Abstract/Notes: Syftet med studien var att få kunskap om de metoder som förskollärarna använder vid arbetet med skriv- och läsutveckling. I studien ingick sju förskolor där de ansvariga förskollärarna/barnskötarna ...

Language: Swedish

Published: Stockholm, Sweden, 2013

Language: English

DOI: 10.1080/09540250701763566

ISSN: 0954-0253

Abstract/Notes: This study had several objectives. First, to investigate the practices of forest kindergartens in three different geographic regions of Türkiye. Second, to explore how the founders of forest kindergartens overcome challenges and take advantage of favorable circumstances as they set up and run the kindergartens. Third, to research the challenges and favorable circumstances that teachers face in such kindergartens and ways to deal with them. Fourth, to examine what kinds of cultural adaptations kindergarten founders and teachers need to make to use Forest Pedagogy in their own culture or location. Fifth, to elicit the kindergarten founders', teachers', and parents' knowledge of Forest Pedagogy. And sixth, to explore how parents' knowledge of Forest Pedagogy relates to their expectations of forest kindergartens. This study included members of the forest kindergartens (N = 21), which comprised the founders (N = 3), teachers (N = 9), and parents (N = 9). The study discovered that forest kindergartens were not typical, despite sharing similar practices with other kindergartens, such as the daily use of outdoor playgrounds. The diversity of the outdoor settings employed by forest kindergartens varied from region to region, depending on their geographical characteristics. However, they shared certain challenges with other kindergartens, such as a lack of unstructured and affordable natural settings surrounding the kindergartens. In all cases, the kindergarten founders and teachers had limited knowledge of sustainable attitudes for children and the significance of risky play. Yet, the parents possessed the knowledge to value free, muddy, and risky play throughout the year.

Language: English

Published: Ankara, Turkey, 2022

Abstract/Notes: Intended for teachers who have asked for information on how to manage a multi-age classroom, this book outlines the ideal classroom as it exists when all of the multi-age components are put in place. Opening sections of the guide discuss creating the multi-age classroom, and the advantages and principles of multi-age instruction. The next sections provide overviews of classroom organization, instructional strategies, curriculum, assessment and evaluation, and getting started. Each of these sections includes the overview, results of the changes brought about by multi-age instruction, and advice from the experts. Additional sections address scheduling, grouping strategies, working with Bloom's taxonomy, projects for active learners, using novels for literature instruction, and helping children discover themselves and others. Separate sections address the management of mathematics, authentic assessment and evaluation, and student record forms, with sample forms included. A glossary of

Language: English

Published: Edmonds, Washington: CATS Publications, Apr 1995

Edition: Revised

ISBN: 1-886753-03-2

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Language: English

ISSN: 1071-6246

Abstract/Notes: This paper presents a case study, directed the area of speech therapy with a focus on the development of reading and writing based on the Montessori method. Children with difficulties in the writing process coming to a speech therapist, and often the trauma with reading and writing is so great that the therapeutic process does not have many results. The montessorian method aims education of will and attention with which the child is free to choose the material to be used, in addition to providing cooperation. Objective: To deepen the study of the Montessori method and analyze the contributions to this therapeutic practice in written language changes. Methodology: This research is a case study, with participation of a male subject 10 years and 11meses with reading and writing changes, attended at the Clinical School of Speech Therapy at the Federal University of Santa Catarina (UFSC). The study was submitted to the ethics committee in research of the University of the State of Santa Catarina (UDESC) and approved under number 1011754. The Montessori method was used during the therapeutic process in order to highlight the contributions to this speech. Results: We observed and analyzed the evolution of the patient in the development of self-correction, maturity and trust yourself, based on the stimulation of the sensory areas especially sight, touch and hearing, principles worked in Montessori method to improve the acquisition of reading and writing. F. presented a very major breakthrough and greater clarity about the sounds and the corresponding grapheme, managing to produce words correctly alone, important to emphasize that these are words that have inferences correctly, ie, correspondence grapheme-phoneme, which is easy to understand. Conclusion: The main difference with the Montessori therapy approach is the use of materials which are attractive and most often to stimulate sensory written by various directions and be obtained with greater ease. The research showed that it is important not to exceed the steps of the method that enables the development of self-knowledge and self-correction, so that the child acquires confidence to overcome the obstacles developing a sense of pride in their achievements. It was noticed that to use the Montessori method is necessary to know it, so its use permeates consider the maturational development of the child, which is presented individually, and stimulate it with diversified activities, in which the same feel will to carry them through the environmental stimuli, such practices can bring considerable development for speech therapy therapeutic practices. / O presente trabalho apresenta um estudo de caso, direcionado a área da fonoaudiologia com o foco no desenvolvimento da leitura e da escrita com base no método Montessori. As crianças com dificuldades no processo da escrita chegam ao fonoaudiólogo, e muitas vezes o trauma com a leitura e escrita é tão grande, que o processo terapêutico não tem muitos resultados. O método Montessoriano tem por objetivo a educação da vontade e da atenção, com o qual a criança tem liberdade de escolher o material a ser utilizado, além de proporcionar a cooperação. Objetivo: Aprofundar o estudo sobre o método Montessori e analisar as contribuições deste para a prática terapêutica nas alterações de linguagem escrita. Metodologia: Esta pesquisa é um estudo de caso, com participação de um sujeito do sexo masculino de 10 anos e 11meses com alterações de leitura e escrita, atendido na Clínica Escola de Fonoaudiologia na Universidade Federal de Santa Catarina (UFSC). O trabalho foi submetido ao comitê de ética em pesquisa da Universidade do Estado de Santa Catarina (UDESC), e aprovado sob o número 1.011.754. Foi utilizado o método Montessori durante o processo terapêutico a fim de evidenciar as contribuições deste para fonoaudiologia. Resultados: Foram observadas e analisadas as evoluções do paciente no desenvolvimento da autocorreção, maturidade e confiança de si mesmo, com base na estimulação das áreas sensoriais especialmente visão, tato e audição, princípios trabalhados no método Montessori para melhorar o processo de aquisição da leitura e escrita. F. apresentou um avanço muito grande e uma maior clareza quanto aos sons e os grafemas correspondentes, conseguindo produzir palavras corretamente sozinho, importante ressaltar que essas são palavras que tem inferências da forma correta, ou seja, correspondência de grafema-fonema, que é de fácil compreensão. Conclusão: O principal diferencial da terapia com a metodologia Montessoriana é a utilização de materiais que são atrativos e na maioria das vezes sensoriais para estimular a escrita por vários sentidos e ser adquiridos com maior facilidade. A pesquisa evidenciou que é importante não ultrapassar as etapas do método que possibilita o desenvolvimento do autoconhecimento e autocorreção, para que a criança adquira confiança para ultrapassar os obstáculos desenvolvendo o sentimento de orgulho pelas suas conquistas. Percebeu-se que para utilizar o método Montessori é preciso conhecê-lo, assim sua utilização perpassa por considerar o desenvolvimento maturacional da criança, que se apresenta de modo individual, além de estimulá-la com atividades diversificadas, na qual, a mesma, sinta vontade de executá-las, por meio dos estímulos do meio, tais práticas podem trazer um desenvolvimento considerável para as práticas terapêuticas fonoaudiológicas.

Language: Portuguese

Published: Florianópolis, Brazil, 2015

Language: English

Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-38-5

Series: The Montessori Series , 2

Abstract/Notes: This article introduces some of the theoretical principles that inform the use of play in the treatment of children with disabilities. A number of competing definitions of play and its functions are briefly discussed. Both educationalists and child psychotherapists make claims for the value of play but tend to offer quite different explanations of why it helps vulnerable children, whilst animal ethologists stress the role of play in promoting survival and adaptation. Some of the key ideas of historically important play theorists, including Freud, Klein, Winnicott, Froebel, Montessori and Piaget, are mentioned.

Language: English

DOI: 10.1177/030802269205500309

ISSN: 0308-0226, 1477-6006