Abstract/Notes: Describes in operational terms the benefits of Montessori's developmental perspective for children from birth to 3 years, and from 3 to 6 years. Identifies optimal outcomes for social, moral, cognitive, and emotional development to be used in educational and psychological research and for child assessment. (KB)

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: The analysis was carried out as part of a master's thesis and it aimed to analyse the extent to which the Montessori educational philosophy and teaching method incorporated inclusive educational qualities. The Montessori Method was first developed for children who were disadvantaged and considered 'idiots', in the slums of Italy's San Lorenzo. With the usage of her didactic materials, Maria Montessori proved that the children in question were indeed educable given the correct type of instruction. The focus of this article is on the inclusive qualities embedded within the Montessori philosophy and teaching method, which can be reason enough for it to be adopted by developing countries that have limited budgets/funding for the purpose of special education. This method could prove to be an easy alternative for the immediate implementation of early childhood inclusive education for countries such as Malaysia which do not yet possess specific legislation governing special education.

Language: English

DOI: 10.2304/ciec.2008.9.2.178

ISSN: 1463-9491

Abstract/Notes: Two waves of reform have been conducted in China since the 1980s to transform its early childhood curriculum into a Western-style, progressive model. Western curricula and programs such as the Montessori method, the project approach, the Reggio Emilia method, and the high/scope method have been imported and adopted all over the country. But the top-down reforms and these “imported” ideas have been challenged by scholars and practitioners. Aiming to understand how practices in kindergartens measure up with the reform objectives, the present study investigated the teachers’ beliefs and practices in five Shenzhen kindergartens’ literacy instruction. Altogether, ten early childhood classrooms were observed for one school week, and the ten classroom teachers were interviewed about the observed Chinese teaching practices. The teachers and teaching assistants of the ten classes (N = 20) were also surveyed about their teaching beliefs and practices. The results indicated a remarkable belief-practice gap as well as a policy-practice gap. Most of the curriculum reform ideas were expressed by the teachers in their self-reported beliefs but had not been implemented in their teaching practice. The traditional Chinese model with the teacher directing the whole-class session was still dominating. Slight differences were also found among the ten classes, which reflect the cascading effects of curriculum reform. These findings suggest that curriculum reforms should take into consideration the culture, language, teachers, parents, resources available, and the prevailing education system.

Language: English

DOI: 10.2753/CED1061-1932440601

ISSN: 1061-1932, 1944-7119

Abstract/Notes: The aim of this study is to adapt The Early Childhood Curricular Beliefs Inventory ECCBI questionnaire into Turkish. The ECCBI is a tool designed for exploring curricular beliefs of pre-service teachers in the area of early childhood education. A subscale named “behavioural approach” is not in the Turkish adaptation of the scale according to expert opinions, three subtests meaning 54 items out of 72 items have been included in the adapted version of scale. After the equivalence test of Turkish form, instrument has been applied to 30 preschool teachers and 200 preservice preschool teachers and total 230 person. In order to test construct validity of Turkish instrument, confirmatory and exploratory factor analysis have been applied; to identify reliability, Cronbach Alpha reliability coefficient, Sperman-Brown formula and Guttmann split-half reliability formula have been employed and corrected itemtotal correlation has been examined. Results show that this scale is a suitable assessment tool for the pre-service teachers to determine their related beliefs about early childhood approaches. / Bu çalışmanın amacı, Erken Çocukluk Yaklaşımlarına İlişkin Görüşler The Early Childhood Curricular Beliefs Inventory ECCBI Ölçeği’ni Türkçe’ye uyarlamaktır. Ölçek, okul öncesi eğitimi alanında öğrenim gören öğretmen adaylarının erken çocukluk yaklaşımları ile ilgili görüşlerini belirlemek amacıyla geliştirilmiştir. Türkçe’ye uyarlanan ölçekte, uzman görüşleri doğrultusunda “Davranışçı yaklaşım” olarak adlandırılan alt boyut yer almamış, 72 maddelik ölçeğin 54 maddesi yani üç boyutu yer almıştır. Türkçe form eşdeğerlik sınamasının ardından geçerlik, güvenirlik çalışması için 30 okul öncesi öğretmeni ve 200 okul öncesi öğretmen adayı olmak üzere toplam 230 kişiye uygulanmıştır. Türkçe ölçeğin yapı geçerliğini incelemek için açımlayıcı ve doğrulayıcı faktör analizi yapılmış, güvenirliğin belirlenmesi için Cronbach alpha güvenirlik katsayısı, Sperman-Brown formülü ve Guttmann split-half güvenirlik formülü kullanılmış ve düzeltilmiş madde-toplam korelasyonu incelenmiştir. Sonuçlar, erken çocukluk eğitimi alanında öğrenim gören öğretmen adaylarının erken çocukluk yaklaşımları ile ilgili görüşlerini belirlemek için uygun bir değerlendirme aracı olduğunu göstermektedir.

Language: Turkish

ISSN: 2147-1037

Abstract/Notes: Artikel ini mengkaji tentang sejarah munculnya metode montessori dan esensi metode montessori dalam pembelajaran anak usia dini. Hasil kajian menunjukkan bahwa munculnya metode montessori bermula dari ketertarikan Montessori pada anak-anak idiot menjadikannya akrab dengan metode pendidikan khusus yang dirancang bagi anak-anak kecil. Selanjutnya metode khusus tersebut diterapkan kepada anak-anak normal. Adapun esensi metode montessori dalam pembelajaran anak usia dini adalah the absorbent mind, the conscious mind, the sensitive periods (sensitivity to order, sensitivity to language, sensitivity to walking, sensitivity to the social aspects of life, sensitivity to small objects, sensitivity learning through the senses), children want to learn, learning through play, stages of development, and encouraging independence. [This article examines the history of the emergence and essence of Montessori method Montessori methods in early childhood learning. The results showed that the appearance stems from the Montessori Method interest in children idiot making familiar with special education methods designed for small children. Furthermore, the specific methods applied to normal children. The essence of the method Montessori in early childhood learning is the absorbent mind, the conscious mind, the sensitive periods (sensitivity to order, sensitivity to language, sensitivity to walking, sensitivity to the social aspects of life, sensitivity to small objects, sensitivity learning through the senses), children want to learn, learning through play, stages of development, and encouraging independence.]

Language: Indonesian

ISSN: 2549-3329

Abstract/Notes: Penelitian ini bertujuan untuk mengetahui pengaruh metode Montessori dalam meningkatkan pemahaman konsep matematika bagi anak usia dini khususnya usia 4-6 tahun di kota Banjarmasin. Penelitian ini menggunakan metode quasi eksperimen. Pengenalan matematika di kelas eksperimen menggunakan metode Montessori,sedangkan di kelas kontrol menggunakan metode konvensional. Hasil uji hipotesis menunjukkan implementasi metode Montessori berpengaruh signifikan dalam meningkatkan hasil belajar anak pada materi data dan grafik di kelas eksperimen. Nilai rata-rata N-Gain di kelas eksperimen adalah 95.61. Nilai rata-rata N-Gain kelas kontrol adalah 34.56. Metode Montessori 61.05% lebih efektif dalam meningkatkan hasil belajar anak pada materi data dan grafik daripada metode konvensional. Begitu pula hasil uji hipotesis pada materi pola ABCDE-ABCDE, implementasi metode Montessori berpengaruh signifikan untuk meningkatkan hasil belajar anak kelas eksperimen. Rata-rata N-Gain kelas eksperimen adalah 87.50. Nilai rata-rata N-Gain kelas kontrol adalah 31.24. Metode Montessori 56.26% lebih efektif dalam meningkatkan hasil belajar anak pada materi pola dari pada metode konvensional. [This study aims to determine the effect of the Montessori method in improving understanding of mathematical concepts for early childhood especially ages 4-6 years in the city of Banjarmasin. This study uses a quasi-experimental method. Introduction to mathematics in the experimental class uses the Montessori method, while the control class uses conventional methods. Hypothesis test results show that the implementation of the Montessori method has significant effects in improving children's learning outcomes in data and graphic material in the experimental class. The average value of N-Gain in the experimental class was 95.61. The average value of the N-Gain control class is 34.56. The Montessori method is 61.05% more effective in improving children's learning outcomes in material data and graphics than the conventional method. Similar to the results of hypothesis testing on the ABCDE-ABCDE pattern material, the implementation of the Montessori method has a significant effect on improving the learning outcomes of children in the experimental class. The average N-Gain of the experimental class is 87.50. The average value of the control class N-Gain is 31.24. The Montessori Method 56.26% is more effective in improving children's learning outcomes on material patterns than conventional methods.]

Language: Indonesian

DOI: 10.14421/al-athfal.2020.61-02

ISSN: 2477-4189, 2477-4715