Abstract/Notes: Ovim radom nastoji se istaknuti važnost alternativnih škola koje u svijetu paralelno s državnim školama funkcioniraju od prve polovice 20. st. Metodom komparativne analize prikazuju se tri originalna pedagoška modela: Montessori-pedagogija, waldorfske škole i Freinetov pokret. Posebna pozornost posvećena je teoretskim postavkama i didaktičko-metodičkim posebnostima navedenih pedagoških modela. Steinerova pedagogija temelji se na antropozofiji, Montessori pedagogija na antropologiji, dok je rad temelj Freinetove pedagogije. Zajednička sastavnica ovih alternativnih modela jest: sloboda u širem značenju, poštivanje djeteta kao individue, samostalan rad učenika, učenje istraživanjem, poticanje suradnje u kolektivu, promjena uloge učitelja, korištenje raznih materijala i tehnika u organizaciji učenja i nastave i općenito bolja priprema za život u društvu. Proučavajući temeljne sličnosti i razlike alternativnih školskih sustava, može se zaključiti da je rad i cjelokupna organizacija učenja i nastave uvelike drugačija nego u državnim školama. Obzirom da u Hrvatskoj postoji nekolicina škola koje rade po koncepcijama ovih pedagogija, svrha je rada da se zanimljiva didaktičkometodička rješenja implementiraju u postojeće državne škole, a time i poboljšaju razvoj pedagoškog i školskog pluralizma. [This article tries to point-out the importance of alternative schools which have existed in the world parallel with public schools from the first half of the 20th century. The method of comparative analysis shows three original pedagogical models: Montessori pedagogy, Waldorf schools and Freinet’s movement. Special attention was given to theoretical theses and didactic-methodological particularities of these pedagogical models. Steiner’s pedagogy is based on anthroposophy; Montessori’s pedagogy is based on anthropology, while in Freinet’s pedagogy work is fundamental. The models share the following characteristics: freedom in a broader sense, respect for the child as an individual, individual work of the student, learning through research, stimulation of group cooperation, use of different methods and materials in the organization of learning activities, and generally better preparation for life in society. By analyzing similarities and differences between alternative pedagogical models and those used in public schools, we can conclude that the overall organization of teaching classes differs considerably from that in public schools. Since there are only few schools in Croatia that work following the conceptions of these pedagogies, the main purpose of this work is to implement these interesting didactic-methodical solutions in the existing public schools and by doing so to enhance the development of pluralism in education.]

Language: Croatian

ISSN: 0037-654X, 1848-0756

Language: German

Published: Münster, 1980

Language: German

ISSN: 1225-9799

Abstract/Notes: This study aims to determine the implementation of Montessori curriculum management along with the supporting and inhibiting factors for the implementation of Montessori curriculum management in improving the quality of learning in Askara Montessori Kindergarten, Kramatjati, East Jakarta. This study uses a descriptive qualitative approach by using data collection methods of observation, interviews and documentation. The data analysis technique stage includes data reduction, data presentation and data verification, while checking the reliability of the data is carried out by extending participation, observing accuracy, triangulation and consulting with supervisors. The results of his research indicate that the implementation of Montessori curriculum management in improving the quality of learning, namely planning includes making a training schedule for teachers, both bringing in experts and attending training outside of making head work plans / annual programs, making supervision guidelines. Then the implementation includes: supervising learning planning including RPPH, RPPM and RPPS, monitoring and evaluating by fostering teachers with motivation. Evaluation includes reporting the results of supervision starting from planning, implementing and evaluating learning, then reporting the results of child development to parents. While the driving factors for change management strategies in improving teacher performance include infrastructure and facilities that include quite complete Montessori tools.

Language: English

DOI: 10.53625/ijss.v2i3.3631

ISSN: 2798-3463, 2798-4079

Language: Italian

ISSN: 0035-6247

Language: Spanish

ISSN: 1577-5615, 2014-4628

Abstract/Notes: La educación multicultural ha estado en el punto de mira durante décadas desde finales del siglo pasado. El fenómeno de la inmigración y los asentamientos masivos en determinados puntos de nuestro país, obligaron a las autoridades a cubrir las necesidades de estos nuevos núcleos poblacionales. De este modo, surgieron nuevas escuelas que poco a poco iban transformándose en guetos de un alumnado inmigrante que desconocía tanto la cultura como la lengua del país de destino. Estos centros educativos, focos de controversia, se han convertido en un reto para sus docentes que, implicados/as en su labor, han ido transformando la realidad para conseguir mejorar la calidad. En este contexto, situamos la “buena práctica” en educación infantil, donde una profesora con un alumnado en riesgo ha hecho realidad su sueño de trasladar la metodología Montessori a su clase. / Multicultural Education has been in the spotlight for ages. During the last decades of last century, the phenomenon of immigration and the development of massive settlements of immigrant communities in certain parts of Spain led political and educational authorities to confront and help in assisting the needs of these growing social groups. In this way, new school communities emerged but they slowly became into ghettos of immigrant students who, in many occasions, did know little or nothing about the target language or culture of their new country. These schools may have been seen as spots of controversy and they have indeed been a challenge for their teachers, who have been able to improve the quality of education through their daily work. Considering this context, we place the concept of ‘good practice’ in young children education at the core of this article by making reference to the experience of a female teacher who has made true her dream of implementing Montessori Methodology in a risk group of Infant students.

Language: Spanish

ISSN: 2255-0666

Abstract/Notes: Penelitian ini dilatarbelakangi Implementasi pendidikan karakter untuk mempersiapkan mereka kelak sebagai pribadi yang mempunyai identitas diri, melalui pembiasaan dan keteladanan. Tujuan penelitian ini adalah untuk mengetahui: (1) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar eksperiensial? (2) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar one-on-one lesson? (3) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar peace education?Penelitian  ini   menggunakan   pendekatan  kualitatif dan menggunakan penelitian jenis penelitian studi kasus. Teknik pengumpulan data yang digunakan adalah  observasi,  wawancara,  dan  dokumentasi.  Hasil penelitian: (1) Guru dalam proses belajar secara aktif sehingga peserta didik dapat memperoleh pengalaman langsung dan terlatih untuk dapat menemukan sendiri berbagai pengetahuan yang dipelajarinya. (2) Guru memberikan satu tema dan membimbing peserta didik dengan belajar langsung untuk menunjang kebutuhan belajar sehingga peserta didik dapat perhatian penuh dari guru dalam proses belajar (3) Guru membantu peserta didik untuk memiliki kemampuan mengatasi konflik dan masalahnya sendiri, tanpa kekerasan dan dengan cara yang kreatif 0 CITATIONS 0 Total citations 0 Recent citations n/a Field Citation Ratio n/a Relative Citation Ratio

Language: Indonesian

DOI: 10.53621/jider.v3i3.233

ISSN: 2807-5471, 2807-548X

Language: French

ISSN: 0304-3118, 1564-0574

Abstract/Notes: "Pre-Katrina" and "Post-Katrina" are common terms for time frames these days in New Orleans, often reminding me of the BCE/CE timeline distinctions. You hear "Pre-Katrina" and "Post-Katrina" on the news, in the paper, and in everyday conversations. Although more and more people have moved back to New Orleans, businesses and restaurants are open, the St. Charles streetcar is running again, and normal life is continuing, Hurricane Katrina is still an everyday topic of conversation. In the midst of the constant reminders of the storm, Montessori education proved to be a stabilizing force in our school community. This is the story of how one public Montessori survived and redefined itself after Hurricane Katrina. (Contains 1 footnote.)

Language: English

ISSN: 1054-0040