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1105 results

Article

✓ Peer Reviewed

The Comparison of the Intuitive Mathematic Skills of Preschool Children Who Take Education According to Ministry of National Education Preschool Education Program and Montessori Approach

Available from: IISTE - International Knowledge Sharing Platform

Publication: International Journal of Scientific and Technological Research, vol. 6, no. 6

Pages: 167

Asia, Comparative education, Mathematics education, Middle East, Montessori method of education, Preschool children, Preschool education, Turkey, Western Asia

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Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.

Language: Turkish

DOI: 10.7176/JSTR/6-06-12

ISSN: 2422-8702

Defining and Examining Areas of Criticism Concerning the Pedagogical Ideas of Maria Montessori with Emphasis on the Critics and Their Criticism from 1910-1925

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Language: English

Published: Ann Arbor, Michigan, 1984

Article

Some Criticisms of the Montessori Method Examined

Publication: American Montessori Society Bulletin, vol. 10, no. 4

Pages: 1-23

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Abstract/Notes: Summary of dissertation, United States International University

Language: English

ISSN: 0277-9064

Book

María Montessori: exposición y crítica de sus métodos de educación y enseñanza [Maria Montessori: exposition and criticism of her methods of education and teaching]

Available from: Biblioteca Digital del Patrimonio Iberoamericano

Europe, Southern Europe, Spain

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Abstract/Notes: Includes a section of blue-tone photographs at the end of the volume.

Language: Spanish

Published: Madrid, Spain: El Magisterio Español, 1915

Book Section

Introduction of Montessori Education and its Criticism

Book Title: The History of Japanese Nursery

Pages: 161-180

Asia, Early childhood care and education, Early childhood education, East Asia, Japan, Montessori method of education - Criticism, interpretation, etc.

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Language: Japanese

Published: Tokyo, Japan: Froebel-Kan, 1969

Volume: 3

Article

✓ Peer Reviewed

Como o Currículo se Constitui na Pedagogia Waldorf, Pedagogia Montessori e Escola da Ponte? [How is the Curriculum Constituted in Waldorf Pedagogy, Montessori Pedagogy and 'Escola da Ponte'?]

Available from: RSD Journal

Publication: Research, Society and Development, vol. 9, no. 8

Pages: Article e810986385

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Abstract/Notes: Part of the data on this work relies on a doctoral research. The study aimed to problematize about Science Teaching in a Waldorf school, Montessori school and Escola da Ponte, having as guiding aspects the organization of spaces, knowledge and evaluation methods of each analyzed school. As a theoretical reference, we adopted the assumptions of differentiated pedagogy and simultaneously, the field of the curriculum. Methodologically, the article points as sources of research to three directions: a theoretical and systematic review in the light of the fields of science teaching and the field of the curriculum; documentary research around the websites of schools that are pedagogically oriented from the pedagogies under discussion; and finally, field journal data based on differentiated pedagogy observations in three schools. The results showed other ways of organizing spaces, different ways of evaluating and approaching school content, more specifically in the scope of Science Teaching. Finally, the work allows a reflection and awareness about the traditional teaching that still constitutes in the great majority in schools. / Este trabalho tem parte dos dados ancorados em uma pesquisa de doutorado. O estudo teve como objetivo problematizar sobre o Ensino de Ciências em uma escola Waldorf, uma escola Montessori e a Escola da Ponte, tendo como aspectos norteadores a organização dos espaços, saberes e métodos de avaliação de cada escola analisada. Como referencial teórico, adotamos os pressupostos da pedagogia diferenciada e, concomitantemente, do campo do currículo. Metodologicamente, o artigo toma como fontes de pesquisa, três caminhos: uma revisão teórica e sistematizada à luz dos campos do ensino de ciências e do campo do Currículo; pesquisa documental em torno dos sites de escolas que se orientam pedagogicamente a partir das pedagogias em discussão; e, por último, dados de diários de campo a partir de observações em três escolas sendo que cada uma delas se fundamenta numa das pedagogias diferenciadas apresentadas. Os resultados mostraram outras formas de organização dos espaços, formas diferenciadas de avaliação e abordagem dos conteúdos escolares, mais especificamente no âmbito do Ensino de Ciências. Por fim, o trabalho permite uma reflexão e conscientização acerca do tradicional ensino que ainda se constitui em grande maioria nas escolas.

Language: Portuguese

DOI: 10.33448/rsd-v9i8.6385

ISSN: 2525-3409

Book

Montessori- , Freinet- , Waldorfpädagogik: Konzeption und aktuelle Praxis [Montessori, Freinet, Waldorf education: Concept and current practice]

Alternative education, Célestin Freinet - Biographic sources, Célestin Freinet - Philosophy, Educational change, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Rudolf Steiner - Biographic sources, Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.

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Language: German

Published: Weinheim, Germany: Beltz, 2007

Edition: 5th ed.

ISBN: 978-3-407-25444-3 3-407-25444-X

Book

Montessori- , Freinet- , Waldorfpädagogik: Konzeption und aktuelle Praxis [Montessori, Freinet, Waldorf education: Concept and current practice]

Alternative education, Célestin Freinet - Biographic sources, Célestin Freinet - Philosophy, Educational change, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Rudolf Steiner - Biographic sources, Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.

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Language: German

Published: Weinheim, Germany: Beltz, 1992

ISBN: 3-407-25140-8 978-3-407-25140-4

Undergraduate Thesis

Musikundervisning utifrån Montessori- och Waldorfpedagogikens perspektiv: En hermeneutisk undersökning / Music teaching seen from the perspectives of Montessori and Waldorf pedagogies: A hermeneutical inquiry

Available from: DiVA Portal

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Abstract/Notes: Undersökningen fokuserar på musikundervisning inom Montessori- och Waldorf pedagogiska ramar. Undersökningen syftar till att skapa förståelse för hur musikens roll i utbildning uppfattas inom dessa ramar och hur dessa uppfattningar förverkligas i musikundervisningen ur ett hermeneutiskt perspektiv grundat i Gadamer, Heidegger och Gallagher. För att nå kunskap har det genomförts två kvalitativa intervjuer; en med en specialist i Montessoripedagogik och en med en specialist i Waldorfpedagogik. Båda intervjupersonerna, Signert (Montessori) och Seiger (Waldorf), har arbetat länge inom olika kontexter och roller som exempelvis lärare, lärarutbildare och föreläsare. Undersökningsresultatet visar att musiken förstås som ett viktigt ämne som borde värderas lika högt som andra inom utbildning. Den hermeneutiska analysen av intervjuerna belyser hur särskilda pedagogiska tankar förverkligas i undervisning genom exempelvis val av innehåll, användning av utrustning som till exempel musikinstrument och skapande av relationer. Denna kunskap om delar och särskilda aspekter av dessa pedagogiska inriktningar, som exempelvis de verktyg som används eller specifika arbetssätt, kan bidra till bättre förståelse för musikens roll inom pedagogikens helhet.

Language: Swedish

Published: Växjö, Sweden, 2022

Article

✓ Peer Reviewed

Montessori, Reggio Emilia ve Waldorf Okullarının İstanbul ili Örneğinde İncelenmesi / Investigation of Montessori, Reggio Emilia and Waldorf Schools in the Example of Istanbul Province

Available from: DergiPark Akademik

Publication: Uluslararası Beşeri ve Sosyal Bilimler İnceleme Dergisi [International Humanities and Social Sciences Review Journal], vol. 3, no. 2

Pages: 81-98

Asia, Comparative education, Middle East, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Turkey, Waldorf method of education - Criticism, interpretation, etc., Western Asia

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Abstract/Notes: Bu çalışmanın amacı alternatif okul olarak nitelendirilen düşünsel yapının Türkiye’deki uygulamalarını incelemektir. Alternatif eğitim, çocuğun mutluluğunu temel prensip olarak görme ve tüm sayıtlılarını bu prensip üzerine kurma gibi iddialarla karşımıza çıkmaktadır. Bu çalışmada alternatif okulları cazip kılan nedenler ve Türkiye’deki alternatif eğitim uygulamalarının aslına benzerlik ve farklılıkları incelmiştir. Araştırma nitel bir araştırmadır. Araştırma, İstanbul ilindeki Montessori, Reggio Emilia ve Waldorf yaklaşımını uygulayan eğitim kurumlarında görev yapan öğretmen ve idareciler ile yapılan görüşmeler şeklinde yapılmıştır. Bu amaca en uygun, yarı- yapılandırılmış görüşme formu hazırlanmıştır. Araştırmacının yaptığı gözlemlerde veri olarak kullanılmıştır. Araştırmada alternatif okullarda; okulun genel bilgilerine, öğretmenin görevlerine, sınıf yönetimine, uygulanan eğitim programına, çocuk gelişimine, veli-okul ilişkisine, okul yönetimine ve eğitim modeline ilişkin bulgulardan faydalanılmıştır. Yapılan çalışma sonucunda alternatif okulda okuyan çocukların iletişim becerilerinin yüksek olduğu ortaya çıkmıştır. / The aim of this study is to examine the practices of the intellectual structure, which is described as an alternative school, in Turkey. Alternative education comes up with claims such as seeing the happiness of the child as the basic principle and establishing all its assumptions on this principle. In this study, the reasons that make alternative schools attractive and the similarities and differences of alternative education practices in Turkey are examined. The research is a qualitative research. The research was conducted in the form of interviews with teachers and administrators working in educational institutions that apply Montessori, Reggio Emilia and Waldorf approaches in Istanbul. The most suitable semi-structured interview form was prepared for this purpose. It was used as data in the observations made by the researcher. In the research, alternative schools; The findings related to the general information of the school, the duties of the teacher, classroom management, the applied education program, child development, parent-school relationship, school management and education model were used. As a result of the study, it was revealed that the communication skills of the children studying in the alternative school were high.

Language: Turkish

ISSN: 2667-8144

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