Abstract/Notes: Ruhiy rivojlanishi sustlashgan bolalarda odatiy shaxsiy xususiyatlarining sustligi, yoki ko'z oldida bo'lgan hamma narsani idrok etishda qiynalishlar kuzatiladi. Ularning barchasi psixikaning inertligi va o’ta harakatchanligi bilan ajralib turadi, yangi narsaga o'tish, stereotipik harakatlar qilish va eski yodlangan belgilarni takrorlash qiyin kechadi. Bunday bolalar bilan tashkil etiladigan korreksion va pedagogik ishning maqsadi iloji boricha ko'proq bilim berish emas, balki ularning e'tiborini jalb qilish, qiziqtirish, faoliyatga jalb qilish, tasavvurlarini uyg'otishdir, shunda u yanada mustaqil, o'ziga ishongan va haqiqiy hayot sharoitlariga moslashgan boʻladi. Ushbu maqsadni hal qilishda M. Montessori tizimida ishlash samara beradi [In children with mental retardation, there is a lack of normal personality traits, or difficulty in perceiving everything in front of the eyes. All of them are characterized by inertness and extreme mobility of the psyche, it is difficult to switch to something new, perform stereotypical actions and repeat old memorized characters. The goal of correctional and pedagogical work organized with such children is not to give as much knowledge as possible, but to attract their attention, interest, engage in activities, awaken their imagination, so that they become more independent, self-confident and real life. adapted to the conditions. Working in the M. Montessori system is effective in solving this goal]

Language: Uzbek

ISSN: 2720-5746

Language: English

ISSN: 0889-5643

Abstract/Notes: This article looks at the common ground between Montessorian and more traditional approaches to early childhood education. The author refers to ideas put forward by Dr E M Hallowell which suggest that early childhood educators focus on concepts such as playfulness, practice, mastery and reconnection; these concepts hold the key to raising children with healthy self-esteem, moral awareness and spiritual values. The author points out the similarities these psychological goals have with those a Montessori educator and a traditional early childhood educator aim for. She describes the approach taken at the Benevolent Society centre, which caters for babies and children up to five years. General Montessori principles are used, such as less is more -decluttering the children's personal space and giving them options for exploration; and spoken language - the process of interacting with children on a daily basis as the most fundamental step in building trusting relationships. The four vital areas of focus that keep re-appearing in any program written at the centre are cognitive development, fine motor development, gross motor development and social interaction. [Author abstract, ed]

Language: English

ISSN: 1326-7566

Language: English

ISSN: 1071-6246

Abstract/Notes: The purpose of this Bachelor's thesis is to find out children's satisfaction with day care in montessori kindergarten Aurinkoleijona. This study is part of Verkonkutoja-project conducted at Turku University of Applied Sciences. The objective of this research is to create a patern to collect and process customers' feedback. It focuses on five to six years old children in Aurinkoleijona Salo Unit. ”Quality Game” adapted to the children's needs and abilities was used to collect the data. It contained 24 questions considering six themes related to day care: empathy, educational work, circumstances, reliability, responsiveness and assurance. The total of 11 children played the ”Quality Game for Children”: the test group of 3 children in Halikko Unit and 8 children in Salo Unit. The theoretical frame of reference for this thesis was defined in accordance with the quality of day care. It consisted of the facts collected from different sources. The quality of day care is comprised of the experiences of both clients – children and parents – and day care - workers. The quality of day care can be called intersubjective. According to the results, most of the children are satisfied with day care in montessori kindergarten Aurinkoleijona according to the results. Children are especially satisfied with the staff of Aurinkoleijona and its action. All the corresponders can depend on day care adults. Some of the children think that the adults do not have enough time for them. They also give criticism of the day care assignments. The present time and events has an influence on children's satisfaction. There are occasional events in the background of dissatisfaction. Concentration on the game and other children's opinions have an influence on the results. The results show that children are fond of day care theme days, but there is room for improvement. The results of the thesis and the ”Quality Game for Children” will be used in Verkonkutoja-project during next year. / Opinnäytetyöni tarkoituksena oli selvittää lasten tyytyväisyyttä päivähoitoon montessori-päiväkoti Aurinkoleijonassa. Työni on osa Turun ammattikorkeakoulun Verkonkutoja -hanketta, jossa kehitetään asiakaspalautteen keruu- ja käsittelymallia kunnille ja yrityksille. Kohderyhmänä oli Salon yksikön 5 – 6 -vuotiaat lapset. Aineistonkeruumenetelmänä käytin Stakesin Laatupeliä, josta olin muokannut lapsille oman version. Lasten laatupelissä lapsille esitettiin 24 kysymystä liittyen päivähoidon eri osa-alueisiin: empatia, kasvatustyö, olosuhteet, luotettavuus, vastaavuus ja varmuus. Lasten laatupeliä pelasi yhteensä 11 lasta: testipelissä 3 lasta Halikossa ja varsinaisessa pelissä 8 Salossa. Teoreettinen viitekehys työssäni oli päivähoidon laadun määrittely. Se koostui eri lähteistä keräämästäni tiedosta. Päivähoidon laatu muodostuu niin asiakkaiden – lasten ja vanhempien – kuin päivähoidon työntekijöidenkin kokemuksista. Päivähoidon laatua voidaankin kuvailla intersubjektiiviseksi. Tulosten mukaan suurin osa lapsista on tyytyväisiä päivähoitoon montessori-päiväkoti Aurinkoleijonassa. Erityisen tyytyväisiä lapset ovat henkilökuntaan ja sen toimintaan. Kaikki vastanneista kertoo luottavansa päiväkodin aikuisiin. Kritiikkiä herättää aikuisten ajankäyttö ja päiväkodin tehtävien tekeminen. Lasten tyytyväisyyteen vaikuttaa juuri käsillä oleva hetki. Varsinkin tyytymättömyyden taustalla on yksittäiset tapahtumat. Lisäksi peliin keskittyminen ja muiden lasten mielipiteet vaikuttavat tuloksiin. Tuloksista ilmenee, että lapset pitävät päiväkodin teemapäivistä, mutta niissä on kehittettävää. Opinnäytetyöni tuloksia ja Lasten laatupeliä käytetään Verkonkutoja-hankkeessa ensi vuoden aikana.

Language: Finnish

Published: Tampere, Finland, 2009

Language: German

DOI: 10.1024/2235-0977/a000335

ISSN: 2235-0977

Abstract/Notes: The contribution, after a brief parenthesis which describes the Unione Magistrale Nazionale and the Associazione Magistrale Italiana “Nicolò Tommaseo” as expressions of the difficult socio-educational condition experienced by Giolitti’s Italy, through different opinions taken from the files of two representative pedagogical magazines of the time, Rivista Pedagogica and Scuola Italiana Moderna, analyzes the way in which, in the first twenty years 1900s, secular and catholic circles discussed Maria Montessori’s thought and system.

Language: Italian

DOI: 10.36253/rse-10312

ISSN: 2532-2818

Language: French, Italian

Published: Roma, Italy: Ente Opera Montessori, 1950

Language: German

Abstract/Notes: Lo scopo dell’articolo è di mettere in evidenza quale ruolo educativo assegni la Montessori ad alcune tipologie di gioco. In particolare si cerca di mettere in evidenza la sua mancata comprensione del ruolo del gioco simbolico nei primi anni di vita dei bambini, dando vita ad un vero e proprio paradosso per cui nonostante l’osservazione dei bambini in contesti scolastici e naturali, che la Montessori ha preconizzato al fine di proporre una pedagogia con basi di natura scientifica, ella non è riuscita a integrare il gioco simbolico nella sua proposta pedagogica. Si mette anche in luce la sua sua sostanziale concordanza con Dewey nella descrizione di un tipo di attività intelligente che origina da un interesse del bambino nei confronti di uno stimolo ambientale su cui egli riesce a mantenere una concentrazione sostenuta, tuttavia la Montessori mantiene una profonda distanza terminologica da Dewey, che chiama questa attività “gioco”, mentre lei, invece, “lavoro”. Si dà conto infine del ruolo positivo che hanno l’attività giocosa e l’attitudine giocosa (playfulness) nel metodo montessoriano e anche dell’importanza dei giochi sensomotori e dei giochi di regole nell’applicazione didattica ed educativa del metodo stesso. Dall’analisi emerge che la Montessori ha saputo integrare la dimensione giocosa dell’attività umana nel processo di insegnamento/apprendimento attraverso il riconoscimento dell’attività ludiforme, pur con incomprensioni e paradossi in merito al gioco simbolico e in merito alla definizione stessa di gioco. / El propósito de este artículo es analizar el papel educativo que Montessori otorga a ciertos tipos de juego. En particular, se pretende poner de relieve su falta de comprensión del papel del juego simbólico en los primeros años de vida de los niños, creando una verdadera paradoja, ya que a pesar de la observación de los niños en contextos escolares y naturales, método propuesto por Montessori con el fin de conseguir una pedagogía con base científica, no ha sido capaz de integrar el juego simbólico en su propuesta pedagógica. En el artículo también se evidencia la concordancia sustancial con Dewey en la descripción de un tipo de actividad inteligente que se origina en el interés del niño por un estímulo ambiental a partir del que es capaz de mantener una concentración sostenida, sin embargo, Montessori mantiene una profunda distancia terminología con relación a Dewey, quien llama a esta actividad “juego”, mientras que para Montessori es “trabajo”. Finalmente, se aborda el papel positivo que tienen las actividades y actitudes lúdicas (playfulness) en el método Montessori y también la importancia del juego sensoriomotor y el juego de reglas en la aplicación didáctica y educativa del propio método. El análisis muestra que Montessori ha sido capaz de integrar la dimensión lúdica de la actividad humana en el proceso de enseñanza/aprendizaje a través del reconocimiento de este tipo de actividad, a pesar de la incomprensión y las paradojas sobre el juego simbólico y de la propio definición de juego. / The purpose of the article is to highlight the role played by certain types of game in Montessori. In particular, it seeks to highlight the lack of understanding of the role of symbolic play in the early years of children’s lives, creating a real paradox in the Montessori system despite her observation of children in school and natural contexts. Montessori has advocated a view to proposing a pedagogy with scientific bases, but she has been unable to integrate the symbolic play in its pedagogical proposal. I also try to outline her substantial correlation with Dewey in the description of a type of intelligent activity that originates from a child’s interest in respect of an environmental stimulus on which he is able to maintain a sustained concentration, however Montessori maintains a deep distance from Dewey in terminology, who calls this activity “game”, while she, instead, “work.” I give an account of the positive role that have the playful activities and the playful attitude (playfulness) in the Montessori method and of the importance of sensorimotor games and rulegames. The analysis shows that Montessori has been able to integrate the playful dimension of human activity in the teaching/learning process through a general recognition of the playful activity, despite misunderstandings and paradoxes about the symbolic play and on the very definition of play.

Language: Italian

ISSN: 2255-0666