Abstract/Notes: Handwashing can prevent diarrhea-related illness and respiratory infections, such as a cold or the flu. This study aims to evaluate the effectiveness of structured intervention program on knowledge and practice of hand washing among preschool children. A quasi-experimental study was conducted in three-time phases among 32 preschoolers aged between 3 to 6 years old in Kedah. The same questionnaire was delivered at each phase and they underwent the intervention program of hand washing. Their performance in hand washing was measured and evaluated using a questionnaire and checklist. The results of the study revealed a significant difference (p<0.05) in mean preschoolers' children score on knowledge and practice before and after participated in the intervention program. Overall, preschoolers' knowledge and practice of handwashing were significantly (p<0.05) improved by the intervention program.  However, as the participants were young children, it is important to emphasize the consistency of reinforcement of knowledge and regular practices of hand hygiene.

Language: English

DOI: 10.59670/jns.v33i.2335

ISSN: 1863-5954, 2197-5523

Abstract/Notes: In the classroom, teachers must strike a balance between direct teaching, teacher-led play, and student-led play. During the game, children can make the most of their creativity, language, social skills, self-control and other talents. The best learning happens when students are given a wide variety of activities and topics that they enjoy. Montessori education emphasizes helping children develop their sensory abilities. An organized, aesthetically beautiful and well organized Montessori environment gives children a sense of security and encourages discovery. Freedom of movement, choice and participation in independent activities helps children to discover their passions and potential. Montessori programs encourage the possibility of losing yourself in any activity. Having choice and feeling in control of the environment is associated with higher academic achievement. Children who have a regular family routine and are considered more organized show better results in cognitive, psychological and social development. In order to stimulate further research and better inform teachers about whether and why the Montessori method can be useful, this article aims to provide an overview of the evidence base for this method.

Language: Uzbek

DOI: 10.5281/zenodo.8268057

ISSN: 2181-3906

Abstract/Notes: Kemandirian adalah kemampuan seseorang untuk melakukan segala sesuatunya sendiri sesuai dengan tugas perkembangannya yang didasari oleh inisiatif, keinginan, kontrol diri dan kepercayaan pada kemampuannya sendiri. Anak perlu dilatih kemandiriannya sejak usia dini supaya tugas perkembangan dapat berkembang secara optimal. Sekolah memiliki peran penting untuk meningkatkan kemandirian anak. Menurut Santrock (2002:242), lingkungan bermain sangat penting dalam optimalisasi perkembangan anak. Salah satu sekolah dengan pendekatan seperti di atas adalah sekolah Montessori. Pendekatan Montessori menerapkan agar anak belajar mandiri dan tidak bertanya kepada guru atau menunggu jawaban (Hainstock 2008:38-40). Anak yang dididik dengan pendekatan Montessori diberi kesempatan untuk bekerja sendiri dengan material-material yang ada di lingkungannya, mengungkapkan keinginannya untuk memilih aktivitas, mengembangkan disiplin, dan anak perlu mengetahui apa yang baik dan buruk. Apabila hal-hal ini telah dipenuhi, maka kemandirian anak akan terbentuk (Modern Montessori International n.d.:40-41). Penelitian ini bertujuan untuk mengetahui secara empiris ada tidaknya perbedaan tingkat kemandirian anak prasekolah di sekolah Montessori dengan sekolah non Montessori. Subjek penelitian (N=28) adalah anak prasekolah berusia 3-4 tahun yang bersekolah di sekolah Montessori “X” dan sekolah non Montessori “Y” Teknik pengambilan sampel menggunakan seluruh populasi playgroup 2. Pengambilan data menggunakan rating scale terhadap kemandirian anak di sekolah Montessori maupun di sekolah non Montessori. Data dianalisis dengan teknik Uji t (t-test). Nilai t = 0.364, dengan p = 0.720 (p > 0.05) yang berarti hipotesis penelitian ditolak. Hal ini berarti tidak ada perbedaan signifikan tingkat kemandirian anak prasekolah di sekolah Montessori “X” dengan sekolah non Montessori “Y”. [Independence is a person's ability to do things on their own in accordance with their developmental tasks based on initiative, desire, self-control and belief in their own abilities. Children need to be trained to be independent from an early age so that developmental tasks can develop optimally. Schools have an important role in increasing children's independence. According to Santrock (2002: 242), the play environment is very important in optimizing children's development. One of the schools with such an approach is the Montessori school. The Montessori approach applies so that children learn independently and do not ask the teacher or wait for answers (Hainstock 2008:38-40). Children who are educated with the Montessori approach are given the opportunity to work alone with materials in their environment, express their desire to choose activities, develop discipline, and children need to know what is good and bad. If these things have been fulfilled, then the child's independence will be formed (Modern Montessori International n.d.: 40-41). This study aims to determine empirically whether there are differences in the level of independence of preschool children in Montessori schools and non-Montessori schools. The research subjects (N=28) were preschoolers aged 3-4 years who attended Montessori schools "X" and non-Montessori schools "Y" The sampling technique used the entire playgroup population 2. Data collection used a rating scale on the independence of children in Montessori schools. as well as in non-Montessori schools. The data were analyzed by using the t-test technique (t-test). The value of t = 0.364, with p = 0.720 (p > 0.05) which means the research hypothesis is rejected. This means that there is no significant difference in the level of independence of preschool children in Montessori schools "X" with non-Montessori schools "Y"]

Language: Indonesian

Published: Surabaya, Indonesia, 2009

Abstract/Notes: Monthly testing based on a counterbalanced matrix sampling plan in one psychomotor, three affective, and five cognitive areas provides a continuous picture of the development of native American children enrolled in three distinct curricula. Of the nine scales, one showed negative, two showed insignificant, and six showed significant positive changes. When compared with national norms, the results suggest that all three curricula have strong remedial effects across a broad range of important areas of preschool learning. (Author)

Language: English

Pages: 20

Abstract/Notes: Language development in early childhood is crucial, particularly when it comes to literacy skills, which is why suitable teaching methods have to be employed during this stage. Unfortunately, current language instruction approaches in primary schools, especially for teaching English, are often criticized for being inadequate and lacking depth in addressing the interests and requirements of learners. In 1907, however, Dr. Montessori introduced a method recognized for its focus on pivotal developmental stages and personalized instruction tailored to meet the specific needs of each learner. The current study aims to investigate the extent to which the Montessori method is effective in teaching and learning early literacy skills related to CVC words as an alternative to traditional methods used in Algerian primary schools. To achieve this aim, a quantitative approach is adopted and a quasi-experimental research method is conducted in Polyglossia School ⎯El Hammamet⎯ and Excellence Academy ⎯Tebessa⎯ on two groups (experimental and control group) of 15 participants. Both groups underwent the same pretest and posttest about the target aspect related to literacy skills in question. It is assumed that the Montessori method would enhance the learner’s performance in literacy skills, no matter how old they are (3,4, or 5 years old) compared to the traditional method; and the findings proved this to be true as they indicate a significant development of literacy skills related to CVC words among the participants in the experimental group, with an effect size of 90%. This is attributed to the implementation of the Montessori method, using sensorial materials. Results attributed to the traditional method indicate a lesser improvement (40%). Based on a comprehensive analysis of the outcomes, it is recommended that the Montessori method be adopted totally or partially in language classes, as it has proven to be advantageous for teaching early literacy skills.

Language: English

Published: Tébessa, Algeria, 2023

Abstract/Notes: Bu araştırmada, Montessori eğitimi ile MEB OÖEP uygulanan okul öncesi öğrencilerin yaratıcı düşünme becerilerini incelemek amacıyla hazırlanmıştır. Çalışmada, nicel araştırma yöntemlerinden olan betimsel ve ilişkisel tarama desenleri kullanılmıştır. Bu araştırmanın çalışma grubunu 2020-2021 eğitim-öğretim yılı güz döneminde İzmir ilinde Montessori eğitimini uyguladığını duyuran herhangi bir anaokulu ile Muş ilinde MEB OÖEP'yi uyguladığını duyuran herhangi bir özel okulun anasınıfında eğitim gören toplam 40 öğrenci oluşmaktadır. Araştırmanın çalışma grubu oluşturulurken yaş değişkeni göz önünde bulundurulmuş ve gruplar eşitlenmiştir. Araştırma verileri, Aslan (1999) tarafından Türkçeye uyarlanan "Torrance Yaratıcı Düşünce Testi" ve araştırmacı tarafından geliştirilen "Kişisel Bilgi Formu" kullanılarak elde edilmiştir. Araştırmada elde edilen verilerin analizinde; Mann Witney U Testi ve Sperman Sıra Farkları Korelasyon Analizi uygulanmıştır. Montessori eğitimi uygulanan öğrencilerin TYDT toplam yaratıcılık puanları MEB OÖEP uygulanan öğrencilerin TYDT toplam yaratıcılık puanlarından anlamlı düzeyde yüksektir. Montessori eğitimi ile MEB OÖEP uygulanan okul öncesi öğrencilerinin toplam yaratıcılık puanları arasında önemli ölçüde ilişki vardır. Montessori eğitimi uygulanan öğrencilerin yaratıcı düşünme becerilerinden akıcılık, orijinallik, başlıkların soyutluğu ve zenginleştirme alt becerileri toplam yaratıcılık puanları, MEB OÖEP uygulanan öğrencilerin akıcılık, orijinallik, başlıkların soyutluğu ve zenginleştirme alt becerileri toplam yaratcılık puanlarından anlamlı düzeyde yüksektir. Erken kapamaya direnç alt becerilerinde ise her iki eğitimi de olan öğrencilerin bulguları benzer çıkmıştır. Elde edilen sonuçlar doğrultusunda ulaşılan genel sonuç, Montessori eğitimi'nin okul öncesi öğrencilerinin yaratıcı düşünme becerilerine olumlu yönde katkı sağladığı ve MEB Okul Öncesi Eğitim Programına göre akıcılık, orijinallik, başlıkların soyutluğu ve zenginleştirme becerilerine göre daha etkili olduğudur. / In this study, it was prepared to examine the creative thinking skills of preschool students who were applied Montessori education and MEB OÖEP. Descriptive and relational scanning patterns, which are among the quantitative research methods, were used in the study. The study group of this study consists of a total of 40 students studying in the kindergarten of any kindergarten in the province of İzmir that announced that they have implemented Montessori education in the fall semester of the 2020-2021 academic year and any private school in the province of Muş that announced that they have implemented the MEB OÖEP. While creating the study group of the research, the age variable was taken into consideration and the groups were equalized. The research data were obtained using the "Torrance Creative Thinking Test" adapted into Turkish by Aslan (1999) and the "Personal Information Form" developed by the researcher. In the analysis of the data obtained in the research; Mann Witney U Test and Sperman Rank Difference Correlation Analysis were applied. The total creativity scores of the students who are applied Montessori education are significantly higher than the TTCT total creativity scores of the students who are applied to MEB OÖEP. There is a significant relationship between the Montessori education and the total creativity scores of pre-school students who are applied MEB OÖEP. Fluency, originality, abstractness of the titles and enrichment sub-skills among the creative thinking skills of the students who were applied Montessori education, the total creativity scores, the fluency, originality, the abstraction of the titles and the enrichment sub-skills of the students who were applied MEB OÖEP were significantly higher than the total creativity scores. In the sub-skills of resistance to early closure, the findings of the students with both education were similar. The general conclusion reached in line with the results obtained is that Montessori education contributes positively to the creative thinking skills of preschool students and is more effective than the fluency, originality, abstractness of the titles and enrichment skills compared to the Ministry of National Education Preschool Education Program.

Language: Turkish

Published: Samsun, Turkey, 2021

Abstract/Notes: The study was designed to evaluate the effectiveness of role-play as a means of enhancing the social skills of preschool students in a Montessori setting. A total of 37 children between the ages of two and a half to six years who participated in a five week study. The interventions were conducted once a week for four weeks, during which children took turns participating in simulated scenarios that mirrored their everyday experiences. After the role-play presentation, assessments and group discussions were conducted to evaluate the children's comprehension. The research data was gathered before, during and after the interventions. The researcher used checklists and observation records to document the number and details of conflicts, as well as the children's behavior and conflict resolution skills. The study revealed a decrease in both the frequency of conflicts and the level of aggression, indicating the effectiveness of role-play in cultivating social skills in children. However, the study also indicated the need for further research and extended observation to support new and younger children in adapting to the environment and to keep track of how effectively children internalize and sustain the skills they have acquired.

Language: English

Published: St. Paul, Minnesota, 2023

Abstract/Notes: Bu araştırmada, Montessori Yöntemi'nin okul öncesi eğitimi alan 36-66 ay çocuklarının öz bakım becerilerine etkisi incelenmiştir. Araştırmanın bağımlı değişkeni çocukların öz bakım (kişisel bakım ve temizlik, yemek yeme, dinlenme, giyinme, kazalardan korunma, çevreyi düzenleme) becerileri, bağımsız değişkeni ise Montessori Yöntemi'dir. Bu araştırmanın çalışma grubu 2013-2014 öğretim yılında Konya ili, Selçuklu ilçesi, Selçuk Üniversitesi Sağlık Bilimleri Fakültesi İhsan Doğramacı Uygulama Anaokulunda eğitim alan ve yansız atama ile seçilen 3-6 yaş grubu çocuklarından oluşmaktadır. Araştırmaya 20 deneme, 20 kontrol grubu olmak üzere 40 çocuk dahil edilmiştir. Araştırmanın çalışma grubu oluşturulurken yaş değişkeni göz önünde bulundurulmuş ve gruplar eşitlenmiştir. Araştırmada okul öncesi çocuklarının öz bakım becerilerini belirlemek amacıyla Öz Bakım Becerileri Değerlendirme Testi kullanılmıştır. Testler çocuklara deneme öncesi ve sonrasında uygulanmış, ayrıca beş hafta sonra deneme grubuna eğitimin kalıcılığı ölçmek için tekrar uygulanmıştır. Araştırmada elde edilen verilerin analizinde; Mann Witney U Testi ve Wilcoxon İşaretli Sıralar Testi uygulanmıştır. Araştırmadan elde edilen bulgular aşağıda özetlenmiştir: ● Deneme grubu çocuklarının öz bakım becerileri son test puan ortalamaları ön test puan ortalamalarından anlamlı düzeyde yüksektir. ● Kontrol grubu çocuklarının öz bakım becerileri son test puan ortalamaları ön test puan ortalamalarından anlamlı düzeyde yüksektir. ● Deneme grubu çocukları öz bakım becerilerinden temizlik ve kişisel bakım, yemek yeme, dinlenme, giyinme becerilerinde son test puan ortalamaları, kontrol grubu çocuklarının temizlik ve kişisel bakım, yemek yeme, dinlenme, giyinme becerileri son test puan ortalamalarından anlamlı düzeyde yüksektir. Kendini kazalardan koruma ve çevreyi düzenleme becerilerinde ise deneme ve kontrol grubunun bulguları benzer çıkmıştır. ● Deneme grubu çocuklarının son test puan ortalamaları ile izleme testi puan ortalamaları arasında anlamlı bir farklılaşma bulunmamıştır. Elde edilen sonuçlar doğrultusunda ulaşılan genel sonuç, Montessori Yöntemi'nin okul öncesi çocuklarının öz bakım becerilerine olumlu yönde katkı sağladığı ve MEB Okul Öncesi Eğitim Programına göre temizlik ve kişisel bakım, yemek yeme, dinlenme, giyinme becerilerine göre daha etkili olduğudur. / In this study, the effects of The Montessori Method on preschool children's (36-66 months) self care skills were examined. The dependent variable in this study was "children's self care skills (personal care and cleaning, eating, resting, wearing, protecting themselves from the accident, arranging environment)", the independent variable was "The Montessori Method". The study group of the research consisted of three/six years old children who were chosen with the objective assignment and had education in Selcuk University Health Sciences Faculty Ihsan Dogramaci Application Kindergarden School in 2013–2014 education year in Selcuklu county in Konya. A total of 40 children were included in the study;twenties of them were in the experimental group and the rest of them were in the control group. While the study groups were being formed, age variable was taken into consideration and groups were equally distributed. In the study, self care skills assessment test was used to determine preschool children's self care skills assessment. The tests were applied to children before and after testing, and they were applied again to evaluate permanence to experimental group 5 weeks later. At the analysis of the data acquired in the study, Mann Witney U Test and Wilcoxon signed ranks tests were applied. The findings of the study were summarized below: ● The general self care skills of children in experimental group's post-test average scores were significantly higher than pre-test average scores. ● The general self care skills of children in control group's post-test average scores were significantly higher than pre-test average scores. ● The post test average scores of children in experimental group's self care skills (personal care and cleaning,eating,resting,wearing skills) were meaningfully higher than the post test average scores of children in control group. Also protecting themselves from the accident and arranging environment skills' scores were same between children in experimental and control group. ● No significant difference was found between post-test average scores and follow-up tests average scores of experimental group. The general conclusion which was obtained from the results was The Montessori Method made positive contribution to preschool children's self care skills and it was more effecient than Ministry of National Education Pre-school Education Program about the personal care and cleaning, eating, resting, wearing skills.

Language: Turkish

Published: Konya, Turkey, 2015

Abstract/Notes: This research is based on the importance of developing Islamic Montessori model for religious education learning in Montessori Preschool. The aim of this research is to analyze Islamic religious Education in Montessori Preschool. This article is a preliminary research and development study that orch

Language: English

Published: Matarma, Lombok, Indonesia (Oct 19-20, 2022): EAI, May 26, 2023

Pages: 9 p.

DOI: 10.4108/eai.19-10-2022.2329047

ISBN: 978-1-63190-398-4

Abstract/Notes: The purpose of the study was to investigate the views of Montessori preschool teachers on inclusive education in Montessori approach. The views of 18 participants were examined in this study. All participants were selected from Ankara and İstanbul and they were investigated by a semi-structured interview protocol that was developed by the researcher based on the literature review. The protocol contained questions in three major parts; these were demographic questions about participants, questions about views on inclusive education and questions about views on inclusive education in Montessori approach and its advantageous and disadvantageous for children with disabilities. Phenomenology design was employed in the study and purposive sampling was used to reach the participants. According to findings of content analysis, Montessori teachers stated that they did not find themselves adequately educated and experienced in inclusive education but a large part of them thought that inclusive education is good for development of both disabled and non-disabled students. On the other hand, Montessori teachers expressed that enabling children to be independent and to encourage them to make their own decisions are the most important point of Montessori understanding. However, when considered in terms of disabled students, most teachers indicated that such liberal environment could constitute disadvantages for such students. Teachers stated that an educational environment which is structured and where influence of the teacher is more intensive would be better in terms of education of the disabled child, particularly when working with students with severe disabilities or students with attention deficit or autism. / Bu çalışma, Montessori anaokullarında çalışan okul öncesi öğretmenlerinin bütünleştirme eğitimi ve Montessori yaklaşımında bütünleştirme uygulamaları hakkındaki görüşlerini anlamayı amaçlamıştır. Çalışma 18 katılımcıyı kapsamaktadır. Tüm katılımcılar Ankara ve İstanbul ilinde Montessori okullarında çalışan okul öncesi öğretmenleri arasından seçilmiş olup, görüşmeler araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ile yapılmıştır. Görüşme formu üç ana bölümden oluşmaktadır. İlk bölümde katılımcılar hakkındaki demografik bilgiler sorgulanırken, ikinci bölümde katılımcıların bütünleştirme eğitimi hakkındaki görüşleri ve son bölümde ise katılımcıların Montessori eğitimindeki bütünleştirme uygulamaları hakkındaki görüşleri sorgulanmıştır. Çalışmanın sonunda nitel analiz yapılmış olup bulgulara göre Montessori öğretmenleri bütünleştirme eğitimi konusunda kendilerini yeterince eğitimli ve deneyimli bulmadıklarını belirtmiş, ancak bütünleştirme eğitiminin hem engelli hem de engelsiz öğrenciler için faydalı olduğunu düşündüklerini ifade etmiştir. Öte yandan, Montessori öğretmenleri Montessori eğitiminin çocuğun bağımsız bir birey olmasında önemli bir rol oynadığını ifade etmiş, çocukların kendi kararlarını vermelerini teşvik etmenin Montessori anlayışının en önemli noktaları olduğunu belirtmiştir. Ancak engelli öğrenciler açısından değerlendirildiğinde öğretmenlerin çoğu bu özgürlükçü ortamın engelli öğrenciler için dezavantajlar oluşturabileceğini söylemiştir. Öğretmenler, özellikle ağır engelli öğrenciler ya da dikkat dağınıklığı olan ya da otizmli öğrenciler ile çalışırken öğretmenin etkisinin daha yoğun olduğu, yapılandırılmış bir eğitim ortamının çocuğun eğitimi açısından daha iyi olacağını ifade etmiştir.

Language: English

Published: Ankara, Turkey, 2019