Abstract/Notes: Maria Montessori carried out both theoretical and practical studies on child education. When Montessori's studies are examined, it is seen that she made original contributions both in education of children and - although not very well known – in religious education. The purpose of this study is to examine the different aspects of Montessori's practices on religious education and to examine the Godly Play approach developed by Berryman in terms of theoretical foundations and application processes. Qualitative research method was used for this purpose. Data was collected through document review. At the end of the study, it is concluded that Montessori gave special importance to applied religious education in the school she founded in Barcelona where she stayed for 20 years. She practically demonstrated that it is possible to study religion and spirituality based on experience and work in a suitable school environment which arranged according to the level of development of children, not a systematic and theoretical religious education. Berryman has developed her educational approach and made it more systematic. Although he has diverged markedly from the Montessori tradition, he has developed a Protestant interpretation of early childhood religious education. In this approach; it is claimed that the Bible stories can be included with appropriate materials in the classroom environment and they can be introduced to the world of children. In order to achieve this goal, the classes should be organized as Montessori’s style, where children would be left alone with the word of God, and they would get meaning from the material themselves. As a result, it can be argued that this approach can be used for other religions with appropriate method and content arrangements. / Maria Montessori çocuk eğitimi konusunda hem teorik hem de uygulamalı birçok çalışma gerçekleştirmiştir. Montessori’nin çalışmaları incelendiğinde hem çocuk eğitiminde hem de -çok bilinmemekle birlikte- din eğitiminde özgün girişimlerde bulunduğu görülür. Çalışmamız; Montessori’nin din eğitimi konusundaki uygulamalarını farklı yönleri ile ele almayı, Jerome W. Berryman’ın geliştirdiği Godly Play yaklaşımını teorik temeller ve uygulama süreçleri açısından incelemeyi amaçlamaktadır. Bu amaç doğrultusunda nitel araştırma yöntemi kullanılmıştır. Veriler doküman inceleme yolu ile toplanmıştır. Araştırma sonucunda, Montessori’nin yaklaşık 20 yıl kaldığı Barselona’da kurduğu okulda uygulamalı din eğitimine ayrı bir önem verdiği görülmüştür. Sistematik ve teorik bir din eğitiminin değil, çocukların gelişim düzeylerine göre düzenlenmiş uygun bir çevrede ve okul ortamında, tecrübeye ve çalışmaya dayalı bir din ve maneviyat eğitiminin mümkün olduğunu uygulamalı olarak göstermiştir. Onun eğitim anlayışını daha sistematik bir hale getiren Berryman, bazı yönleriyle Montessori geleneğinden ayrılmakla birlikte, temelde Montessori’ye dayanan erken çocukluk dönemi din eğitiminin Protestan yorumunu geliştirmiştir. Bu yaklaşımda; İncil kıssalarının sınıf ortamında uygun materyaller ile sergilenebileceği ve bunların çocukların dünyasına dâhil edilebileceği iddia edilir. Bunu sağlamak için ayinlerden ziyade çocukların Tanrı’nın kelamı ile baş başa kalacakları ve ilgili materyalden kendi anlamlarını çıkaracakları Montessori sınıfları düzenlenmiştir. Çalışma sonucunda söz konusu yaklaşımın uygun yöntem ve içerik düzenlemeleri ile diğer dinler için de kullanılabileceği görülmüştür.

Language: Turkish

DOI: 10.34234/ded.552117

ISSN: 1303-880X

Language: German

Published: München, Germany: Beck, 1939

Series: Neue psychologische Studien , 8

Abstract/Notes: El presente proyecto de investigación se realizó con el objetivo de analizar la manera en que el Método Montessori contribuye al desarrollo de la expresión oral del Idioma Inglés en los niños de Educación Inicial del Centro Educativo Margarita Naseau en el periodo 2019-2020. El sustento teórico se orientó en la aplicación educativa, materiales didácticos, rol del docente y la enseñanza del idioma inglés. Por lo tanto, el proyecto tiene un enfoque cuali-cuantitativo, de carácter descriptivo y a su vez correlacional, bajo la modalidad socioeducativa que corresponde a una investigación aplicada porque se basa en datos reales. Las técnicas aplicadas en esta investigación fueron encuesta a los docentes y lista de cotejo a los estudiantes del Centro Educativo con el objetivo de determinar cómo el método Montessori contribuye al desarrollo de la expresión oral del idioma Inglés en los estudiantes. Una vez realizado el análisis e interpretación de resultados se concluyó que la aplicación del Método Montessori así como ayuda al niño a ser independiente también lo ayuda aprender diferentes idiomas y además se determinó la importancia que tiene para mejorar la expresión oral. La propuesta en base a los resultados es la elaboración de una guía de actividades lúdicas que incluye la aplicación del Método Montessori y los diferentes materiales a utilizarse.

Language: Spanish

Published: Quito, Ecuador, 2020

Abstract/Notes: This study aims to determine the effectiveness of the Montessori method in instilling the character of responsibility of Lab School FIP UMJ elementary school students. By using the Montessori method, students are trained to do something on their own with the direction of teachers and parents. At school students are trained to do daily activities consciously and responsibly. Data collection uses several techniques, namely observation, interviews, and documentation. Some of the tools used in student activities such as buttons, patchwork, needles, threads, pencils, scissors. In the activity of making their own breakfast, students bring some ingredients such as bread, beef slice, lettuce, cheese, packaged sauce, mayonnaise, and so on. By learning daily activities can train students in cultivating the character of responsibility. There are 18 characters but this research only focuses on the character of responsibility. Students' awareness to do their own daily activities needs to be instilled in students continuously. The character of responsibility can be formed not by itself, but by habits that are carried out continuously or continuously. Realizing the character of responsibility is a noble value for the life of individual creatures, social creatures who hone the character of responsibility in order to behave well, do good, and have good morals. Responsibility can be in the form of action or speech. The focus of this research is student action. The consequences for students who are unable to instill the character of responsibility will get social sanctions. / Penelitian ini bertujuan untuk mengetahui efektivitas metode Montessori dalam menanamkan karakter tanggung jawab siswa SD Lab School FIP UMJ. Dengan menggunakan metode Montessori, siswa dilatih untuk melakukan sesuatu sendiri dengan arahan dari guru dan orang tua. Di sekolah siswa dilatih untuk melakukan aktivitas sehari-hari secara sadar dan bertanggung jawab. Pengumpulan data menggunakan beberapa teknik yaitu observasi, wawancara, dan dokumentasi. Beberapa alat yang digunakan dalam kegiatan siswa seperti kancing, tambal sulam, jarum, benang, pensil, gunting. Dalam kegiatan membuat sarapan sendiri, siswa membawa beberapa bahan seperti roti, irisan daging sapi, selada, keju, saus kemasan, mayonaise, dan lain sebagainya. Dengan pembelajaran kegiatan sehari-hari dapat melatih siswa dalam menumbuhkan karakter tanggung jawab. Terdapat 18 karakter namun penelitian ini hanya berfokus pada karakter tanggung jawab. Kesadaran siswa untuk melakukan aktivitas sehari-hari sendiri perlu ditanamkan pada diri siswa secara terus menerus. Karakter tanggung jawab tidak dapat terbentuk dengan sendirinya, melainkan melalui kebiasaan yang dilakukan secara terus menerus atau terus menerus. Mewujudkan karakter tanggung jawab merupakan nilai luhur bagi kehidupan makhluk individu, makhluk sosial yang mengasah karakter tanggung jawab agar berperilaku baik, berbuat baik, dan berakhlak mulia. Tanggung jawab dapat berupa tindakan atau ucapan. Fokus penelitian ini adalah tindakan siswa. Konsekuensinya bagi siswa yang tidak mampu menanamkan karakter tanggung jawab akan mendapat sanksi sosial.

Language: Indonesian

DOI: 10.9000/jpt.v2i5.1090

Language: French

ISSN: 0304-3118, 1564-0574

Language: French

Published: Paris, France: Association Montessori de France, 1953

Pages: 77-80

Language: English

ISSN: 1071-6246

Language: German

Language: Dutch

Abstract/Notes: This is part 3 of a 3-part article.

Language: French