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

Language: English

DOI: 10.1080/1047621950070215

ISSN: 1047-6210, 1470-1286

Language: English

Published: Minnesota, United States: Montessori Research and Development Center, 1986

Volume: 2 of 5

Language: English

Published: Paris, France: Association Montessori de France, 2001

Language: English

Published: [Amsterdam, The Netherlands]: Association Montessori Internationale, n.d.

Abstract/Notes: Theories about education date back to the seventeenth century as philosophers began to debate the practicality of formal education. Through these conversations, certain beliefs about the human nature and the child rose to the forefront and influenced the creation of school curriculums. Further research regarding the psychology of the child proved many of these assumptions to be false. The aim of the present study is to analyze two current educational systems (i.e., the traditional curriculum and the Montessori curriculum) to determine their efficacy in creating a positive experience for the student. To do this, interviews were conducted with 10 college-aged adults (M= 23 years); five who went through a traditional school program and five who went through a Montessori program. The qualitative data were analyzed using the Grounded Theory Approach to reveal three common influences: quality of the teachers, freedom of choice/autonomy, and size of the class. While these factors are not curriculum specific, further exploration of the core Montessori principles reveal that the method has a greater potential of facilitating a positive experience as the curriculum inherently considers the child's development at every stage. Further research should consider analyzing the academic implications of each program.

Language: English

Published: Kalamazoo, Michigan, 2013

Abstract/Notes: Translated from Italian.

Language: English

Published: [Wheaton, Maryland]: Neri, [1983]

Abstract/Notes: The mother of an 11-year-old deaf child compares her daughter's experiences mainstreamed in a traditional school system (a Hebrew school) and in a Montessori school. The Montessori system is seen to be especially advantageous for the deaf child because of the following characteristics: opportunities for the child to be successful, a visual (rather than verbal) form of education, individualized education, informal teaching styles, no group lessons, a commitment to social education, opportunities for the deaf child to be useful and helpful, and provision of remedial education (such as language therapy).

Language: English

Published: [S.I.]: [s.n.], Apr 1976

Language: English

ISSN: 0040-7887

Abstract/Notes: This chapter problematises notions of pedagogy as being limited to teaching-learning practices within the classroom and explores what pedagogy could be like when education goes beyond transfer of content knowledge or development of skills and competencies. The chapter emphasises that education for harmony is brought about by a continuum of shared lived experiences and that these are not just engendered through classroom practices, but also by the culture and people within the school. It emphasises the importance of classroom and school-wide ethos, Teacher Student Relations, and autonomous behaviour regulation as underpinning the continuum of lived experiences.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2023

Edition: 1st ed.

ISBN: 978-3-031-23538-2 978-3-031-23539-9

Series: Spirituality, Religion, and Education , 6