Language: English

DOI: 10.1111/josh.13328

ISSN: 1746-1561

Language: German

Published: Würzburg, Germany: Ergon, 1996

ISBN: 3-928034-90-1

Abstract/Notes: In this study, Montessori education was analyzed from a critical point of view. First of all, the philosophies of Rousseau, Pestalozzil, Froebel, Itard, and Seguin, which influenced the birth of Montessori education, were reviewed. Next, the basic ideology of Montessori, her ideal educational environment, and the conditions of teachers were examined. Finally, the researcher reviewed the Montessori curriculum from a critical point of view. First, it was pointed out that the Montessori teaching aid lacked flexibility in its operation, and that it was not possible to use the Montessori teaching aid in a creative way according to individual preferences. Second, as individual activities are emphasized rather than small and large group activities in the Montessori classroom, it was pointed out that there is a lack of interaction between children compared to other program classes, which can affect language and social development. Montessori also forbade imaginative play in the classroom because children could have false values, such as not recognizing the difference between reality and fiction, and figuring out fiction as reality, she said. However, according to several studies, imaginative play is also a very important play that provides opportunities to promote language and social development. However, this study argues that Montessori's educational policies and tools play a very important role for the systematic intellectual development of young children, despite their various limitations. In addition, it is suggested to reinforce role play, storytelling time, art and craft time in the Montessori classroom for social and emotional development. / 본 연구에서는 몬테소리 교육을 비판적인 시각으로 분석하였다. 우선, 몬테소리교육을 탄생하도록 영향을 준 Rousseau, Pestalozzi, Froebel, Itard, Seguin 등의 철학을 검토해 보았다. 그 다음으로 몬테소리의 기본적인 이념과 그녀가 생각하는 이상적인 교육환경과 교사의 조건 등을 알아보았다. 마지막으로 연구자는 몬테소리 교육과정을 비판적인 시각으로 검토하였다. 첫째로 몬테소리 교구는 그 조작에 있어서 융통성이 결여되었고, 개인의 기호에 따라 창의적인 방법으로 몬테소리 교구를 이용하지 못함이 지적되었다. 둘째로, 몬테소리 교실에서는 소, 대집단 활동보다 개인적인 활동이 강조됨으로서, 타 프로그램 교실에 비해 유아간의 상호작용이 부족함이 지적되었으며, 이는 언어발달과 사회성발달에 영향을 끼칠 수 있다. 또한 몬테소리는 교실내의 상상놀이를 금지시켰는데, 이는 유아들이 현실과 허구 사이의 차이를 인식하지 못하고 허구를 실제로 파악하는 등의 그릇된 가치관을 가질 수 있기 때문이라고 하였다. 하지만 여러 연구에 의하면 상상놀이 역시 언어발달과 사회성발달을 촉진시킬 수 있는 기회를 제공하는 매우 중요한 놀이이다. 그러나 본 연구는 여러 가지 제한점이 있음에도 불구하고 몬테소리의 교육방침과 교구들은 유아들의 체계적인 지적 발달을 위해 매우 중요한 역할을 하고 있다고 주장한다. 또한 몬테소리 교실에서 사회성과 감성적인 발달을 위해 역할놀이와 이야기 나누기 시간, 미술, 공작 시간 등을 좀더 강화 할 것을 제안한다.

Language: Korean

ISSN: 1229-3083, 2713-6310

Language: English

Published: Chicago, Illinois, 1968

Abstract/Notes: Parent-teacher partnership could dramatically improve educational outcomes for students (Bikmaz & Guler, 2003; Epstein, 2001). However, most teachers and parents lack knowledge and resources for creating this relationship (Christenson, 2004; Epstein, 2001; Henderson & Mapp, 2002). The interactive handbook is a tool for Montessori elementary educators and parents that addresses the common barriers to connection and develops a partnership to provide a continuation of lessons and values from the classroom to the home. The implementation is focused on the Montessori elementary context as it correlates to the "cosmic education" philosophy. Current parents and teachers in the public and private sector of Montessori elementary education evaluated the handbook, and their feedback was incorporated to be the most relevant and effective tool possible. [Reviewed in AMI Communications 2008/1]

Language: English

Published: Münster, Germany, 2006

Abstract/Notes: The beginnings of the dissertation by Esther Grindel, holder of the Montessori diploma and former assistant at the Montessori Centre, also date back to this time. The survey analyses in an empirical way how and under which conditions highly gifted primary school children can learn according to their individual competencies and needs in the periods of Free Work, which is a characteristic way of learning in the Montessori Method. On the basis of four descriptive case studies of highly gifted students of a Montessori primary school typical structures of their ways of learning during the Montessori Free Work are investigated in a comparative analysis. The results, which are discussed in the context of current findings of the research on high abilities, are of great interest to both the Montessori schools and for the fostering at regular schools. A publication of the work as part of the series “Impulses of New Education” is in preparation.

Language: English

Published: Münster, Germany, 2005

Abstract/Notes: The purpose of this study was to analyze the perception pre-service early childhood teachers' the meaning of teaching. The subjects of this study were 39, senior in early childhood education. These Subjects wrote the Journal, "What is teaching?". A content analysis was conducted. The study results can be summarized as follows. Teaching is 'a valuable activity that not only take knowledges but also take goles, need a teachers' passion, understanding learner's mind, transmit the knowledges, teaching is learning, develop the learner's ability, show the model. The reason to perception were practicum in child care centers, assistant teachers, curricular for pre-service education. A clarifying the meaning of teaching is fundamental work for authentic teaching. / 본 연구는 예비교사들이 가르침에 대해 어떻게 생각하는가를 분석하고자 하였다. 연구대상은 4년제 대학 유아교육과 학생 39명이다. 연구 참여자들에게 '가르치는 일은 무엇인가'라는 주제로 저널쓰기를 실시하였다. 수집된 자료는 내용분석을 통해 분석되었다. 분석한 결과 다음과 같은 의미를 도출하였다. 가르치는 일은 '지식뿐만 아니라 어떤 목적을 이루는 가치 있는 활동이다, 가르치는 일에는 교사의 열정이 필요하다, 학습자를 잘 이해하는 것이다, 지식을 전달하는 것이다, 배우는 일과 같다, 학습자의 능력을 개발해주는 것이다, 교사가 모범을 보이는 것이다'로 인식하였다. 이러한 인식에 영향을 준 요인은 보육실습, 보조교사, 대학교에서의 수업 등 이었다. 가르치는 일에 대한 의미를 밝히는 것은 바람직한 수업을 하기 위한 기초 작업이 될 수 있다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This meta-analysis examines the effects of Montessori Education (ME) on five dimensions of development and learning in preschool and school-age children. It includes data from 33 experimental or quasi-experimental studies comparing ME with other pedagogical approaches (268 effect sizes; n = 21,67). These studies were conducted in North-America, Asia and Europe, and published between 1991 and 2021. Effect size estimated using Hedges’ unbiased g, and a 3-level multilevel meta-analytic approach applied due to the dependency among the effect sizes obtained from the same study. Results showed that ME’s effects on development and learning are positive and vary from moderate to high, depending on the dimension considered: cognitive abilities (g = 0.17), social skills (g = 0.22), creativity (g = 0.25), motor skills (g = 0.27), and academic achievement (g = 1.10). Analyses of different moderators did not reveal differences by school level, type of publication and continent.

Language: English

DOI: 10.1016/j.cedpsych.2023.102182

ISSN: 0361-476X

Language: English

ISSN: 1522-9734

Abstract/Notes: Examined data on 4,000 adolescent students to explore self-esteem, locus of control, and family relationships. Found that engaged adolescents demonstrate higher levels of psychological functioning, like self-esteem and a sense of control. Also found that engaged individuals have better relationships with their family. (JS)

Language: English

ISSN: 1522-9734