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Article
A Comparison of Froebel and Montessori in Their Approaches for Preschool Mathematics / Froebel과 Montessori의 유아 수학교육론의 비교
Available from: RISS
Publication: 德成女大論文集 / Duksung Women's University Journal, vol. 8
Date: 1979
Pages: 109-130
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Abstract/Notes: Froebel and Montessori are compared in their approaches for teaching preschool children the concept of number, numerical calculation, vulgar fraction and geometrical concepts. Froebel's approach is largely metaphysical whereas Montessori's is largely sensorial. But their approaches are not diametrically opposed to each other but rather cmoplementary to each other from the educational view point. Their different claims or views should be closely studied and objectively evaluated through various experiments, before any of them are seriously incorporated in our educational practices.
Language: Korean
Article
Montessori Eğitim Yaklaşımının Din Eğitimine Uygulanması: Godly Play Örneği / Application of Montessori Educational Approach to Religious Education: The Case of Godly Play
Available from: DergiPark Akademik
Publication: Değerler Eğitimi Dergisi / Journal of Values Education, vol. 17, no. 38
Date: 2019
Pages: 235-266
Asia, Middle East, Montessori method of education, Religious education, Turkey, Western Asia
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Abstract/Notes: Maria Montessori carried out both theoretical and practical studies on child education. When Montessori's studies are examined, it is seen that she made original contributions both in education of children and - although not very well known – in religious education. The purpose of this study is to examine the different aspects of Montessori's practices on religious education and to examine the Godly Play approach developed by Berryman in terms of theoretical foundations and application processes. Qualitative research method was used for this purpose. Data was collected through document review. At the end of the study, it is concluded that Montessori gave special importance to applied religious education in the school she founded in Barcelona where she stayed for 20 years. She practically demonstrated that it is possible to study religion and spirituality based on experience and work in a suitable school environment which arranged according to the level of development of children, not a systematic and theoretical religious education. Berryman has developed her educational approach and made it more systematic. Although he has diverged markedly from the Montessori tradition, he has developed a Protestant interpretation of early childhood religious education. In this approach; it is claimed that the Bible stories can be included with appropriate materials in the classroom environment and they can be introduced to the world of children. In order to achieve this goal, the classes should be organized as Montessori’s style, where children would be left alone with the word of God, and they would get meaning from the material themselves. As a result, it can be argued that this approach can be used for other religions with appropriate method and content arrangements. / Maria Montessori çocuk eğitimi konusunda hem teorik hem de uygulamalı birçok çalışma gerçekleştirmiştir. Montessori’nin çalışmaları incelendiğinde hem çocuk eğitiminde hem de -çok bilinmemekle birlikte- din eğitiminde özgün girişimlerde bulunduğu görülür. Çalışmamız; Montessori’nin din eğitimi konusundaki uygulamalarını farklı yönleri ile ele almayı, Jerome W. Berryman’ın geliştirdiği Godly Play yaklaşımını teorik temeller ve uygulama süreçleri açısından incelemeyi amaçlamaktadır. Bu amaç doğrultusunda nitel araştırma yöntemi kullanılmıştır. Veriler doküman inceleme yolu ile toplanmıştır. Araştırma sonucunda, Montessori’nin yaklaşık 20 yıl kaldığı Barselona’da kurduğu okulda uygulamalı din eğitimine ayrı bir önem verdiği görülmüştür. Sistematik ve teorik bir din eğitiminin değil, çocukların gelişim düzeylerine göre düzenlenmiş uygun bir çevrede ve okul ortamında, tecrübeye ve çalışmaya dayalı bir din ve maneviyat eğitiminin mümkün olduğunu uygulamalı olarak göstermiştir. Onun eğitim anlayışını daha sistematik bir hale getiren Berryman, bazı yönleriyle Montessori geleneğinden ayrılmakla birlikte, temelde Montessori’ye dayanan erken çocukluk dönemi din eğitiminin Protestan yorumunu geliştirmiştir. Bu yaklaşımda; İncil kıssalarının sınıf ortamında uygun materyaller ile sergilenebileceği ve bunların çocukların dünyasına dâhil edilebileceği iddia edilir. Bunu sağlamak için ayinlerden ziyade çocukların Tanrı’nın kelamı ile baş başa kalacakları ve ilgili materyalden kendi anlamlarını çıkaracakları Montessori sınıfları düzenlenmiştir. Çalışma sonucunda söz konusu yaklaşımın uygun yöntem ve içerik düzenlemeleri ile diğer dinler için de kullanılabileceği görülmüştür.
Language: Turkish
DOI: 10.34234/ded.552117
ISSN: 1303-880X
Article
Maria Montessori e il problema dell'educazione nel mondo moderno: Congresso internazionale Montessori, Roma, 12-15 settembre 1970
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 19, no. 5-6, N.S. n. 8-9
Date: 1970
Pages: 6
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Language: Italian
ISSN: 0042-7241
Article
Montessori Adolescents and Community-Engaged Work: Inherited Projects at Colegio Montessori de Tepotzlán
Available from: Association Montessori Internationale
Publication: AMI Journal (2013-), vol. 2020
Date: 2020
Pages: 218-221
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Language: English
ISSN: 2215-1249, 2772-7319
Book
Montessori - tanke og metode, og korleis hennar pedagogikk har paverka oppstarting og gjennomföring av Montessori-skulane i Noreg: feltrapport
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Language: Norwegian
Published: Sogndal, Norway: SLH, 1990
Series: Feltrapport
Book
Montessori-Pädagogik in Deutschland: Bericht über die Entwicklung nach 1945 [Montessori pedagogy in Germany: report on developments after 1945]
Europe, Germany, Montessori method of education - History, Western Europe
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Language: German
Published: Freiburg im Breisgau, Germany: Herder, 1979
ISBN: 3-451-18295-5
Article
Pengaruh Penggunaan Buku Montessori Terhadap Kemampuan Membaca Permulaan [The Influence of Using Montessori Books on Early Reading Ability]
Available from: Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi (Indonesia)
Publication: Jurnal Pendidikan Dasar, vol. 10, no. 1
Date: 2022
Pages: 75-81
Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia
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Abstract/Notes: Online learning during the Covid-19 pandemic has an impact on the early reading ability of grade 1 elementary school students. Online learning that is carried out in full makes the teacher unable to find out why students are still not fluent in reading. The data found some students do not know the letters and how to pronounce them. The purpose of this study was to determine the initial reading ability of first graders at SDN Pasar Lama 1 Banjarmasin using a Montessori reading book. In addition, to determine the significant effect on learning to use Montessori reading books in improving early reading skills. This study uses an experimental method with t-test analysis. The results showed that the students' initial reading ability increased. The results of the t-test showed a value of 0,026 <0.05, so it can be said that there was a significant difference in the students' initial reading ability who used Montessori reading books with students who studied without using Montessori reading books. Learning to use Montessori reading books has an effect on students' initial reading ability.
Language: Indonesian
ISSN: 2579-3993
Article
Pengaruh Metode Montessori dalam Meningkatkan Pemahaman Konsep Matematika Anak Usia Dini di Banjarmasin [The Effect of the Montessori Method in Improving Understanding of Early Childhood Mathematics Concepts in Banjarmasin (Indonesia)]
Available from: Al-Athfal: Jurnal Pendidikan Anak
Publication: Al-Athfal: Jurnal Pendidikan Anak [Journal of Child Education], vol. 6, no. 1
Date: 2020
Pages: 15-26
Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Southeast Asia
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Abstract/Notes: Penelitian ini bertujuan untuk mengetahui pengaruh metode Montessori dalam meningkatkan pemahaman konsep matematika bagi anak usia dini khususnya usia 4-6 tahun di kota Banjarmasin. Penelitian ini menggunakan metode quasi eksperimen. Pengenalan matematika di kelas eksperimen menggunakan metode Montessori,sedangkan di kelas kontrol menggunakan metode konvensional. Hasil uji hipotesis menunjukkan implementasi metode Montessori berpengaruh signifikan dalam meningkatkan hasil belajar anak pada materi data dan grafik di kelas eksperimen. Nilai rata-rata N-Gain di kelas eksperimen adalah 95.61. Nilai rata-rata N-Gain kelas kontrol adalah 34.56. Metode Montessori 61.05% lebih efektif dalam meningkatkan hasil belajar anak pada materi data dan grafik daripada metode konvensional. Begitu pula hasil uji hipotesis pada materi pola ABCDE-ABCDE, implementasi metode Montessori berpengaruh signifikan untuk meningkatkan hasil belajar anak kelas eksperimen. Rata-rata N-Gain kelas eksperimen adalah 87.50. Nilai rata-rata N-Gain kelas kontrol adalah 31.24. Metode Montessori 56.26% lebih efektif dalam meningkatkan hasil belajar anak pada materi pola dari pada metode konvensional. [This study aims to determine the effect of the Montessori method in improving understanding of mathematical concepts for early childhood especially ages 4-6 years in the city of Banjarmasin. This study uses a quasi-experimental method. Introduction to mathematics in the experimental class uses the Montessori method, while the control class uses conventional methods. Hypothesis test results show that the implementation of the Montessori method has significant effects in improving children's learning outcomes in data and graphic material in the experimental class. The average value of N-Gain in the experimental class was 95.61. The average value of the N-Gain control class is 34.56. The Montessori method is 61.05% more effective in improving children's learning outcomes in material data and graphics than the conventional method. Similar to the results of hypothesis testing on the ABCDE-ABCDE pattern material, the implementation of the Montessori method has a significant effect on improving the learning outcomes of children in the experimental class. The average N-Gain of the experimental class is 87.50. The average value of the control class N-Gain is 31.24. The Montessori Method 56.26% is more effective in improving children's learning outcomes on material patterns than conventional methods.]
Language: Indonesian
DOI: 10.14421/al-athfal.2020.61-02
ISSN: 2477-4189, 2477-4715
Article
A Study on Disabled Children's Psycho-Social Rehabilitation in Montessori Education / Montessori 교육에 있어서 장애아 심리 · 사회적 재활에 관한 고찰
Available from: RISS
Publication: 재활심리연구 / The Korean Journal of Rehabilitation Psychology, vol. 9, no. 1
Date: 2002
Pages: 123-141
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Abstract/Notes: This study deals with the psycho-social rehabilitation in Montessori education system which centered on Montessori s theoretical background principles and model of psycho-social rehabilitation in Montessori method. The psycho-social rehabilitation principles in Montessori education method focused on the normalization theory, self-correctional education, the theory of individualized education, activities of daily living and occupational training. The basic reality of these enable social integration of disabled children. The Montessori Education is a practical educational method. This is applicable to both disabled and normal children alike, and suggests integrated education models for handicapped children. Montessori s methods are applied to all field of the children with physical or mental problems and emphasize social behavior with help and cooperation, personal growth, social maturity, independence and responsibility.
Language: Korean
ISSN: 1738-5563
Book Section
Die Umsetzung von Prinzipien der Montessori-Pädagogik an österreichischen Volksschulen unter besonderer Berücksichtigung der Freiheit des Kindes [The implementation of the principles of Montessori pedagogy in Austrian elementary schools with particular consideration of the freedom of the child]
Book Title: Untersuchungen und Ansätze zur Weiterentwicklung der Montessori-Pädagogik in Österreich [Investigations and approaches for the further development of Montessori pedagogy in Austria]
Pages: 55-74
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Language: German
Published: Innsbruck, Germany: Studien Verlag, 2009
Edition: 1st ed.
ISBN: 978-3-7065-4721-5 3-7065-4721-X
Series: Initiative neues Lernen