Abstract/Notes: The aim of this paper is to study and analyze Montessori's educational ideas and their implications for family education. Through the study of representative works such as The Complete Montessori Book of Early Education, The Montessori Handbook of Sensitive Periods for Children, The Montessori Family Program, The Montessori Method of Early Education, The Secret of Childhood and The Absorbent Mind, we have come to the following conclusions. Firstly, Montessori's educational philosophy emphasizes the creation of a home environment that matches the child. This includes providing an orderly, quiet, warm and inspiring environment, and parents should be supporters and observers of children's development, respecting their individual interests and needs. Secondly, Montessori emphasized grasping the child's sensitive periods. She observed that children are more sensitive to certain experiences and skills at certain ages and learn best during this period. Finally, Montessori's educational ideas provide theoretical and practical implications for preschool education. She emphasizes the development of children's self-discipline, self-confidence, independent thinking and problem-solving skills. Encouraging children to actively participate in daily life activities, developing good social skills and emotional development, and providing appropriate learning experiences lay a solid foundation for children's preschool education. In summary, Montessori's educational ideas give important insights in the area of family education. Creating a family environment adapted to children, grasping sensitive periods, and developing various abilities are insights that provide theoretical and practical implications for preschool education.

Language: English

DOI: 10.23977/appep.2023.040801

ISSN: 2523-5842

Abstract/Notes: Ovaj, u osnovi metodološki rad, bavi se demonstracijom upotrebe faktorske analize u ispitivanju poželjnosti alternativnih odgojnih koncepata kod studentske populacije Sveučilišta u Zagrebu. Istraživanje je provedeno na slučajnom, reprezentativnom i stratificiranom uzorku (N=360). Skala poželjnosti osnovnih pedagoških koncepata sastojala se od 29 čestica vezanih uz tradicionalni odgojni koncept i alternativne pedagoške koncepate: Waldorf, Montessori i Summerhill. Primjenom faktorske analize pod komponentnim modelom uz GK kriterij za zaustavljanje ekstrakcije faktora i uz provedbu purifikacije faktorske solucije dobivene su tri latentne dimenzije: 1. NEPRIHVAĆENOST SUMMERHILLSKOG KONCEPTA, 2. TRADICIONALNI ODGOJ i 3. ODGOJ UTEMELJEN NA SAMOSTALNOSTI, IGRI I ZADOVOLJSTVU SPOZNAJOM. Prva dva faktora karakterizira neprihvaćanje summerhillskog i tradicionalnog koncepta, dok je treći faktor kombinacija ideja dviju škola— waldorfske i Montessori. Nalazi ukazuju na prihvaćanje općih pedagoških načela, ali ne i predloženih načina realizacije. Ispitanici su također neskloni pedagoškom radikalizmu. Stoga zaključujemo da su poželjne one pedagoške koncepcije koje ispitanicima ostavljaju mogućnost vlastite intervencije u primarnu i sekundarnu socijalizaciju. Metodološka strana rada pokazala je da poštivanje i primjena osnovnih metodoloških pretpostavki uspješno uklanja „višak” varijabli iz interpretacije, što interpretaciju čini transparentnom, a konceptualne pretpostavke plauzibilnima. Stoga valja zaključiti da faktorska analiza nije sama po sebi primjerena podacima, već da ovisi o njihovoj strukturi pa ju u većoj ili manjoj mjeri moramo prilagoditi podacima.

Language: Croatian

ISSN: 1334-7888

Language: English

Abstract/Notes: "...The national association recently has given to the San Diego association the equipment which was used in the demonstration school at the San Francisco exposition [Panama-Pacific International Exposition]. This will provide equipment for thirty-five or forty pupils..."

Language: English

Abstract/Notes: ...For teachers of the Montessori Method of Education in the science of man building, Balboa Park, June 15 up to and including the first week in September. For further information address Chas. B. McCoy, Attorney, Central Mortgage Building, President San Diego Montessori Educational Association. Telephone Main 589.

Language: English

Language: English

Abstract/Notes: La pédagogie Montessori semble aujourd’hui bien installée dans le paysage des pédagogies alternatives. Ses particularités : un héritage de l’Éducation nouvelle, une rupture avec la forme scolaire, mais aussi, par l’intermédiaire d’un matériel médiateur, un changement dans relation éducative adultes / enfants. Comment la qualifier ? Quels sont ses spécificités, ses invariants ? Parce qu’elle repose sur des valeurs comme l’épanouissement de l’élève, le développement de ses capacités, de ses réussites ; mais aussi sur une posture de l’adulte-éducateur particulière, suffisamment en retrait pour ne pas gêner l’élève, tout en étant une ressource, une béquille, une source de motivation pour se mettre au travail, cette pédagogie pourrait, pour ces raisons, contribuer au bien-être de l’élève à l’école. Et s’il s’agissait d’une éthique éducative basée sur l’empathie ? C’est en mettant en perspective certains écrits de la pédagogue avec des exemples de situations de classe que nous proposons de réfléchir à cette question, en adoptant une posture de recherche qui mêle l’herméneutique textuelle et l’observation ethnographique. / The Montessori method seems to be well established in the landscape of alternative pedagogies today. Its particularities: a heritage of the Progressive Education, a rupture of the formal schooling, but also through the intermediary of a mediating material, a change in the educational relationship between adults and children. How can it be qualified? What are its specificities, its invariants? Because it is based on values related to the development of the student, to his capacities, to his successes; but also on a very particular role of the adult educator, sufficiently step back in order not to disturb the pupil, while being a resource, a crutch, a source of motivation to start working, this method seems, for these reasons, to contribute to the well-being of the student in school. Should it be an educational ethic based on empathy? It is by putting into perspective some writings of the pedagogue with examples of class situations that we propose to reflect on this question, by adopting a research posture that mixes textual hermeneutics and ethnographic observation.

Language: French

DOI: 10.4000/edso.22685

ISSN: 0992-3705

Abstract/Notes: Educational toys are toys that provide certain learning opportunities to users (children). Educational toys are one way to introduce children to learning through interesting media, without any coercion from teachers or parents. One of them is about introducing mathematics to children aged 3-6 years through educational toys. This is inseparable from the Covid-19 pandemic in Indonesia which requires all activities in the school environment to be temporarily moved to their respective homes. Therefore, the design of this educational toy is a strategy to optimize the learning process. The formulation of the design problem is how this educational toy can function effectively, efficiently and attractively when used by children based on Montessori education. The purpose of this design is to introduce children to basic mathematics through interesting educational toys, without being forced by parents. This educational toy design method adopts the Montessori educational method. The result of this design is an educational toy with counting functions from 1 to 10 and games based on Montessori learning, providing a more enjoyable learning experience. / Mainan edukatif adalah mainan yang memberikan kesempatan belajar tertentu kepada pengguna (anak-anak). Mainan edukatif merupakan salah satu cara untuk mengenalkan anak pada pembelajaran melalui media yang menarik, tanpa ada paksaan dari guru atau orang tua. Salah satunya tentang mengenalkan matematika pada anak usia 3-6 tahun melalui mainan edukatif. Hal ini tidak terlepas dari pandemi Covid-19 di Indonesia yang mengharuskan seluruh aktivitas di lingkungan sekolah untuk sementara dipindahkan ke rumah masing-masing. Oleh karena itu, perancangan mainan edukatif ini merupakan strategi untuk mengoptimalkan proses pembelajaran. Rumusan masalah perancangan ini adalah bagaimana mainan edukatif ini dapat berfungsi secara efektif, efisien dan menarik ketika digunakan oleh anak-anak berbasis pendidikan Montessori. Tujuan dari perancangan ini adalah untuk mengenalkan anak pada matematika dasar melalui mainan edukatif yang menarik, tanpa dipaksa oleh orang tua. Metode perancangan mainan edukasi ini mengadopsi metode edukasi Montessori. Hasil dari perancangan ini adalah sebuah mainan edukatif dengan fungsi berhitung dari 1 sampai 10 dan permainan berbasis pembelajaran Montessori, memberikan pengalaman belajar yang lebih menyenangkan.

Language: Indonesian

Abstract/Notes: Di masa pandemi Covid-19 sekarang ini mengakibatkan semua aktivitas sehari-hari harus dikerjakan dari rumah termasuk dengan kegiatan belajar mengajar. Pemerintah telah mengeluarkan kebijakan bagi pendidikan mulai dari tingkat PAUD sampai Perguruan Tinggi untuk melakukan kegiatan pembelajaran jarak jauh atau daring.Hal ini akan memicu pendidik harus lebih kreatif dalam membuat alat peraga edukatif untuk menunjang pembelajaran online. Berbicara tentang alat peraga edukatif (Aparatus), di TK Islam Montessori Salih Saliha, Kabupaten Tangerang sesuai dengan metode Montessori maka terdapat 5 area permainan yang digunakan sesuai dengan menu belajar anak dan minat anak. Alat peraga edukatif dalam metode Montessori juga biasadikenal sebagai Aparatus. Alat peraga edukatif (Aparatus) memiliki banyak manfaat untuk anak usia dini seperti melatih konsentrasi, mengembangkan kreativitas, menumbuhkan rasa percaya diri, dan menstimulasi seluruh aspek perkembangan anak usia dini. Penelitian ini bertujuan untuk mendeskripsikan efektivitas alat peraga edukatif (Aparatus) pada masa pandemi Covid-19. Metode yang digunakanyakni metode kualitatif deskriptif. Sasaran pada penelitian ini terfokus pada sejauh mana efektivitas alat peraga edukatif (Aparatus) pada masa pandemi Covid-19. Hasil penelitian ini membuktikan bahwa alat peraga edukatif (Aparatus) terbukti efektif dalam hal perkembangan anak, karena untuk anak usia dini pembelajaran yang utama adalah pembelajaran yang bersifat konkret, dimana anak bisa menggunakan kelima indranya secara optimal sebagai sarana untuk belajar. Selain itu, dengan adanya alat peraga edukatif maka pendidik memfasilitasi optimalisasi intelektual anak. Terlepas dari situasi pandemi Covid-19 maupun situasi normal tentu saja alat peraga edukatif (Aparatus) efektif untuk mengoptimalkan perkembangan anak.

Language: Indonesian

ISSN: 2828-6006

Abstract/Notes: The aim of the current research is to review and criticize the educational model of Maria Montessori and its results in the field of intellectual education of children. In this research, in addition to familiarizing with his intellectual foundations and its result in the intellectual education of the child, it has been tried; Let's get acquainted with the criticism of this model. In terms of approach, this research is among qualitative research, and in terms of analytical method, and in terms of information gathering method, it is a library. The target sample of research is the books and articles related to the Montessori model and the opinions of the students and teachers of the master's degree in history and philosophy of education at Allameh Tabatabai University. In order to collect information, a questionnaire and interviews with students and teachers have been used. In order to analyze the findings using thematic analysis method, the basic and organizing codes and finally the comprehensive code were obtained in two separate networks under the title "Positive features of the Montessori model" and "Results of the Montessori educational model on children's intellectual education". Came. As a result of examining this educational model, it is possible to point out its milestones such as the design of various tools and attention to developing the senses. In addition to these positive points, criticism has been added to this educational model such as fattening the individuality of children and not paying attention to social participation and emphasizing sensory development.

Language: English