Language: Slovenian

ISSN: 1318-9115

Language: English

Language: German

Published: Münster, Germany: LIT, 2008

ISBN: 978-3-8258-0850-1

Series: Impulse der Reformpädagogik , 19

Abstract/Notes: La presente investigación plantea como problema ¿Cuál es la relación entre el método “Montessori” y el aprendizaje de la lectoescritura en niños de 5 años de la institución educativa Nº 437 del distrito de Santo Domingo de Acobamba 2019? La hipótesis, existe relación entre el método “Montessori” y el aprendizaje de la lectoescritura en niños de 5 años de la institución educativa Nº 437 del distrito de Santo Domingo de Acobamba 2019, el objetivo general fue determinar la relación entre el método “Montessori” y el aprendizaje de la lectoescritura en niños de 5 años de la institución educativa Nº 437 del distrito de Santo Domingo de Acobamba 2019. La investigación se desarrolló de acuerdo al método científico, como método específico al descriptivo estadístico. La investigación es no experimental, y su diseño correlacional. Considera una muestra censal de 36 alumnos entre varones y mujeres de cinco años. La técnica empleada fue la encuesta, se aplicaron dos instrumentos; un cuestionario sobre el método Montessori, y un test de lectoescritura. El método “Montessori presenta tres dimensiones; etapa de conversación, pre lectura, pre escritura. La variable lectoescritura estudia las dimensiones: habilidades de lenguaje, habilidades de lectura y habilidades de escritura. Aplicado los instrumentos de investigación, se realizó el procesamiento de datos mediante la prueba t de student para muestras relacionadas La investigación permitió determinar que existe diferencia significativa (p= 0.000) según el método Montessori en el aprendizaje de la Lectoescritura pretest y el aprendizaje de la Lectoescritura postest en los niños de 5 años de la institución educativa N° 437 del distrito de Santo Domingo de Acobamba 2019. [The present research poses as a problem: What is the relationship between the “Montessori” method and the learning of literacy in 5-year-old children of the educational institution No. 437 of the district of Santo Domingo de Acobamba 2019? The hypothesis, there is a relationship between the "Montessori" method and the learning of literacy in 5-year-old children of the educational institution No. 437 of the district of Santo Domingo de Acobamba 2019, the general objective was to determine the relationship between the "Montessori" method and the learning of literacy in 5-year-old children of the educational institution No. 437 of the Santo Domingo de Acobamba district 2019. The research was developed according to the scientific method, as a specific method to the statistical descriptive. The research is non-experimental, and its design correlational. Consider a census sample of 36 five-year-old boys and girls. The technique used was the survey, two instruments were applied; a questionnaire about the Montessori method, and a literacy test. The “Montessori method has three dimensions; stage of conversation, pre reading, pre writing. The literacy variable studies the dimensions: language skills, reading skills, and writing skills. Applying the research instruments, the data processing was carried out using the student's t test for related samples The research allowed to determine that there is a significant difference (p = 0.000) according to the Montessori method in the learning of Pretest Literacy and the learning of the Post-test literacy in 5-year-old children from educational institution No. 437 of the district of Santo Domingo de Acobamba 2019.]

Language: Spanish

Published: Trujillo, Peru, 2019

Abstract/Notes: The foundation of the pedagogy elaborated by Maria Montessori is the development of children's personality based on their interest, activity, individual characteristics and developmental rhythm. Its main compo-nents are: the child with his/her freedom of action, motion and choice, the educator as the child's helpmate, and the consciously designed and furnished environment. Montessori's pedagogical concept is all-com-prehensive and global, that is why it can be applied in the most varied cultures and religions. She promoted the individual thinking and deci-sion making of the educators in order to implement her accepted prin-ciples in their own pedagogy and not just expect the method to have its innovative effect. All her life she fought against the interpretation of her theory as being simply an educational method. The article presents the life of Maria Montessori, her pedagogy and her concept on religion and religious education. In the study the author examines some of Maria Montessori's universal and religious pedagogical principles (individual action, activity, the principle of freedom, the psychological principle, the social principle, moral education etc.).

Language: Hungarian

Language: English

ISSN: 0889-5643

Language: English

Published: London, England: Philip & Tacey, [1930]

Edition: [13. ed]

Language: English

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7