Abstract/Notes: Tulisan ini berusaha menjelaskan pendidikan Islam dari sudut pandang Maria Montessori, yang merupakan tokoh pendidikan anak yang mencurahkan hampir keseluruhan hidupnya untuk anak-anak. Maria Montessori memiliki prinsip dasar mengenai metode montessori ini, yang sangat memfokuskan anak sebagai childern center dan orang dewasa sebagai pembimbing. Menurutnya, suatu fase kehidupan di awal sangat berpengaruh terhadap faserase kehidupan selanjutnya artinya bahwa pengalaman-pengalaman yang dialami oleh seorang anak di awal kehidupannya sangat berpengaruh terhadap kedewasaannya kelak begitu juga perlakuan yang di dapatkan anak sejak kecil akan sangat berpengaruh terhadap perkembang an anak selanjutnya. Kemudiaan sebagai umat Islam, sudah menjadi kewajiban bagi orang tua dan pendidik untuk menanamkan nilai-nilai ke-Islaman pada anak-anaknya. Dan agar nilai-nilai ke-Islaman tersebut dapat terserap dengan sempurna, maka harus diajarkan sejak anak-anak usia dini juga. Rasulullah telah menegaskan tentang tanggung jawab orang tua terhadap anak-anak dalam sabdanya. [This paper tries to explain Islamic education from the perspective of Maria Montessori, who is a figure of children's education who devotes almost her entire life to children. Maria Montessori has a basic principle regarding this Montessori Method, which is very focused on children as children centers and adults as guides. According to him, a phase of life at the beginning is very influential on the phases of the next life which means that the experiences experienced by a child early in life are very influential on their maturity as well as the treatment that children get from childhood will greatly affect the subsequent development of children. Youth as Muslims, it has become an obligation for parents and educators to instill Islamic values in their children. And so that these Islamic values can be absorbed perfectly, it must be taught from an early age as well. Rasulullah has emphasized the responsibility of parents towards children in their sayings.]

Language: Indonesian

ISSN: 2549-3329

Abstract/Notes: Although there is a national curriculum for art education in the UK there are also alternative approaches in the private sector. This paper addresses the issue of the effect of these approaches on children's drawing ability. Aim. To compare the drawing ability in three drawing tasks of children in Steiner, Montessori and traditional schools. Sample. The participants were 60 school children between the ages of 5;11 and 7;2. Twenty children were tested in each type of school. Method. Each child completed three drawings: a free drawing, a scene and an observational drawing. Results. As predicted, the free and scene drawings of children in the Steiner school were rated more highly than those of children in Montessori and traditional schools. Steiner children's use of colour was also rated more highly, although they did not use more colours than the other children. Steiner children used significantly more fantasy topics in their free drawings. Further observation indicated that the Steiner children were better at using the whole page and organising their drawings into a scene; their drawings were also more detailed. Contrary to previous research Montessori children did not draw more inanimate objects and geometrical shapes or fewer people than other children. Also, contrary to the prediction, Steiner children were significantly better rather than worse than other children at observational drawing. Conclusion. The results suggest that the approach to art education in Steiner schools is conducive not only to more highly rated imaginative drawings in terms of general drawing ability and use of colour but also to more accurate and detailed observational drawings.

Language: English

DOI: 10.1348/000709900158263

ISSN: 2044-8279, 0007-0998

Abstract/Notes: Attraverso l’utilizzo di un’ampia documentazione, basata su fonti bibliografiche e archivistiche, nel presente saggio è stato individuato un filo conduttore tra due personalità femminili, tra loro molto diverse, anche dal punto di vista generazionale: Maria Montessori e Margherita Zoebeli. Le loro iniziative in campo educativo, rispettivamente durante la prima e la seconda guerra mondiale, si svilupparono a partire dai bisogni di un’infanzia segnata tragicamente dagli eventi bellici. Proprio nelle loro esperienze è possibile individuare il fulcro vitale e propulsivo di quella che oggi viene definita “pedagogia dell’emergenza”. / In this essay, through the use of an extensive documentation, based on bibliographical and archival sources, a red thread has been identified between two female personalities, who are very different from each other, not only from a generational point of view: Maria Montessori e Margherita Zoebeli. Their initiatives in the educational field, respectively during the first and the second world war, developed starting from the needs of a childhood tragically marked by the war. In their experiences it is possible to find the cornerstone of what we can define today as “Emergency Pedagogy”.

Language: Italian

DOI: 10.15160/2038-1034/1348

ISSN: 2038-1034

Language: English

DOI: 10.1007/BF03216833

ISSN: 0311-6999, 2210-5328

Language: English

ISSN: 0028-5048

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0039-5404

Language: English

ISSN: 1071-6246