Language: English

Published: Washington, D.C., 1937

Language: Dutch

Language: English

Published: Normal, Illinois, 1951

Language: English

Published: Rochester, New York: AMI/USA, 1998

Abstract/Notes: Children are born into the world as the nature of both parents. The importance of education from an educator is the initial foundation of the formation of creativity and activity, children. The role of educators of parents and teachers is a principle of how they are formed and fostered by the environment. Alpha generation is a child born in 2010 until now. The development of increasingly advanced technology makes the Alpha generation highly skilled using existing technology. They are principled to become an unfashionable generation. Today, the era is dominated by an instant and easy nature that results in influence in all fields, especially the field of education. The Islamic Montessori for Multiple Intelligences method is a method that teaches Islamic education based on compound intelligence in children. The intelligence of alpha generation children has the potential incomplete multiple intelligences so that they can survive, adapt and always be resilient in following high levels of diversity and all changes that are instant. This research aims to find out (1) The role of educators to alpha generation children in the development of Islamic Education learning with Islamic Montessori methods for Multiple Intelligences, (2) Methods that can support success in improving the quality of education. The method in this article uses by library research. The primary and secondary source is Maria Montessori's book translated in Indonesian and journal references. The result of the discussion in this paper is (1) The development of Islamic Religious Education learning that applies the following, language intelligence, mathematical logic, spatial-visual, kinesthetic, interpersonal, intrapersonal, and naturalist intelligence. (2) Knowing the compound intelligence in alpha generation children in Islamic education. / Anak terlahir ke dunia sebagai fitrah kedua orang tuanya. Pentingnya pendidikan dari seorang pendidik merupakan pondasi awal terbentuknya kreatifitas dan keaktifan pada anak. Peran pendidik dari orang tua dan guru merupakan prinsip bagaimana mereka dibentuk dan dibina oleh lingkungan masing-masing. Generasi alpha adalah anak yang lahir di tahun 2010 hingga sekarang. Perkembangan teknologi yang semakin maju membuat generasi alpha sangat terampil menggunakan teknologi. Sehingga, mereka berprinsip untuk menjadi generasi yang tidak ketinggalan zaman. Dewasa ini, zaman pun di dominasi dengan sifat yang serba instan dan serba mudah yang mengakibatkan pengaruh dalam segala bidang khususnya bidang pendidikan. Metode Islamic Montessori for Multiple Intelligences merupakan metode yang mengajarkan pendidikan Islam berdasarkan kecerdasan majemuk pada anak. Kecerdasan anak generasi alpha memiliki potensi dalam kecerdasan majemuk (Multiple Intelligences) yang komplit sehingga mereka bisa bertahan, beradaptasi dan selalu tangguh dalam mengikuti tingkat keragaman yang tinggi dan segala perubahan yang serba Instan. Penelitian ini bertujuan untuk mengetahui (1) Peran pendidik terhadap anak generasi alpha dalam pengembangan pembelajaran Pendidikan Agama Islam dengan metode Islamic Montessori for Multiple Intelligences, (2) metode yang dapat menunjang kesuksesan dalam perbaikan kualitas pendidikan. Metode pada penelitian ini menggunakan penelitian pustaka (Library Research). Bersumber primer dan sekunder yaitu buku Maria Montessori yang di terjemahkan dalam bahasa Indonesia dan refrensi-refrensi jurnal. Hasil dari pembahasan dalam tulisan ini adalah (1) pengembangan pembelajaran Pendidikan Agama Islam yang menerapkan sebagai berikut, kecerdasan bahasa, logika matematika, visual spasial, kinestetik, interpersonal, intrapersonal dan kecerdasan naturalis. (2) mengetahui kecerdasan majemuk pada anak generasi alpha dalam pembelajaran Pendidikan Agama Islam.

Language: Indonesian

DOI: 10.51468/jpi.v5i2.156

ISSN: 2747-089X, 2656-7555

Abstract/Notes: SIDE A: Band I –– March (Old French Bugle Call) – Run (Russian Folk Tune) – March (Serbian Folk Tune) – Run (Puerto Rican Folk Tune) – March (Jewish Folk Tune) – Run (German Folk Tune) – March (Dutch Folk Tune) – Run (Lithuanian Folk Tune) – March (Soldier's March, Schumann) – Run (Danish Folk Tune) // Band II –– Gallop (Venezuelian Folk Tune) – March (Ukranian Folk Tune) – Run (Pillow Dance, J. Strauss Sr.) – March (from "Carmen", Bizet) – Gallop (Styrian Folk Tune) – March (Hungarian Folk Tune) – Run (from "Orpheus in the Underworld", Offenbach) // Band III –– Slow Walk (French Lullaby) – Gallop (Irish Folk Tune) – March (German Folk Tune, Theme in 4th Movement, Beethoven: Septet Op. 20) – Run (Czech Folk Tune) – Slow Walk (Italian Lullaby) – Gallop (Greek Folk Tune) – March (French Folk Tune, Theme for Variations Suite #5, Handel) – Skip (Swiss Folk Tune) // SIDE B: Band I –– Trot (Ecossaise: Schubert) – Slow Walk (American Lullaby) – Gallop (from: "Fidelio", Beethoven) – March (Polish March Song) – Trot (from: "Trio op. 14 #1", Mozart) – Slow Walk (Basque Folk Tune) – Run-March (English Folk Tune) – Skip (Norwegian Folk Tune) – Slow Walk (Neapolitan Folk Tune) // Band II –– Waltz Step (Portuguese Folk Tune) – Run March (Polish Folk Tune) – Trot (from: "The Masked Ball", Verdi) – Waltz Step (American Cowboy Song) – Gallop (from: Sonatina op. 100, Dvorak) – Slow Walk (The Little Boat: Mendelssohn) – Trot (Finnish Folk Tune) – Waltz Step (Catalonian Folk Tune) – March-Run-March (German Folk Tune) – Slow March (from "Iphigeni En Tauride", Gluck) // Band III –– Polka (American Folk Tune) – Waltz Step (Slovenian Folk Tune) – Skip (Scotch Folk Tune) – Slow March (from: "Caro Mio Ben", Giordani) – Polka (Danish Folk Tune) – March (French Folk Tune, arr. in L'Arlesienne Suite #2, Bizet) – Run (from: Quartet Op. 74 #2, Haydn) – Waltz Step (Czechosolovakian Folk Tune)

Language: English

Language: English

Published: Seattle, Washington: Special Child Publications of the Seguin School, 1964

Abstract/Notes: In Canada’s decentralized education system, Montessori programs, teacher training centers, and organizations reflect this regionalism with diverse trajectories around Canada. Aside from a handful of Montessori schools in the 1910s to 1940s, Montessori programs expanded across Canada in the 1960s, supported by public demand and government support for more progressive educational options. Today, the Canadian Council of Montessori Administrators documents more than 900 Canadian Montessori schools, the majority in early childhood, and mostly located in Ontario and British Columbia. Most Canadian Montessori schools are private with a small number of public programs in British Columbia and a few Indigenous Montessori schools. An added challenge Montessori education in Canada is the widely held belief, supported by Canada’s top-ten placement in recent PISA rankings, that the conventional, publicly funded system is good enough.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Abstract/Notes: Les approches centrées sur la personne constituent un modèle d’accompagnement des personnes âgées présentant des troubles cognitifs en plein développement au cours des dernières années. Ses bénéfices ont été bien documentés, mais la mise en œuvre concrète de ses grands principes reste parfois floue. Dans ce contexte, la méthode Montessori adaptée aux personnes âgées en constitue une des propositions d’application concrète. Elle intègre la vision et les grands principes humanistes de la pédagogie scientifique de Maria Montessori et des outils et techniques de réhabilitation. Elle vise à redonner à la personne du contrôle sur sa vie, à favoriser son engagement dans des activités porteuses de sens et à lui redonner une place et un rôle dans la communauté. Dans cette revue de littérature, nous aborderons dans un premier temps de manière générale le courant des approches centrées sur la personne, puis nous présenterons de manière plus détaillée l’historique et les principes de la méthode Montessori adaptée aux personnes âgées afin d’en proposer une vision claire et structurée. [Person-centered approaches are a model of support for older people with cognitive disorders that have been developing in recent years. Its benefits have been well documented, but the concrete implementation of its main principles sometimes remains unclear. In this context, the Montessori method adapted to the elderly constitutes one of the proposals for concrete application. It integrates the vision and the main humanist principles of the scientific pedagogy of Maria Montessori and the tools and techniques of rehabilitation. It aims to give the person back control over his life, to encourage his involvement in meaningful activities and to give him back a place and a role in the community. In this literature review, we will first approach the current of person-centered approaches in a general way, then we will present in more detail the history and principles of the Montessori method adapted to the elderly in order to propose a clear and structured vision.]

Language: French

DOI: 10.1684/pnv.2023.1079

ISSN: 2115-8789

Language: English