Language: English

Published: London, England: Women's Printing Society, 1915

Language: English

ISSN: 0571-1142

Language: English

ISSN: 0044-0728

Abstract/Notes: Rad dovodi u relaciju teoriju samoaktualizacije (Abrahama Maslowa), teoriju optimalnih iskustava (Michaela Csikszentmihalyi-a) i mogućnosti za njihovo ostvarenje u školi. Maslow (1963.) prepoznaje vrhunska iskustva, a Csikszentmihalyi (2006.) trenutke zanesenosti kao istinske trenutke sreće i samoostvarenja/samoaktualizacije. Maslow kao i Lev Vygotsky (1978.) prepoznaje ključan utjecaj socio-kulturalnog okruženja na razvoj djeteta kao preduvjet za razvoj i samoaktualizaciju pojedinca. Imajući u vidu proksimalan razvoj djeteta i njegovu težnju za aktualizacijom potrebno je školsko iskustvo što više približiti vrhunskim iskustvima ili zanesenosti kako bi se omogućilo što uspješnije sudjelovanje učenika u školi. Reformski pedagozi poput Johanna Heinricha Pestalozzija, Johna Deweya i Marije Montessori još prije više od stotinjak godina prepoznaju situacije u školi kada djeca doživljavaju optimalna iskustva i svojim djelovanjem pokušavaju osigurati uvjete u školi za ostvarivanje istih. Tradicionalna pedagogija koja prevladava u školama danas, na žalost, svojim organizacijskim elementima rijetko osigurava uvjete nužne za ostvarivanje optimalnih i vrhunskih iskustava u školi. [This paper brings in relation the theory of self-actualization (by Abraham Maslow), the theory of optimal experience (by Michael Csikszentmihaly) and the opportunities for their realization at school. Maslow (1963) recognizes superior experience and Csikszentmihaly (2006) the moments of rapture as the moments of genuine happiness and self-realization/self-actualization. Maslow, as well as Lev Vigotsky (1978), recognizes the key influence of socio-cultural environment on child development as a precondition for the development and self-actualization of the individual. Having in mind the child’s proximal development and his aspiration for actualization it is necessary to bring closer school experience to superior experience or to rapture as much as possible, in order to enable as successful participation of pupils at school as possible. Reform pedagogues like Johann Heinrich Pestalozzi, John Dewey and Maria Montessori even more than a hundred years ago recognized the situations at school when children experienced optimal experience and by their actions they tried to provide conditions at school for realization of this experience. Traditional pedagogy that prevails at schools today, unfortunately, by its organizational elements rarely provides conditions necessary for the realization of optimal and superior experience at school.]

Language: Croatian

ISSN: 1330-0059

Abstract/Notes: This study built into the parents' and teachers' experiences regarding the Kindergarten learners' readiness in the New Normal in the identified Kindergarten schools in Tacloban City during School Year 2020-2021. Using the descriptive phenomenology design, 10 Kindergarten teachers and 10 parents of Kindergarten learners served as respondents. The interview questionnaire served as the main instrument. Data obtained were transcribed, coded, and analyzed to determine the emerging themes and essence of the study. The results revealed that parents’ and teachers’ experiences regarding the Kindergarten learners' readiness in the new normal were teaching and learning related. They view Kindergarten learners as unprepared to enter Kindergarten education in the new educational landscape because they have not mastered the basic literacy skills as preschoolers and still have separation anxiety. Teachers have experienced exhausting all efforts to meet ideal instruction and reinforce positive guidance. These brought an impression that Kindergarten learners are unprepared to learn the learning competencies outlined for their level of education. Hence, it is recommended that the school adopt the implications and recommendations for parents and Kindergarten teachers.

Language: English

DOI: 10.24018/ejedu.2022.3.4.424

ISSN: 2736-4534

Language: English

ISSN: 0042-8639

Abstract/Notes: This research consisted of a qualitative phenomenological study of public and charter Montessori educators who are linked with Association Montessori Internationale (AMI) teacher training. This study aimed to explore the lived experiences of people of Color associated with AMI teacher training and public or charter schools. The problem statement to be addressed in this study is limited Montessori-trained teachers of color noted in Montessori research and limited representation of people of color in public and charter Montessori schools. Experiences of people of color associated with Montessori have not been shared to the extent of their White counterparts. The guiding theoretical framework of the study is the Montessori methodology. The lived experiences of 14 study participants identified the phenomenon of the study. The Montessori participants, educators of color shared their lived experiences from one of three perspectives: teaching as a fully trained Montessori guide, teaching while enrolled in Montessori teacher training, or working as a Montessori assistant under a trained guide while enrolled in Montessori training. Five major themes emerged from nine interview questions: (1) training experience, (2) work/course load, (3) social emotional wellness, (4) training deficits, and (5) financial implications. Implications that emerged from the study’s findings were connected to social emotional wellness, the intensity of AMI teacher training, and a need for supplemental knowledge of practices outside of Montessori.

Language: English

Published: Jonesboro, Arkansas, 2023

Abstract/Notes: The paper presents the results of theoretical and experimental research developed as part of the "Mitigation Risk Design" (MiRiDe) Workshop, provided by the School of Architecture, Urban Planning, Construction Engineering of the Politecnico di Milano on the theme of enhancing school spaces starting from participated projects (owner and designer enter into dialogue with users: teachers, children , parents and grandparents, attendants). The resumption of face-to-face teaching activities starting from last September (interrupted in February to activate health measures to contrast the spread of Covid-19) required a rethinking of the psycho-pedagogical dynamics and the training spaces. Starting from the National Guidelines implemented by the Italian Federation of Nursery Schools and following the pedagogical coordination meetings, it became clear the need to promote manipulative activities oriented to the personal experience of each child and to encourage collective and cooperative activities able to guarantee an adequate interpersonal distancing. The work underlines the most important phases of the experimentation started at the "San Michele" Kindergarten in Bellinzago Lombardo (Milan), which developed a participatory project on the theme of "Guarding and Cultivating" through the design of an educational garden. The paper is organized into five sections. The first section presents the San Michele school context, retracing its history and investigating the new needs due to the health emergency. The second section presents the multi-disciplinary research about the pedagogical principles underlying cultivation activities. Starting from the concise presentation of different cultural orientations, the work outlines the training features that characterize the experience of the garden in relation to the growth of the child. The third section explains how, from the identification of "good pedagogical practices", PEDAGOGICAL PRINCIPLES have been defined for the San Michele Garden. The project, inspired by Montessori pedagogy, highlights how the child needs to experience nature and not just study it. Contact with nature, sensory exploration, manual skills, manipulation, imitation of adult life are just some of the experiential activities that lend themselves to an educational space such as the didactic garden. The fourth section summarizes the research that emerged from the comparative analysis with training projects on the theme of cultivating the educational garden. Through maps, summary sheets, and thematic insights, the elements necessary for the construction of a pedagogical project for the educational garden are outlined. The fifth section presents the EDUCATIONAL PROJECT for the San Michele Garden, indicating the educational objectives, the training actions, and the analysis of "pilot experiences" capable of testing the effectiveness of the project. The conclusions underline how the phase of "pedagogical design" constitutes a significant step for the subsequent "architectural design". It will make it possible to modify spaces (starting from the tools of architecture), making them places marked by anthropological experiences for all the people who will inhabit the educational garden.

Language: English

Pages: 9222-9232

DOI: 10.21125/inted.2021.1926

ISBN: 978-84-09-27666-0

Abstract/Notes: Teimme opinnäytetyömme Töölön ja Herttoniemenrannan Montessori-leikkikouluihin. Opinnäytetyömme tarkoituksena oli tuoda leikkikoulujen työntekijöille esille vanhempien ajatuksia kasvatuskumppanuudesta. Pyrimme myös löytämään niitä asioita, jotka eivät vielä toteudu kasvatuskumppanuuden käytännössä. Opinnäytetyömme oli luonteeltaan sekä kvalitatiivinen että kvantitatiivinen. Keräsimme aineistoa vanhemmilta kyselylomakkeen avulla, joka sisälsi sekä suljettuja että avoimia kysymyksiä. Kyselylomakkeen laatimisessa käytimme apuna kasvatuskumppanuuden periaatteita, jotka olivat kuuleminen, kunnioitus, dialogisuus ja luottamus. Vanhemmat vastasivat tutkimukseen anonyymeina. Tutkimuksessa oli mukana 29 perhettä, 13 Töölöstä ja 16 Herttoniemenrannasta. Aineiston analysointiin käytimme SPSS-ohjelmaa sekä tyypittelyä. Tuloksista selvisi, että vanhemmat kokivat päivittäiset keskustelut henkilökunnan kanssa lapsen tuontija hakutilanteissa erityisen merkityksellisiksi. Vanhempien mielestä keskustelu lapsen päivän kulusta henkilökunnan kanssa olikin pääosin riittävää. Osalle vanhemmista riitti, että vain lasta koskevat erityiset kuulumiset vaihdetaan. Vanhemmat myös pitivät kodin ja leikkikoulun välistä suhdetta luottamuksellisena sekä tasa-arvoisena. Kuitenkaan henkilökemiat eivat vanhempien mielestä kaikin puolin aina toimineet. Leikkikoulun toiminnan suunnitteluun vanhemmat eivät juurikaan kokeneet voivansa osallistua, tai he eivät välttämättä edes halunneet. Yhteiset kasvatustavoitteet oman lapsen kohdalla, oli osalle vanhemmista epäselvät. Kasvatuskumppanuuden periaatteet toteutuivat leikkikouluissa melko hyvin, eikä tulokset juurikaan vaihdelleet leikkikoulujen kesken. Vanhemmat toivat esille kuitenkin muutamia kehitysehdotuksia leikkikoulun toimintaan liittyen. He toivoivat, että lapsille annettaisiin useammin mahdollisuus leikkiä ryhmässä, eikä vain yksin tai kahdestaan. Myös leikkikoulun järjestämää yhteistä iltaa vanhemmille lapsen kasvatukseen liittyen toivottiin. Mahdollisena jatkotutkimuksena voisi 1-2 vuoden kuluttua tehdä samoihin leikkikouluihin tutkimuksen samasta aiheesta, joko haastatteluin tai kyselylomaketta käyttämällä ja tarkastella, onko opinnäytetyömme tuonut muutoksia leikkikoulujen toimintaan.

Language: Finnish

Published: Helsinki, Finland, 2009

Abstract/Notes: The purpose of this thesis was to find out how parents experienced Montessori preschool education at the Aurinkoleijona school in Salo. The aim was to find out parents’ motives for choosing Montessori preschool Aurinkoleijona and to find out how much parents understand the theory of Montessori education. The purpose of this thesis was also to research parents’ understanding of and experience in parental partnership. The thesis was carried out in collaboration with Montessori day-care centre Aurinkoleijona that needed updated information on the significance of alternative preschool education in Salo. The theoretical section of the thesis looks at Finland’s national preschool legislation and the basics of Montessori pedagogy and parental partnership. This thesis was conducted as qualitative research and the data was collected using interviews. The focus group was four parents whose children were in Montessori preschool education. The data was then transcribed and the contents were analyzed. The results of the research indicate that the parents chose day-care centre Aurinkoleijona because of its location and in its quality of education. The parents had a clear understanding of the fundamentals of Montessori education. The results also showed that parental partnership is being executed well at Aurinkoleijona and the parents understand the underlying principles of parental partnership. / Tämän opinnäytetyön tarkoituksena oli selvittää vanhempien kokemuksia Aurinkoleijonan esiopetuksesta. Tutkimuksessa selvitetään vanhempien motiiveja valita montessoripäiväkoti ja heidän käsityksiään montessoripedagogiikasta. Tavoitteena oli myös selvittää vanhempien käsityksiä kasvatuskumppanuudesta ja siihen liittyviä kokemuksia. Tutkimus tehtiin yhteistyössä Montessoripäiväkoti Aurinkoleijonan kanssa, jolla oli tarvetta saada päivitettyä tietoa vaihtoehtopedagogiikan merkityksestä osana Salon kaupungin esiopetusta. Opinnäytetyössä käsitellään esiopetuksen valtakunnallisia perusteita ja montessoripedagogiikan sekä kasvatuskumppanuuden teoriaa pääpiirteissään. Tutkimuksessa käytettiin kvalitatiivista tutkimusmenetelmää ja tiedonkeruutapana toimi teemahaastattelu. Neljä esiopetusikäisen lapsen vanhempaa toimi tutkimuksen kohderyhmänä. Haastatteluaineisto litteroitiin ja analyysimenetelmänä toimi teemoittelu. Tuloksista kävi ilmi, että vanhemmat valitsivat Aurinkoleijonan sen sijainnin ja palveluiden laadun takia. Vanhemmilla oli myös selkeä käsitys montessoripedagogiikan periaatteista ja perusteista. Tämän tutkimuksen perusteella voidaan myös todeta, että kasvatuskumppanuus toteutuu päiväkoti Aurinkoleijonassa ja vanhemmat ymmärtävät kasvatuskumppanuuden tärkeät periaatteet.

Language: Finnish

Published: Pori, FInland, 2015