Abstract/Notes: This speech was delivered on September 27, 1957 at the 11th International Montessori Congress (Rome, Italy).

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, 1959

Abstract/Notes: This speech was delivered on September 27, 1957 at the 11th International Montessori Congress (Rome, Italy).

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, 1959

Language: German

Language: German

Language: English

ISSN: 0042-8639

Abstract/Notes: The main purpose of this research is examining the effect of Montessori education approach on 4-6 years old children's concept acquisition (school readiness, direction/position, self/social awareness, texture/material, quantity and time/sequence), social adaptation (communication, daily living, socialization and motor skills) and fine motor skills.As a method of this research was preferred pre-test/ post-test, experimental and control group. Pre-test/post-test was carried out to examine effect of the Montessori education on 4-6 years old children who are experimental group and control group was formed to compare effect of Montessori education on experimental group. Sample of research was conducted 4-6 years old 24 children who were educated with Montessori education at Gazi University Faculty of Vocational Education Department of Child Development and Education Application Preschool and 4-6 years old 24 children who were educated at Ankara University Application Preschool and Child Club where MoNE's curriculum was carried out. For the first experiment, curriculum which contains aims of learning of Montessori education was applied on experimental group from 2008 September to 2009 January and MoNE's curriculum was applied on control group at the same time. In addition to for the second experiment, sensory education was applied with sensory material which contain in Montessori education approach on experimental group from 2009 January to June and MoNE's curriculum was applied on control group at the same time.For acquisitions of children's concepts such as school readiness, direction/position, self/social awareness, texture/material, quantity and time/sequence, Bracken Basic Concept Scale-Revised, for adaptive behavior of children such as communication, daily living, socialization Vineland II Adaptive Behavior Scales and for children's fine motor skills Observing Form of Fine Motor Skills were used as data collecting instruments.Comparing both groups for pre-test and post-test mean score which obtain from Bracken Basic Concept Scale-Revised results show that statistical differences were found between experimental and control group and these differences were in support of experimental group. There are differences between children who were obtained education from Montessori approach and MoNE's curriculum in school readiness, direction/position, self/social awareness, texture/material, quantity and time/sequence areas. Result of statistical analysis show that there are differences between children who were obtained education from Montessori approach and MoNE's curriculum in communication, daily living, socialization and motor skills areas. There are also differences found between children who were obtained education from Montessori approach and MoNE's curriculum in fine motor skills areas.Finally, results show that Montessori education approach has positive effects on children's acquisition of concepts, social adaptation and fine motor skills. / Bu araştırmanın temel amacı Montessori eğitim yönteminin 4-6 yaş arası çocukların kavram edinimleri (okula hazırlık seviyeleri, yön/konum, bireysel/sosyal farkındalık, yapı/materyal, miktar ve zaman/sıralama), sosyal uyumları (iletişim, günlük yaşam, sosyalleşme ve motor becerileri) ve küçük kas motor becerileri üzerindeki etkisini incelemektir.Bu çalışmada araştırma modeli olarak ön test, son test ve deney-kontrol gruplu deneysel desen tercih edilmiştir. Araştırmada deney grubundaki 4-6 yaş arası çocuklara verilen Montessori eğitiminin etkisini ölçmek amacı ile ön test-son test çalışması yapılmış ve Montessori eğitim yönteminin deney grubu üzerindeki etkisini karşılaştırmak amacı ile kontrol grubu oluşturulmuştur. Örneklemin oluşturulmasında deney grubunu Gazi Üniversitesi Mesleki Eğitim Fakültesi Çocuk Gelişimi Eğitimi Bölümü Uygulama Anaokuluna devam eden ve Montessori eğitimi alan 4-6 yaş arasındaki 24 çocuk, kontrol grubunu ise Ankara Üniversitesi Uygulama Anaokulu ve Çocuk Kulübüne devam eden MEB Okul Öncesi Eğitim Programının uygulandığı okul öncesi eğitimi alan 24 çocuk oluşturmuştur. Araştırmanın 1. deneyini gerçekleştirmek için deney grubuna Montessori yönteminde belirtilen öğrenme görevlerinden oluşan eğitim programı Eylül 2008 - Ocak 2009 tarihleri arasında uygulanmış, Kontrol grubuna ise MEB Okul Öncesi Eğitim Programı uygulanmıştır. Bununla birlikte araştırmanın 2.deneyini gerçekleştirmek için deney grubuna Ocak-Haziran 2009 tarihleri arasında Montessori eğitim yönteminde bulunan duyu alanı materyalleri ile duyu eğitimi verilmiş, Kontrol grubu ise MEB Okul Öncesi Eğitim Programı kapsamındaki okul öncesi eğitimine devam etmiştir.Araştırmada veri toplama araçları olarak; çocukların kavram edinimleri (okula hazırlık seviyeleri, yön/konum, bireysel/sosyal farkındalık, yapı/materyal, miktar ve zaman/sıralama) için Bracken Temel Kavram Ölçeği Gözden Geçirilmiş Formu (Bracken Basic Concept Scale-Revised), çocukların sosyal uyumları için; (iletişim, günlük yaşam, sosyalleşme ve motor becerileri) Vineland II Uyum Davranış Ölçeği ve çocukların küçük kas motor becerileri için; Küçük Kas Motor Becerileri Gözlem Formu kullanılmıştır.Bulgular, grupların Bracken Temel Kavram Ölçeğinin alt ölçeklerinden aldıkları ön test-son test aritmetik ortalama puanları karşılaştırıldığında, deney ve kontrol grubu arasındaki istatistiksel farkların deney grubu lehine olduğunu göstermektedir. Montessori eğitimi alan çocuklar ve Montessori eğitimi almayan çocuklar karşılaştırıldığında okula hazırlık seviyeleri, yön/konum, bireysel/sosyal farkındalık, yapı/materyal, miktar ve zaman/sıralama gibi kavram alanlarında istatistiksel olarak deney grubu lehine anlamlı farklılıklar bulunmuştur. İletişim, günlük yaşam, sosyalleşme ve motor becerileri gibi sosyal uyum becerileri yönünden Montessori eğitimi alan çocuklar lehine istatistiksel olarak anlamlı farklılıklar yapılan analizler sonucunda bulunmuştur. Küçük kas motor becerileri alanında da iki grup arasında istatistiksel olarak anlamlı farklılıkların olduğu bulunmuş ve bu farklılığın deney grubu lehine olduğu saptanmıştır. Sonuç olarak Montessori eğitim yönteminin çocukların kavram edinimleri, sosyal uyumları ve küçük kas motor becerileri üzerinde olumlu etkisinin olduğu söylenebilir.

Language: Turkish

Published: Ankara, Turkey, 2011

Abstract/Notes: In connection with the forthcoming visit of Dr. Montessori, a Cinematograph Film entitled "A Day in a Montessori School in London," showing the working of the system in detail in its various branches, will be shown early in January...

Language: English

Abstract/Notes: The Montesori education is for becoming normalization of child by forming the development concentration on the works by use the materials oneself who is the child to be educated in the prepared environment which is provided by the directress, the persons who make the environment for this purpose. The value of Montessori education could highly be approaised as the expectable seeking form of education which offers the selective opportunity by oneself as an esteemed independent individual. Furthermore, it could offer the development of independency to the child who is at the sensitive period with good absorbability from the surrounding environment as well as offer the responsibility of one`s own study for promotion of future study possibility and various experience. For this purpose, the prepared environmet is the precondition of education. Accordingly, for the application of this education at the educational places in our country, the following should be considered and the subjects of the way of education. 1. The real understanding and appraisal should be preceded based on full theorical examination on the Montessori education. 2. The education must be conducted by the instructors who have the license, issued by the International Montessori Association(AMI, AMS)and the specialized training institute for the Montessori instructors training should be established. 3. The adequate materials of Montessori for suitability for physical development which is acknowledged by the AMI, AMS should be manufactured and supplied for respective child. 4. The installation and furnishing fund must be presented in detail on the Montessori educational institute.

Language: Korean

ISSN: 1226-9565, 2733-9637

Abstract/Notes: The objective of this study is to investigate the Montessori teaching method to improve students’ interest, and to create outstanding young children who are independent, discipline, responsible, and creative by providing a type of learning system called Montessori. It is the learning approach types that provides attractive set of educational as materials and books, creative teachers and supporting environment. The investigation used the qualitative and observational methods. The sample for the study comprised 20 kindergarten pupils from Gifted Kids Montessori School located in Pontianak. The instruments that the writer used for collecting data were questionnaires, interviews, and the observations. Based on the study the writer concluded that kids (under age six) have intern desire to learn and explore, with the help of parent, peers way and environment which supporting they can achieve quality of learning well. This study offers suggestion to future researchers on alternative learning methods, especially for the parents of very young children. The findings of this research could be used as a model for learning other subjects.  Keywords:  Montessori, Learning, Teaching, Sensory

Language: English

ISSN: 2656-0518

Language: Italian

Published: Roma, Italy: Centro editoriale d'iniziativa, 1956