Language: English

Abstract/Notes: The complex history of Montessori’s Method spreading in the United States was signed by some misunderstandings connected with the reform of the american education system. The Method wasn’t understood in its specificity, but it appeared, in the same time, an alternative or an application of the tradition of Froebel’s Kindergarten. In those years the American pedagogical reflection tried to create an alternative to the continental tradition. For this reason the Progressive Education critized Montessori (i.e. Kilpatrick) for her spiritual and metaphysical premises but this movement couldn’t realize this project and it was inevitably connected with the tradition of European Activism.

Language: Italian

ISSN: 2039-4039

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X

Abstract/Notes: Explicita-se as relações interdisciplinares na pedagogia através da epistemologia genética, analisando uma formulação teórica específica, no caso a pedagogia montessori. Através da operaciomalização da epistemologia genética verifica-se se ela é capaz de captar relações interdisciplinares no interior de uma formulação pedagógica específica e se esta pode ser considerada interdisciplinar. A pesquisa desenvolvida traz uma contribuição à pedagogia pois operacionaliza um modelo de análise de relações interdisciplinares no interior da pedagogia. O estudo concluiu que o modelo psicogenético possibilitou captar relações interdisciplinares no interior de formulações teóricas bem como possibilitou uma análise genuína da pedagogia montessori demonstrando o seu potencial em termos de formação integral do homem. [The interdisciplinary relationships in pedagogy are explained through genetic epistemology, analyzing a specific theoretical formulation, in this case, the montessori pedagogy. Through the operationalization of genetic epistemology, it is verified whether it is capable of capturing interdisciplinary relationships within a specific pedagogical formulation and whether this can be considered interdisciplinary. The research developed brings a contribution to pedagogy as it operationalizes a model for the analysis of interdisciplinary relationships within pedagogy. The study concluded that the psychogenetic model made it possible to capture interdisciplinary relationships within theoretical formulations as well as a genuine analysis of Montessori pedagogy, demonstrating its potential in terms of the integral formation of man.]

Language: Portuguese

DOI: 10.5902/19846444

ISSN: 1984-6444

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Language: Croatian

Published: Jastrebarsko, Croatia: Slap, 1999

Edition: 1st ed.

ISBN: 953-191-105-3 978-953-191-105-4

Abstract/Notes: The ultimate goal of Montessori educators is to prepare the child, the whole child. One who is not only excelling academically, but also is independent, a critical thinker, and can collaborate with people from all different walks of life. The role of the Montessori educators is to prepare and guide children to independence, this is an increasingly difficult goal to achieve independence and self-regulation especially in the three to six, and six to nine age group. The Montessori guides have grappled with the disconnect between the home environment and school environment, citing it as the major obstacle to children’s independence. In this paper, the literature about parent involvement and its impact on children independence and self-regulation in a Montessori classroom are reviewed. This paper explains the research tools that were employed throughout the research period as well as the methodology, and findings and conclusions.

Language: English

Published: St. Paul, Minnesota, 2019

Language: German

Language: English

Published: London, England: Philip & Tacey, [1930]

Edition: [13. ed]

Abstract/Notes: Penelitian Tindakan kelas ini bertujuan untuk meningkatakan kemampuan menyelesaikan soal pembagian siswa yang masih rendah  dalam proses pembelajarnya matematika dikelas III SDN 025 Rambah Hilir. Berdasarkan pengamatan yang dilakukan penulis pada kelas III  rendahnya  kemampuan menyelesaikan soal pembagian, ditandai dengan belum terfokusnya siswa dengan kegiatan yang dilakukan dikelas. Adapun pelaksanaan untuk meningkatkan hasil belajar anak melalui perbaikan pada siklus 1 dan siklus 2 dengan melakukan desain prosedur perbaikan, pengamatan, teknik analisis data serta melakukan refleksi diri untuk pendidik. Hal ini dapat dilihat dari peningkatan hasil belajar peserta didik dari  siklus 1 sampai ke siklus 2. Pada tahap  siklus 1 dari 16 orang peserta didik 8 orang mendapat nilai dibawah KKM dengan persentase 60% dan 4 orang mendapat nilai di atas KKM dengan persentase 40%. Hal ini dapat dilihat rata – rata siswa adalah 70 dikarenakan siswa mendapat nilai diatas KKM sudah melebihi dari 75 % yaitu 12 siswa dan yang mendapatkan nilai dibawah KKM sebanyak 4 siswa dengan presentase 25 %. Nilai tertinggi 80 dan nilai terendah 60 data Dari hasil pengamatan pendidik, menunjukkan adanya peningkatan kemampuan anak dalam menggunakan metode Montessori.

Language: Indonesian

DOI: 10.31004/jodel.v2i1.49

ISSN: 3026-0124