Language: English

Language: English

ISSN: 0959-4108

Language: English

ISSN: 0952-8652

Language: English

ISSN: 1470-8647

Abstract/Notes: This paper examines some historical parallels in the field of children’s literature and education between Sweden and Italy in the late nineteenth and early twentieth centuries. Sweden and Italy are at the opposite ends of Europe, but they exhibited some interesting similarities in children’s book and pedagogy during those decades. Suffice it to say that two of the most important European education experts of the time – the Swede Ellen Key and the Italian Maria Montessori – were in relationship, appreciated each other’s work and exchanged ideas and remarks on educational and social issues. Parallels cannot obscure the large differences between the two nations, but there were also convergences that must be examined: researches on folktales, mass education and education of the élite were important issues in both countries. Moreover the convergences will intensify further in the coming decades, because Sweden and Italy belong to the same European context.

Language: English

DOI: 10.6092/issn.1970-2221/4362

ISSN: 1970-2221

Abstract/Notes: This article discusses in detail the Maria Montessori system and its peculiarities in the development of fine motor skills in children, the advantages and importance of Montessori pedagogy - a non-traditional method for the development of today's child's personality.

Language: English

DOI: 10.5281/zenodo.6564410

ISSN: 2094-280X

Abstract/Notes: Bu araştırmada, Montessori yaklaşımı doğrultusunda gerçekleştirilen öğretmen eğitimi ve eğitim ortamının düzenlenmesi 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 saptamak amaçlanmıştır. Araştırmada, Montessori yaklaşımına dayalı eğitimin çocukların gelişim alanlarına olan etkisini 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 öğretmen görüşleri doğrultusunda benzer özelliklere sahip olduğu düşünülen bir üniversite anaokuluna devam eden çocuklar ise kontrol grubunu oluşturmuştur. Araştırmada demografik verileri toplamak amacıyla “Genel Bilgi Formu”, çocukların gelişim alanlarını değerlendirmek için Alpern (2007) tarafından geliştirilen Gelişimsel Profil 3 ile Mardell and Goldenberg (1998) tarafından geliştirilen Öğrenmenin Değerlendirilmesi için Gelişimsel Göstergeler 4 kullanılmıştır. Montessori yaklaşımına dayalı eğitim öncesinde ilk olarak Montessori eğitim ortamı oluşturulmuş ve gelişimsel değerlendirme labratuvarı hazır hale getirilmiştir. Ardından öğretmenler “Montessori Uygulayıcıların Eğitimi” kapsamında eğitim almışlardır. Çalışma sonucunda öğretmen görüşüne göre Öğrenmenin Değerlendirilmesi için Gelişimsel Göstergeler 4’den elde edilen bulgular incelendiğinde, deney ve kontrol 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 lehine anlamlı farklılık olduğu saptanmıştır. Gelişim Profil 3‘e ait sonuçlar incelendiğinde de deney ve kontrol grubundaki çocukların öğretmen görüşlerine göre uyumsal davranış boyutunda; ebeveyn görüşlerine göre fiziksel gelişim, bilişsel gelişim, iletişim alt boyutları ile toplam gelişim puanlarında deney grubu lehine anlamlı farklılık olduğu belirlenmiştir. / The present study was aimed at determining the development levels of children aged three, four and five (36-72 months) attending Ankara University Practice Preschool 1, and the effect of Montessori educational approach on their areas of development. A pretest, posttest, retention test experimental design with 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 for the 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 the implementation of Montessori education, Montessori educational environment was prepared and a developmental assessment laboratory was set up. Thereafter, teachers received the Montessori Practitioner 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 differences between 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

ISSN: 2458-777X

Abstract/Notes: This study examined the effects of the Montessori Method on preschool children's readiness to primary education. The research group is composed of five-six year olds attending SU MEF Ihsan Dogramaci Application Nursery School in 2009-2010 school year in Selcuklu county of Konya. The participants composed of five-six year olds were unbiasedly chosen. A total of 50 children were included in the study, 25 being in the experimental group and 25 being in the control group. In the study, Metropolitan Readiness Test was used to determine preschool school children's school readiness levels, B form of PKBS Preschool and Kindergarten Behavior Scale was used to determine preschool children's social skills, FTF-K attention gathering skills test for five-year old children was used to determine preschool children's attention gathering skills. The tests were administered to children before and after experimentation, and it was applied to experimental group again six weeks later. Mann Whitney U test and Wilcoxon signed-rank test were used to analyze the data. The general conclusion of the results obtained is that The Montessori Method makes positive contribution to preschool children's readiness to primary school and is more efficient than current preschool education program.

Language: English

ISSN: 1303-0485

Abstract/Notes: A framework law on preschool education in Bosnia and Herzegovina from 2007 requires all preschool institutions to apply and practice inclusion as well as the compulsory preschool education in a year before children start school. The same law emphasizes that children with developmental disabilities should be included in preschool institutions according to programs adapted to their individual needs. Namely, the goal of applying inclusion in kindergartens is directed towards giving every child the opportunity to progress following their abilities. In that sense, to realize inclusion it is necessary to provide important preassumptions such as curriculum, methods of work, didactic tools, professionally educated team, and permanent assistants in individual assistance. Children with developmental difficulties deal with additional discrimination because most preschool institutions do not have the above-mentioned preassumptions for work and they are often excluded from the educational process. To find the solution to this problem, the focus of this paper is aimed at choosing a curriculum that will enable each child with an equal opportunity in life. In this context, a group of experts who completed the Montessori specialization have created the Integrated Preschool Adaptive Curriculum (IPAC) that is intended for inclusive kindergarten groups. The basis for its development was the contextual and dynamic assessment of abilities, knowledge, and skills of children who attended kindergarten a year earlier and worked according to the methodology of Montessori teaching and techniques. In this paper, we intend to present the results of a three-year study that was based on examining the impact of the Integrated Preschool Adaptive Curriculum (IPAC) on children's readiness to go to school. Readiness in this context considers reaching a certain degree of maturity in cognitive, socio-emotional, and physical development as well as in specific abilities in the cultural, hygienic, and work habits domain.

Language: Bosnian

DOI: 10.51558/2490-3647.2021.6.2.227

ISSN: 2490-3647, 2490-3604

Abstract/Notes: Performance monitoring (PM) is central to learning and decision making. It allows individuals to swiftly detect deviations between actions and intentions, such as response errors, and adapt behavior accordingly. Previous research showed that in adult participants, error monitoring is associated with two distinct and robust behavioral effects. First, a systematic slowing down of reaction time speed is typically observed following error commission, which is known as post-error slowing (PES). Second, response errors have been reported to be automatically evaluated as negative events in adults. However, it remains unclear whether (1) children process response errors as adults do (PES), (2) they also evaluate them as negative events, and (3) their responses vary according to the pedagogy experienced. To address these questions, we adapted a simple decision-making task previously validated in adults to measure PES as well as the affective processing of response errors. We recruited 8- to 12-year-old children enrolled in traditional (N = 56) or Montessori (N = 45) schools, and compared them to adults (N = 46) on the exact same task. Results showed that children processed correct actions as positive events, and that adults processed errors as negative events. By contrast, PES was similarly observed in all groups. Moreover, the former effect was observed in traditional schoolchildren, but not in Montessori schoolchildren. These findings suggest that unlike PES, which likely reflects an age-invariant attention orienting toward response errors, their affective processing depends on both age and pedagogy.

Language: English

DOI: 10.1111/desc.13045

ISSN: 1467-7687