Abstract/Notes: ...For teachers of the Montessori Method of Education in the science of man building, Balboa Park, June 15 up to and including the first week in September. For further information address Chas. B. McCoy, Attorney, Central Mortgage Building, President San Diego Montessori Educational Association. Telephone Main 589.

Language: English

Language: English

Abstract/Notes: La pédagogie Montessori semble aujourd’hui bien installée dans le paysage des pédagogies alternatives. Ses particularités : un héritage de l’Éducation nouvelle, une rupture avec la forme scolaire, mais aussi, par l’intermédiaire d’un matériel médiateur, un changement dans relation éducative adultes / enfants. Comment la qualifier ? Quels sont ses spécificités, ses invariants ? Parce qu’elle repose sur des valeurs comme l’épanouissement de l’élève, le développement de ses capacités, de ses réussites ; mais aussi sur une posture de l’adulte-éducateur particulière, suffisamment en retrait pour ne pas gêner l’élève, tout en étant une ressource, une béquille, une source de motivation pour se mettre au travail, cette pédagogie pourrait, pour ces raisons, contribuer au bien-être de l’élève à l’école. Et s’il s’agissait d’une éthique éducative basée sur l’empathie ? C’est en mettant en perspective certains écrits de la pédagogue avec des exemples de situations de classe que nous proposons de réfléchir à cette question, en adoptant une posture de recherche qui mêle l’herméneutique textuelle et l’observation ethnographique. / The Montessori method seems to be well established in the landscape of alternative pedagogies today. Its particularities: a heritage of the Progressive Education, a rupture of the formal schooling, but also through the intermediary of a mediating material, a change in the educational relationship between adults and children. How can it be qualified? What are its specificities, its invariants? Because it is based on values related to the development of the student, to his capacities, to his successes; but also on a very particular role of the adult educator, sufficiently step back in order not to disturb the pupil, while being a resource, a crutch, a source of motivation to start working, this method seems, for these reasons, to contribute to the well-being of the student in school. Should it be an educational ethic based on empathy? It is by putting into perspective some writings of the pedagogue with examples of class situations that we propose to reflect on this question, by adopting a research posture that mixes textual hermeneutics and ethnographic observation.

Language: French

DOI: 10.4000/edso.22685

ISSN: 0992-3705

Abstract/Notes: Di masa pandemi Covid-19 sekarang ini mengakibatkan semua aktivitas sehari-hari harus dikerjakan dari rumah termasuk dengan kegiatan belajar mengajar. Pemerintah telah mengeluarkan kebijakan bagi pendidikan mulai dari tingkat PAUD sampai Perguruan Tinggi untuk melakukan kegiatan pembelajaran jarak jauh atau daring.Hal ini akan memicu pendidik harus lebih kreatif dalam membuat alat peraga edukatif untuk menunjang pembelajaran online. Berbicara tentang alat peraga edukatif (Aparatus), di TK Islam Montessori Salih Saliha, Kabupaten Tangerang sesuai dengan metode Montessori maka terdapat 5 area permainan yang digunakan sesuai dengan menu belajar anak dan minat anak. Alat peraga edukatif dalam metode Montessori juga biasadikenal sebagai Aparatus. Alat peraga edukatif (Aparatus) memiliki banyak manfaat untuk anak usia dini seperti melatih konsentrasi, mengembangkan kreativitas, menumbuhkan rasa percaya diri, dan menstimulasi seluruh aspek perkembangan anak usia dini. Penelitian ini bertujuan untuk mendeskripsikan efektivitas alat peraga edukatif (Aparatus) pada masa pandemi Covid-19. Metode yang digunakanyakni metode kualitatif deskriptif. Sasaran pada penelitian ini terfokus pada sejauh mana efektivitas alat peraga edukatif (Aparatus) pada masa pandemi Covid-19. Hasil penelitian ini membuktikan bahwa alat peraga edukatif (Aparatus) terbukti efektif dalam hal perkembangan anak, karena untuk anak usia dini pembelajaran yang utama adalah pembelajaran yang bersifat konkret, dimana anak bisa menggunakan kelima indranya secara optimal sebagai sarana untuk belajar. Selain itu, dengan adanya alat peraga edukatif maka pendidik memfasilitasi optimalisasi intelektual anak. Terlepas dari situasi pandemi Covid-19 maupun situasi normal tentu saja alat peraga edukatif (Aparatus) efektif untuk mengoptimalkan perkembangan anak.

Language: Indonesian

ISSN: 2828-6006

Abstract/Notes: The aim of the current research is to review and criticize the educational model of Maria Montessori and its results in the field of intellectual education of children. In this research, in addition to familiarizing with his intellectual foundations and its result in the intellectual education of the child, it has been tried; Let's get acquainted with the criticism of this model. In terms of approach, this research is among qualitative research, and in terms of analytical method, and in terms of information gathering method, it is a library. The target sample of research is the books and articles related to the Montessori model and the opinions of the students and teachers of the master's degree in history and philosophy of education at Allameh Tabatabai University. In order to collect information, a questionnaire and interviews with students and teachers have been used. In order to analyze the findings using thematic analysis method, the basic and organizing codes and finally the comprehensive code were obtained in two separate networks under the title "Positive features of the Montessori model" and "Results of the Montessori educational model on children's intellectual education". Came. As a result of examining this educational model, it is possible to point out its milestones such as the design of various tools and attention to developing the senses. In addition to these positive points, criticism has been added to this educational model such as fattening the individuality of children and not paying attention to social participation and emphasizing sensory development.

Language: English

Language: English

Published: Dayton, Ohio, 1998

Abstract/Notes: This article reports on findings from an ethnographic and comparative study examining interactions between educational systems and mutual respect in classrooms. I define mutual respect as the work of intervening on power asymmetries typically found in classrooms—both between teachers and students, and among students—by way of according children increased equality, autonomy, and equity. I partnered with four elementary schools, situated across two systems (i.e., International Baccalaureate [IB] and Montessori) and two national contexts (i.e., Washington, DC, and Toronto). Analysis of observation and video-cued focus group data revealed the following: IB and Montessori teachers differed in how they attempted equity in practice, and, relatedly, they differed in how they understood equity to interact with other dimensions of mutual respect (i.e., equality, autonomy). These differences between the systems held constant across two national contexts. This study contributes to ongoing conceptualizations of equity, educational systems, and the potential relationship between the two.

Language: English

DOI: 10.1086/725728

ISSN: 0013-5984

Language: Japanese

ISSN: 0913-4220

Language: English

Language: Japanese

ISSN: 0913-4220