Publication: Trend And Issue In Healthcare,
vol. 1, no. 1
Date: Mar 2024
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Abstract/Notes: Survei Status Gizi Indonesia (SSGI) tahun 2022 melaporkan angka stunting sebesar 21,6%, menurun 2,8% dibandingkan tahun 2021 yaitu 24,4%. Namun Indonesia perlu bekerja keras untuk mencapai target 14% pada 2024. Kekurangan gizi pada anak stunting dapat menyebabkan gangguan perkembangan kognitif yang berdampak pada keberhasilan belajar anak dan mempengaruhi masa depan bangsa. Oleh karena itu, diperlukan upaya untuk meningkatkan kemampuan kognitif anak stunting dengan metode belajar Montessori. Dibandingkan metode tradisional lainnya, Montessori merupakan alternatif yang sangat baik untuk perkembangan kognitif anak. Tujuan penelitian : untuk menganalisis pengaruh Montessori terhadap perkembangan kognitif pada anak stunting. Desain penelitian menggunakan quasy eksperimen pretest – postest with control group. Kelompok intervensi yaitu kelompok Montessori dan kelompok kontrol yaitu kelompok metode belajar tradisional. Intervensi dilakukan selama 2 bulan. Sampel berjumlah 38 anak stunting yang diambil secara purposive sampling. Instrument yang digunakan yaitu kuesioner KPSP dan lembar observasi perkembangan kognitif Montessori. Uji statistic yang digunakan yaitu paired sample t test dan independent t test. Hasil uji paired sample t test diperoleh p value 0.001 pada kelompok Montessori dan p value 0.064 pada kelompok belajar tradisional. Hasil uji independent t test diperoleh p value 0.004. Montessori terbukti berpengaruh terhadap perkembangan kognitif pada anak stunting. Montessori melatih anak untuk mengeksplorasi dan menemukan lingkungan belajar yang tepat dan nyaman. Lingkungan yang nyaman akan menciptakan rasa bahagia dalam proses belajar sehingga dapat meningkatkan minat dan motivasi belajar. Terdapat perbedaan signifikan perkembangan kognitif anak dengan metode Montessori dibandingkan kognitif anak dengan metode belajar tradisional.
Language: Indonesian
Article
✓ Peer Reviewed
A Study on the Pre School Education with Special Reference to Montessori
Publication: Bharati International Journal of Multidisciplinary Research and Development,
vol. 2, no. 2
Date: Mar 2024
Pages: 13-18
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Abstract/Notes: The primary aim of Montessori approach is to enable the child explore him/herself and free that personality; thus, a convenient environment has to be set for the development of the child. How parents, teachers and pre-school institutions set such environments is also studied within this research. Additionally, the effect of the Montessori approach on children that is used by the teachers at school is also observed. Therefore the researcher has made an attempt to focus on the Montessori approach in the preschool education. The Montessori Method is characterized by its emphasis on child-centered learning, individualized instruction, and the creation of a nurturing environment that fosters independence and self-discovery. The Montessori educational philosophy, founded by Maria Montessori, emphasizes the holistic development of preschool children, focusing on their innate abilities and fostering independence and self-regulation.
Language: English
Article
Maria Montessori and Roberto Assagioli: Parallels in Their Thinking
Abstract/Notes: In this critical co-constructed auto-ethnographic article we draw on research from two contexts, exploring how critical peace education can be more than palliative care in times of ecological collapse and profound crises across ecosystems. Examining the current crises of learning, living and being, we call for eco-peace-based education: grounded in interconnectedness and interdependence, as a way to transgress unsustainable violences on personal, interpersonal, and ecological levels. We focus on three main arguments that extend learning about nature, to learning with and in nature, towards regenerative approaches of learning, living, and being. Firstly, to move beyond the self-centered (ego) towards interconnected and Earth-centered (eco) epistemologies. Secondly, we explore concrete examples of alternative schools that learn from, in and with nature through fostering innate care between students and Earth (in our own contexts, India and Germany). Thirdly, we reimagine possible futures of eco-peace-based approaches, and argue for a shift towards more peaceful and interconnected futures by integrating eco-peace principles, content and pedagogies into current education systems.
Publication: Educational Administration: Theory and Practice,
vol. 30, no. 4
Date: 2024
Pages: 9098-9104
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Abstract/Notes: This study delved into analyzing the impact of human resource practices with reference to Montessori school Chennai city. A random sample of 150 individuals from the Montessori school. To achieve the study's objectives, a questionnaire was designed as a data collection tool, and appropriate statistical tests and tools within (spss.v 20) were used. this study examines the impact of human resource practices in Montessori schools, with a specific focus on the educational landscape of Chennai city. Montessori education is known for its unique approach to child development, emphasizing individualized learning and holistic growth. human resource practices play a crucial role in shaping the quality of education and the overall functioning of Montessori schools.The research adopts a qualitative approach, utilizing interviews, surveys, and observations to gather data from Montessori schools across Chennai city. the study investigates various aspects of human resource management, including recruitment and selection, training and development, performance evaluation, and employee engagement. Human resource management and educational outcomes in Montessori schools, this study provides valuable insights for school administrators, policymakers, educators, and researchers. ultimately, the findings contribute to the ongoing discourse on enhancing educational practices and fostering positive learning environments in Montessori schools. Enhanced Educational Quality to understanding how human resource practices influence Montessori schools can lead to the implementation of more effective strategies for teacher recruitment, training, and development. This, in turn, can enhance the quality of education provided to students, fostering their holistic development.
Abstract/Notes: Is the achievement gap real? Using a mixed-methods approach, this study reframed standardized testing through a Quantitative Critical and Black Critical lens. It interrogated the deficit framing of Black student achievement by asking the following questions: (1) To what extent do the aggregated standardized test scores for Black students in California correlate with other measures of achievement? Included in this analysis are: (a) To what degree does the ratio of Black students relate to the achievement variables? and (b) To what extent did COVID impact this correlation? (2) What beliefs do Black educators have regarding the standardized test scores of Black students? and (3) How do Black educators define Black Genius? Data sources included a quantitative comparison of three achievement variables from 56 school districts over two cohort years (2017/2018–2021/2022), a questionnaire, and document analyses. “Groundtruthing” (Pérez Huber et al., 2018) was also used to verify the data with 23 Black educators. Findings revealed a lack of any strong correlation between the state standardized test to other, more meaningful outcomes for Black students. The study proffers three terms to frame the issue more accurately: Achievement Distortion, Connection Gap, and Black Genius. Groundtruthed by Black educators, Black Genius is defined as an intelligence that exists outside of the traditional, status quo, Western conceptualization of intelligence. Black Genius is rooted in Black community, consciousness, and our collective history, propelling Black people to achieve, persist, and make progress in the face of persistent anti-Blackness.
Language: English
Published: San Diego, California, 2024
Article
✓ Peer Reviewed
Montessori Primary Schools' Effectiveness: A Quasi-Experimental Study on Schooling Outcomes
Abstract/Notes: Montessori is a highly individualized pedagogy that prioritizes following each child’s individual interests over standardized test scores. This quasi-experimental study compares groups of Montessori students (treatment groups, N = 535–710) with control groups of non-Montessori students, matched through the simple matching method, which controls for the effect of background variables on schooling outcomes. The tested hypothesis is that the treatment groups achieve mean scores that are not significantly lower and have a significantly higher standard deviation on standardized tests of mathematics and language. The study encompassed students in Grade 2, 5, 8, and 10 across two separate cohorts. Results indicate that Montessori students attain either comparable or significantly higher scores than non-Montessori students, depending on grade and cohort, with greater score variability observed, particularly at Grade 8 and in mathematics. This finding implies the necessity for future investigations into the effect of Montessori teachers’ instructional practices.
Publication: Bulletin of Science Education,
vol. 4, no. 1
Date: 2024
Pages: 301-308
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Abstract/Notes: This research aims to determine the Montessori method's influence on early childhood literacy development. The main problem in this research is whether the Montessori method influences students' reading, writing, and arithmetic abilities in the Bdi PAUD KB Permata Hati Way Kanan group. The aim to be achieved in this research is to find out how much influence the Montessori method has on the Calistung abilities of group B students at PAUD KB Permata Hati Way Kanan. This type of research isPre-Experimental. The experimental design that will be used is the One Group Pretest-Posttest Design. This design exists as a pretest before being treated and a posttest after being given treatment. Data collection techniques include observation, documentation, and tests. The subjects in this research were 15 students from the Bdi PAUD KB Permata Hati Way Kanan group. The research results showed that after being given the Montessori method treatment, the Calistung abilities of group B students at PAUD KB Permata Hati Way Kanan increased. This is based on results post-test with a high percentage of the assessment of developing according to expectations (BSH}. The use of the Montessori method affects the Calistung ability of group B students at PAUD KB Permata Hati Way Kanan, as evidenced by the average difference of 25% for pretest results and 36% for posttest results. There is a difference between using the Montessori method and the Montessori method before using the Montessori method on the Calistung ability of group B students at PAUD KB Permata Hati Way Kanan. The Wilcoxon test proves that the calculated Z value is 3.4 and the Z table is 1.635 Z table (1.635). Based on the results of this research, the Montessori method influences the Calistung ability of group B students at PAUD KB Permata Hati Way Kanan.
Abstract/Notes: This study aims to analyze the implementation of Inclusive Education policy in KB Ar-Ra'uuf Yoeandi. The objectives of the study are to understand the implementation of Permendiknas No 70 Year 2009 on Inclusive Education Article 3 in KB Ar-ra'uuf Yoeandi, to identify the inhibiting and supporting factors in the implementation of the policy, and to find an effective model for the implementation of the policy. This study uses a qualitative descriptive approach with data collection techniques through interviews, observations, and document analysis. The data is analyzed using the policy implementation model of Elmore, Lipsky, Hjem, and O'Porter. The results of the study show that KB Ar-Ra'uuf Yoeandi has successfully implemented the inclusive education policy using a combination of strategies, such as an inclusive curriculum, RTI and Montessori-based learning, and active participation of all stakeholders. Supporting factors, such as disability-friendly school infrastructure, and inhibiting factors, such as limited human and financial resources, affect the implementation process. The contextualized implementation model is considered the most relevant in understanding the complexity of implementation and the influence of internal and external school factors on its success. This study provides an important contribution to understanding best practices for achieving inclusive education. KB Ar-Ra'uuf Yoeandi is a successful example of creating an inclusive and friendly educational environment for all students, and provides inspiration for other schools to improve inclusivity in the educational environment.
Abstract/Notes: Examines three philosophical traditions and their implications for early childhood education. Links Montessori to the empirical tradition. Considers the influence of the nativistic tradition of Plato and Rousseau on Froebel, the originator of the kindergarten, and Steiner, the founder of the Waldorf Schools. Discusses Piaget's ties to constructivism.
Language: English
ISSN: 0026-914X
Master's Thesis (Action Research Report)
The Effects of Using Nature-Based Space and Materials on the Children's Concentration Levels in an Early Childhood Montessori Environment
Abstract/Notes: This research study explored the effects of using nature-based space and materials on the children’s concentration levels in an early childhood Montessori environment. Nineteen 3-6-year-olds participated in the study for four weeks. The researcher designed and implemented two interventions, nature-based space and nature-based materials, inside an early childhood Montessori environment. The purpose was to holistically improve the children’s concentration levels by being exposed to a nature-based area and materials. The data collection process relied on four qualitative and quantitative data tools: tally sheets, general observational notes, rate sheets, and measurement notes. The data analyzed in this research study suggests exposing young children to both nature-based space and materials in the learning environment is beneficial to their concentration levels. Lastly, the researcher considers further investigation of the effects of being exposed to nature and technology on the children’s brain by using scientific devices to read and interpret the brain activity.
Language: English
Published: St. Paul, Minnesota, 2020
Article
A Comparative Study of Sensory Training in Early Childhood Education Programs
Abstract/Notes: The purpose of this project was to study the impact of professional development on early childhood educator practice and its subsequent effects on toddlers’ experiences with Risky Play in the outdoor environment. The setting of this project was a toddler classroom within a Montessori school in Missouri. The population for this action research study was three adult assistant guides with varying levels of experience with Montessori and early childhood education and 10 students in a Montessori toddler classroom between the ages of 17 and 32 months. The intervention consisted of a professional development workshop related to Montessori philosophy and benefits of outdoor Risky Play paired with daily reflective journaling. Data collection included my observations, participant journals, interviews, and an attitude scale. As a result of the study, adult participants intervened with children’s play less often and in more constructive ways, and children had more positive experiences in the outdoor environment. In response to this study, future actions include implementing a classroom culture of continued coaching and reflection.
Language: English
Published: St. Paul, Minnesota, 2021
Master's Thesis (Action Research Report)
The Effect of a Culturally Diverse Art Curriculum on the Early Childhood Student's Cultural Competency
Abstract/Notes: This action research project was completed to test the effects of a culturally diverse art program on early childhood students’ cultural competency. The setting was a Montessori early childhood classroom of 22 children. There were two Asian students, one African American student, and 19 Caucasian students. Data were collected using a student conference form, self-portrait rubric, and tally sheets - continent symbol matching, group discussions and art activities. A group presentation took place each week about an artist from one the six inhabited continents which included a biography and examples of their artwork. Following the presentation an art activity was placed on the art shelf. The results showed that the program had a positive impact on the students’ cultural competency. This program will continue to evolve by interweaving it with other cultural curricula in the classroom and spending more than one week with each artist and activity.
Language: English
Published: St. Paul, Minnesota, 2022
Master's Thesis (Action Research Report)
What Evidence of Change Emerges When Students with Behavioral and Learning Challenges are Placed in an Early Childhood Montessori Environment in Rural China?
Abstract/Notes: Under current circumstances, educational issues such as the achievement gap, non-cognitive development, Executive Function, and students with challenging behaviors impact day-to-day classroom practices and fundamentally reshape the results of education. The purpose of this research was to utilize the Montessori environment and principles, as well as the "normalization" approach developed by Dr. Maria Montessori, to help students with behavioral and learning challenges find the balance of their mental developmental processes and maximize their academic achievement at the same time. This action research conducted focused-group case studies of the Montessori Normalization process for children possessing behavioral and learning challenges at a preschool in rural China. The research applied pre-and post-assessment for the 3-6-year-old participants to investigate the evidence of improvement. The assessment utilized indicators based on symptom guidelines for ADHD, ASD, Learning disorders, and Learning Difficulties, published by the US Centers for Disease Control and Prevention (CDC). The study’s findings indicate that the Montessori-guided early childhood education intervention had helped students with behavioral and learning challenges, thereby providing an alternative solution for addressing the challenge of the development gap. This research also suggested that Montessori-based classrooms provide a positive, nurturing environment for gifted children with learning difficulties (exceptional learners) who confront challenges in a mainstream classroom.
Language: English
Published: St. Paul, Minnesota, 2022
Article
A Music Unit for the Early Childhood Classroom, Part 2
Jennifer Angeletti
(Author)
Publication: The National Montessori Reporter,
vol. 25, no. 4
Date: 2001
Pages: 8–15
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Language: English
Article
A Music Unit for the Early Childhood Classroom, Part 1
Jennifer Angeletti
(Author)
Publication: The National Montessori Reporter,
vol. 25, no. 3
Date: 2001
Pages: 7–15
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Language: English
Article
A Tiny Town Teaches Big Concepts [Model city at Lavonna Peterson Early Childhood School, Kansas City, MO]
Brady Prauser
(Author)
Publication: The National Montessori Reporter,
vol. 20, no. 4
Date: 1996
Pages: 20
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Language: English
Article
Writing in Early Childhood: Montessori-Spalding-D'Nealian
Sharon C. Robins
(Author)
Publication: The National Montessori Reporter,
vol. 8, no. 4