and how to integrate it in the Montessori method and philosophy. Dr Montessori's beliefs about the importance of spirituality in the early years were found to be consistent with the contemporary views of scholars around the world. The religious schools followed guidelines of their own religions when deciding on which values to focus on. At the Jewish school, the focus was on the community, while at the Muslim school the focus was on the individual and selfetiquette. The focus of the Christian school was on discipline and obedience. The schools had various commitments to spiritual and ethical development of the children. Finally, the study found that the Montessori method was ideal for teaching the practices of religion, but when schools delved into issues of faith or love of God, they switched to other modes of teaching (e.g. preaching). This disjuncture between teaching faith and practices was ultimately Dr Montessori's reason for abolishing religious education from her method.

Language: English

Published: Cape Town, South Africa, 2017

Language: English

ISSN: 0042-8639

Abstract/Notes: Psikolojik dayanıklılık zorluklarla karşılaşan bireylerin mücadele etmesi ve bu mücadeleyi sürdürebilmesi adına önem taşımaktadır. Psikolojik dayanıklılığı yüksek olan bireyler karşılaştıkları zorluklardan kendilerine yarar sağlayabilen bireylerdir. Psikolojik dayanıklılık geliştirilebilen bir kişilik özelliğidir. Maria Montessori “Çocuğu çalıştım. Çocuğun bana verdiklerini aldım ve onları ifade ettim. İşte Montessori yöntemi budur.” cümlesi ile kendi adını verdiği yöntemini açıklamaktadır. Kendine has bir eğitim yaklaşımı olan Montessori felsefesi ile eğitim, çocuğu kendi kendine yetebilen bir birey olabilmesi için destekler. Bu araştırmada Montessori felsefesiyle eğitim alan çocukların psikolojik dayanıklılığı incelenmiştir. Bu çalışmada 24- 72 ay arasında 20 öğrenci gözlenmiş olup, psikolojik dayanıklılığı oluşturan etmenler incelenmiştir. Bu bağlamda Montessori felsefesi ile eğitim alan çocukların psikolojik dayanıklılıkları; girişkenlik- özgüven, yardım alabilme, öz-düzenleme, akran ilişkileri, sosyal yeterlilik, bağlanma, mutluluk, duygu kontrolü, doyum erteleyebilme ve problem çözme becerileri başlıkları altında incelenmiştir. Araştırma sonucunda Montessori felsefesiyle eğitim alan çocukların psikolojik dayanıklılıklarının daha yüksek olduğu gözlenmiştir. Ek olarak Montessori felsefesinin, çocukların kendi kararlarını verebilen, bu kararların sorumluluğunu alabilen, çalışma özgürlüğüne sahip, kendine yetebilen ve kendini ifade edebilen bireyler olmasına katkı sağladığı gözlenmiştir. / Psychological resilience is important for individuals who face difficulties and sustain struggle in their lives. Individuals with high psychological resilience are those who can benefit from the difficulties they face. Psychological resilience is a personality trait that can be developed. Maria Montessori describes the method which has its name from her as “I have studied the child; I have taken what the child has given me and expressed it, and that is what is called the Montessori Method” Montessori philosophy, which is a unique educational approach, supports the child to become a selfsufficient individual. In this study, it was aimed to investigate the effect of Montessori education philosophy on psychological resilience. This study was carried out by observing 20 students between 24-72 months and the factors that make up psychological resilience were examined. In this context, the psychological resilience of children who are educated with Montessori philosophy were discussed under these headings: assertiveness-selfconfidence, getting help, self-regulation, peer relationships, social competence, attachment, happiness, emotion control, satisfaction deferment and problem solving skills. As a result of the research, it was observed that children who were educated with Montessori philosophy had higher psychological resilience. In addition, it was observed that Montessori philosophy contributes to children being individuals who can make their own decisions, take responsibility for these decisions, have the freedom to work, are self-sufficient and can express themselves.

Language: Turkish

ISSN: 2717-9737

Language: English

Published: Deventer, The Netherlands: Saxion Progressive Education University Press, 2022

Edition: 1st edition

ISBN: 978-94-92618-56-6

Language: English

ISSN: 0031-7217

Language: Italian

Published: Rome, Italy: Stabilimento tipografico della Società Editrice Laziale, 1912

Abstract/Notes: Where was Auckland's first normal school? And why was it 'normal'? How did sport become such an integral part of Auckland schoolchildren's lives? What is the extraordinary story behind the striking layout of the Epsom campus? Who built an underground room, and patrolled the college grounds with rifles and fixed bayonets? Why, until recently, did Auckland's teachers have their own specialised training institution? All these questions are answered in this fascinating history of the Auckland College of Education and its forerunners, from its modest beginnings in the late nineteenth century through to the recent merger of the college with the University of Auckland in 2004. It documents not only the transformation of the institution, but also the college community. Includes a discusion about Margaret Slingsby Newman's efforts with the Montessori method in New Zealand.

Language: English

Published: Auckland, New Zealand: Auckland University Press, 2006

ISBN: 978-1-86940-370-6

Abstract/Notes: The writing of Dorothy Heathcote, a creative drama teacher, comes very close to Montessori’s ideas about interpretive reading.

Language: English

ISSN: 2215-1249, 2772-7319

Language: English

Published: Bethlehem, Pennsylvania: Martindale Center for the Study of Private Enterprise, 2003

Series: Perspectives on Business and Economics , 21

Language: English

ISSN: 0956-1382