Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori. The book featured in this review was originally published under the title: "Educateurs sans frontières".

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: Penelitian ini bertujuan untuk mengetahui bagaimana strategi guru dalam menstimulasi kemampuan motorik halus melalui kegiatan Practical life, apa saja faktor-faktor yang menjadi pendukung dan penghambat dalam menstimulasi kemampuan motorik halus anak melalui kegiatan Practical life, serta apa saja kegiatan rutinitas yang dilakukan guru dalam menstimulasi kemampuan motorik halus anak melalui kegiatan Practical life pada usia 4-5 tahun. Perkembangan motorik halus mengacu pada organisasi otot-otot kecil seperti jari dan tangan, yang membutuhkan ketelitian dan koordinasi dengan tangan, serta penggunaan alat untuk mengerjakan suatu benda. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek penelitian adalah 1 orang kepala sekolah dan 6 orang guru kelas A. Teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi serta teknik analisa data menggunakan model Milles and Hubberman yang terdiri dari reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: Strategi yang dilakukan oleh guru adalah demonstrasi, pemecahan masalah dan pengajaran langsung. Faktor pendukung dalam menstimulasi motorik halus adalah alat peraga atau apparatus Montessori menggunakan benda sesungguhnya yang dijumpai anak dikehidupan sehari-hari, metode montessori, kerjasama antara guru dan orang tua, pelatihan guru mengenai metode Montessori, dan rekan kerja. Sedangkan Faktor penghambat dalam menstimulasi motorik halus anak adalah kurangnya dukungan orang tua dan kesabaran anak saat bermain. Kegiatan rutinitas yang dilakukan guru dalam menstimulasi kemampuan motorik halus anak melalui kegiatan Practical life adalah menuang, melipat, dan kegiatan lainnya. Kesimpulan adalah kegiatan practical life dapat menstimulasi perkembangan motorik halus anak usia 4-5 tahun dengan menggunakan strategi pembelajaran demontrasi, pecahan masalah dan pengajaran lagsung. [This study aims to find out how the teacher's strategy is in stimulating fine motor skills through Practical life activities , what are the supporting and inhibiting factors in stimulating children's fine motor skills through Practical life activities , as well as what are the routine activities carried out by the teacher in stimulating children's motor skills . fine motor skills of children through practical life activitiesat the age of 4-5 years. Fine motor development refers to the organization of small muscles such as fingers and hands, which requires precision and hand coordination, as well as the use of tools to work on an object. This study used a qualitative descriptive approach with 1 school principal and 6 class A teachers as subjects. Data collection techniques included observation, interviews, and documentation as well as data analysis techniques using the Milles and Hubberman model which consisted of data reduction, data presentation, and conclusion. The results showed that: The strategies used by the teacher were demonstrations, problem solving and direct teaching. Supporting factors in stimulating fine motor skills are props or apparatusMontessori uses real objects that children encounter in everyday life, the Montessori method, collaboration between teachers and parents, teacher training in the Montessori method, and colleagues. While the inhibiting factor in stimulating children's fine motor skills is the lack of parental support and children's patience while playing. Routine activities carried out by the teacher in stimulating children's fine motor skills through Practical life activities are pouring, folding, and other activities. The conclusion is that practical life activities can stimulate the development of fine motor skills in children aged 4-5 years by using demonstration learning strategies, problem solving and direct teaching.]

Language: Indonesian

DOI: 10.36722/jaudhi.v5i2.1816

ISSN: 2774-8243, 2622-2469

Abstract/Notes: Bu araştırmada uluslararası Montessori öğretmen eğitimlerine katılmış bir öğretmenin anlatılarının derinlemesine incelenmesi amaçlanmıştır. Araştırmada nitel araştırma desenlerinden anlatı araştırma kullanılmıştır. Veri toplama sürecinde ölçüt örnekleme ile belirlenmiş bir Montessori öğretmeniyle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Veriler tematik analiz kullanılarak analiz edilmiş ve ulaşılan bulgular üç ana tema “Montessori öğretmeni olma nedenleri” “Montessori öğretmeni olmak için alınan eğitimlerin özellikleri” “Montessori Öğretmen Eğitim Programlarının Katkılarına İlişkin Görüşler” altında açıklanarak kronolojik olarak sunulmuştur. Montessori öğretmeni olmak için alınan eğitimlerin özellikleri ana teması altında (a) NAMC Montessori öğretmen eğitimi programı özellikleri, (b) AMS eğitim ortamının özellikleri, (c) AMS öğretmen eğitimi programının özellikleri, (d) AMI eğitim ortamının özellikleri, (e) AMI öğretmen eğitimi programının özellikleri, (f) Eğitimcilerin özellikleri, (g) Anlatıcının aldığı programlara yönelik karşılaştırmaları alt temaları yer almıştır. Montessori öğretmen eğitim programlarının katkılarına ilişkin görüşler ana teması ise (a) mesleki gelişime katkılar ve (b) kişisel gelişime katkılar alt temalarını içermektedir. Araştırma sonucunda elde edilen anlatılarda Montessori öğretmeni olabilmek için alınan öğretmen eğitimi programlarının genel olarak oldukça uzun süreli ve felsefeyle tutarlı uygulamaları vurgulayan yoğun içerikleri olduğu bunun yanı sıra anlatıcının (katılımcının) mesleki kimliğinde ve eğilimlerinde bir dönüşüm yarattığı görülmektedir. / This study aimed to examine the narratives of a teacher who participated in international Montessori teacher training in depth. Narrative research, one of the qualitative research designs, was used in this study. Semi-structured interviews were conducted with a Montessori teacher who was selected based on criterion sampling. The data were analyzed through thematic analysis, and the findings were presented in chronological order under the themes of "Reasons to be a Montessori teacher", "The characteristics of the training taken to become a Montessori teacher" and "Views on the Contribution of Montessori Teacher Education Programs". The sub-themes of (a) NAMC Montessori teacher education program features, (b) The characteristics of the AMS education environment, (c) The characteristics of the AMS teacher education program, (d) Features of the AMI educational environment, (e) Features of the AMI teacher education program, (f) The characteristics of the educators were presented under the main theme of the characteristics of the training taken to become a Montessori teacher. The main theme of views on the contributions of Montessori teacher training programs includes the sub-themes of (a) contributions to professional development and (b) contributions to personal development. As a result, it is seen that the teacher education programs taken to become a Montessori teacher are generally quite long-term, as well as create a transformation in the professional identity of the participant.

Language: Turkish

DOI: 10.21764/maeuefd.1015204

ISSN: 2148-6239, 2458-9268

Language: Japanese

ISSN: 0913-4220

Language: Japanese

ISSN: 0913-4220

Language: Japanese

ISSN: 0913-4220

Language: Japanese

ISSN: 0913-4220

Language: Japanese

ISSN: 0913-4220

Language: Japanese

ISSN: 0913-4220

Language: Japanese

ISSN: 0913-4220