Abstract/Notes: Penelitian ini bertujuan untuk mendeskripsikan Pembelajaran matematika di TK GMIM 236 Liandok, Kecamatan Tenga, Kabupaten Minahasa Selatan, Sulawesi Utara. Ada 3 hal utama yang diangkat dalam penelitian ini yaitu pembelajran matematika, pembelajaran matematika AUD, metode yang digunakan guru dalam pengajaran matematika. Penelitan ini menggunakan jenis pendekatan kualitatif. Prosedur pengumpulan data yang digunakan  yaitu wawancara dan dokumentasi . Sumber-sumber data dari penelitian ini yaitu Kepala Sekolah  serta guru bantu di TK GMIM 236 Liandok. Hasil penelitian menunjukka proses pembelajaran di sekolah tersebut terlebih khusus dalam pengenalan matematika sudah terealisasi karena pembelajarannya sudah memperhatikan konsep serta usia dari peserta didiknya. Adapun pengajarkan matematika selama dilaksankannya pembelajaran di sekolah tersebut dilakukan dengan cara anak sambil bermain dengan anak lainnya  dan membuat permainan sederhana dari barang-barang bekas dilingkungan sekitar. Kata Kunci : Pembelajaran, matematika, Anak usia dini. Abstract Penelitian ini bertujuan untuk mendeskripsikan pembelajaran matematika di TK GMIM 236 Liandok, Kecamatan Tenga, Kabupaten Minahasa Selatan, Sulawesi Utara. Ada 3 hal pokok yang diangkat dalam penelitian ini yaitu pembelajaran matematika, pembelajaran matematika AUD, metode yang digunakan guru dalam pembelajaran matematika. Penelitian ini menggunakan pendekatan kualitatif. Prosedur pengumpulan data yang digunakan adalah wawancara dan dokumentasi. Sumber data dari penelitian ini adalah kepala sekolah dan guru pendamping di TK GMIM 236 Liandok. Hasil penelitian menunjukkan bahwa proses pembelajaran di sekolah khususnya dalam pengenalan matematika telah terwujud karena pembelajaran telah memperhitungkan konsep dan usia siswa.

Language: Indonesian

DOI: 10.51667/mjpkaud.v3i1.952

ISSN: 2798-6195

Abstract/Notes: The purpose of this study was to compare the academic achievement of 543 urban 4th- (n=291) and 8th- (n=252) grade students who attended Montessori or traditional education programs. The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (approximately 67 percent). Students who attended a public Montessori school were compared with students who attended structured magnet, open magnet, and traditional non-magnet public schools on standardized measures of math and language arts. Results of the study failed to support the hypothesis that enrollment in a Montessori school was associated with higher academic achievement. Implications and suggestions for future research are provided.

Language: English

DOI: 10.1080/02568540509594546

ISSN: 0256-8543, 2150-2641

Language: Italian

Published: Trento, Italy: Centro studi Erickson, 2022

ISBN: 978-88-590-2966-3

Abstract/Notes: The multilingual journal of the Montessori movement The Call of Education (1924-1925) marks a stage in the internationalisation of the method in the context of educational renewal between the wars. It was also the result of a mature Montessori associationism in the Netherlands. Through the profiles of the editors who flanked Montessori, J.L.C. Godefroy and G. Révész, it is possible to discern common dynamics in the pedagogical mobilisation of a bourgeoisie committed to early childhood education and some specific features that made Amsterdam a Montessori capital. / La revista multilingüe del movimiento Montessori The Call of Education (1924-1925) marca una etapa en la internacionalización del método en el contexto de la renovación educativa del periodo de entreguerras. Al mismo tiempo, es el resultado de la madurez de las asociaciones Montessori en los Países Bajos. A través de los perfiles de los dos editores que trabajan junto a Montessori, J.L.C. Godefroy y G. Révész, es posible captar algunas dinámicas comunes de movilización pedagógica de una burguesía educadora y algunas características específicas que hacen de la ciudad de Ámsterdam, una capital Montessori. / La revista multilingüe del moviment Montessori The Call of Education (1924-1925) marca una etapa en la internacionalització del mètode en el context de la renovació educativa del període d’entreguerres. Al mateix temps, és el resultat de la maduresa de les associacions Montessori als Països Baixos. A través dels perfils dels dos editors que treballen al costat de Montessori, J. L. C. Godefroy i G. Révész, és possible copsar algunes dinàmiques comunes de mobilització pedagògica d’una burgesia educadora i algunes característiques específiques que fan de la ciutat d’Amsterdam, una capital Montessori. / La revista multilingüe del movimiento Montessori The Call of Education (1924- 1925) marca una etapa en la internacionalización del método en el contexto de la renovación educativa del periodo de entreguerras. Al mismo tiempo, es el resultado de la madurez de las asociaciones Montessori en los Países Bajos. A través de los perfiles de los dos editores que trabajan junto a Montessori, J.L.C. Godefroy y G. Révész, es posible captar algunas dinámicas comunes de movilización pedagógica de una burguesía educadora y algunas características específicas que hacen de la ciudad de Ámsterdam, una capital Montessori.

Language: Italian

DOI: 10.2436/e&h.v0i40.150349

ISSN: 2013-9632, 1134-0258

Abstract/Notes: Montessori system its impact can easily be seen in the field of pre-primary education in the European countries, U.S.A., India, China, Japan, African countries, Latin American countries and all through the world, This system has encouraged lovers of education to discover new methods of teaching young children. This system emphasized the necessity of study of children in order to educate them properly. As a result, education became child-centered. The construction of curriculum became oriented to the actual needs of life. It was considered necessary to provide a good environment in the school. The aims of education became oriented to individual development of each child. Hence emphasis was laid on the development of personality of each child. Proper training of teachers was considered necessary.

Language: English

ISSN: 2277-7377

Abstract/Notes: My Honors Thesis compares creativity in children taught in a Montessori classroom with students taught in a conventional classroom. I tested 58 children at Belle Valley Elementary School in Erie Pennsylvania, half in the Montessori program, half in traditional classrooms. Their ages ranged from 5-9, from kindergarten to 3rd grade. I hypothesized that the independence allowed in Montessori classrooms would help foster creativity in its students. The project uses two forms of evaluation to test the concept of creativity, the Torrance Test of Creative Thinking and consensual assessment to score a creative collage. Significant developmental differences were found; older children scored higher on the creativity tests. There was, however, no significant difference between Montessori and conventionally taught children. The conclusion is that in young children creativity develops over time, but that the type of schooling does not moderate this development.

Language: English

Published: Syracuse, New York, 2005

Language: English

Abstract/Notes: This action research studied the impact of peace education and portions of the Positive Discipline curriculum in a three-six primary Montessori classroom. During five weeks of implementing the research, sixteen students participated in class meetings for twenty minutes a day. The peace table activities and wheel of choice lessons were conducted individually and as a whole class. The peace table activities included a set of mini dishes on a tray, a rain stick, and a peace rose. The wheel of choice consisted of pictures and words of examples of what students could choose to help them solve problems. A few examples are count to ten, apologize, ask for help, and write your name on the agenda. Implementing the presentations into the classroom environment became a work for the students to use if needed and did not occur daily. As a work choice, the previous activities were available on tables and children were allowed to choose the work as many times as they felt was necessary. The research began with baseline data collection through SWIS (School Wide Information System) referral records, student interviews, and student surveys. Sources of data obtained during the study included interviews, surveys, observation tally sheets, and a field journal. The results presented an increase in social awareness and problem-solving skills through the class meetings. Students began acknowledging problems and brainstorming solutions. Class meetings will continue daily to extend the positive problem-solving capabilities and mindfulness students developed in their classroom community.

Language: English

Published: St. Paul, Minnesota, 2016

Language: English

Published: Johannesburg, South Africa: Council of Education, 1915

Language: English

DOI: 10.1080/00309230.2014.911756

ISSN: 0030-9230, 1477-674X