Abstract/Notes: Teimme opinnäytetyömme Töölön ja Herttoniemenrannan Montessori-leikkikouluihin. Opinnäytetyömme tarkoituksena oli tuoda leikkikoulujen työntekijöille esille vanhempien ajatuksia kasvatuskumppanuudesta. Pyrimme myös löytämään niitä asioita, jotka eivät vielä toteudu kasvatuskumppanuuden käytännössä. Opinnäytetyömme oli luonteeltaan sekä kvalitatiivinen että kvantitatiivinen. Keräsimme aineistoa vanhemmilta kyselylomakkeen avulla, joka sisälsi sekä suljettuja että avoimia kysymyksiä. Kyselylomakkeen laatimisessa käytimme apuna kasvatuskumppanuuden periaatteita, jotka olivat kuuleminen, kunnioitus, dialogisuus ja luottamus. Vanhemmat vastasivat tutkimukseen anonyymeina. Tutkimuksessa oli mukana 29 perhettä, 13 Töölöstä ja 16 Herttoniemenrannasta. Aineiston analysointiin käytimme SPSS-ohjelmaa sekä tyypittelyä. Tuloksista selvisi, että vanhemmat kokivat päivittäiset keskustelut henkilökunnan kanssa lapsen tuontija hakutilanteissa erityisen merkityksellisiksi. Vanhempien mielestä keskustelu lapsen päivän kulusta henkilökunnan kanssa olikin pääosin riittävää. Osalle vanhemmista riitti, että vain lasta koskevat erityiset kuulumiset vaihdetaan. Vanhemmat myös pitivät kodin ja leikkikoulun välistä suhdetta luottamuksellisena sekä tasa-arvoisena. Kuitenkaan henkilökemiat eivat vanhempien mielestä kaikin puolin aina toimineet. Leikkikoulun toiminnan suunnitteluun vanhemmat eivät juurikaan kokeneet voivansa osallistua, tai he eivät välttämättä edes halunneet. Yhteiset kasvatustavoitteet oman lapsen kohdalla, oli osalle vanhemmista epäselvät. Kasvatuskumppanuuden periaatteet toteutuivat leikkikouluissa melko hyvin, eikä tulokset juurikaan vaihdelleet leikkikoulujen kesken. Vanhemmat toivat esille kuitenkin muutamia kehitysehdotuksia leikkikoulun toimintaan liittyen. He toivoivat, että lapsille annettaisiin useammin mahdollisuus leikkiä ryhmässä, eikä vain yksin tai kahdestaan. Myös leikkikoulun järjestämää yhteistä iltaa vanhemmille lapsen kasvatukseen liittyen toivottiin. Mahdollisena jatkotutkimuksena voisi 1-2 vuoden kuluttua tehdä samoihin leikkikouluihin tutkimuksen samasta aiheesta, joko haastatteluin tai kyselylomaketta käyttämällä ja tarkastella, onko opinnäytetyömme tuonut muutoksia leikkikoulujen toimintaan.

Language: Finnish

Published: Helsinki, Finland, 2009

Abstract/Notes: There is very little research about children with Autism in Montessori early childhood education in Aotearoa New Zealand. This study examined parents’ and teachers’ perspectives of children with Autism attending Montessori early childhood education environments. This thesis documents literature that explores and critiques Montessori philosophy and the teaching of children on the Autism spectrum. The purpose of this study was to gain insights into the Montessori teaching approach in early childhood education, as a supportive environment for children with Autism in the early years. However, I discovered that the Montessori environment is less than ideal if the teachers do not understand Autism Spectrum Disorder and do not make allowances for the symptoms that present themselves. It was my intention to explore the factors that complemented both Montessori and the support of children with Autism with an approach that is conducive to learning and encourages positive behavioural patterns. The findings revealed three main indicators being identified as important. These were social competence, language and communication, and individual interests and sensory implications. However, not all findings were positive. The parents all agreed that the teachers needed to be flexible and understanding in their approach, and many Montessori teachers are strict in their routine and are not prepared to sway from their teaching method to assist a child with Autism. This study suggests that Montessori early childhood teachers would benefit from professional development in the areas of including children with special needs, particularly Autism Spectrum Disorder, particularly in regards to understanding the unique characteristics of children with Autism and how they can effectively use the Montessori philosophy, equipment and prepared environment to support each child’s learning and development. Suggestions for future professional learning for Montessori teachers include the provision of professional development in including children with “special needs”, particularly Autism Spectrum Disorder for Montessori early childhood teachers. It is not only the Montessori philosophy and the prepared environment that supports the child with Autism, but the teacher’s awareness of the child’s needs and a willingness to be flexible in their approach.

Language: English

Published: Auckland, New Zealand, 2015

Language: English

Language: English

Language: English

Published: Altoona, Pennsylvania: Parent Child Press, 1991

Language: English

ISSN: 1522-9734

Language: English

Published: Clarendon Hills, Illinois: MECA-Seton Teacher Education Program, 1986

Language: English

Published: Houston, Texas, 2012

Language: English

Published: Minneapolis, Minnesota: Jola Publications, 2001

Edition: 2nd ed.

Abstract/Notes: In order to know general awareness for children's song among preschoolers, their teachers and parents the questionary paper survey was performed against 212 of kindergarteners, 63 of their teachers and 197 of their parents. At the sametime their favorite children's songs were collected among the prepared lists of children's songs and selected about 10 children's songs for each group, in order. Also, those selected children's songs were analyzed their musical elements, too. The under 4 year old and female children more favorited the singing children's songs everyday than the 5 year old and male. Thachers replied that they selected the proper children's songs in the basic of the topics of usual daily life and children's interests. Also, parents believed that children's songs is very important to develop their children's musicality. Finally, the favorite children's songs were analyzed as followings the major beat was 4/4, the major tonality was C major, the major form and leongth were 8-34 measures, and the major rhythm was the replicated, symcopated and nimbled one. / 본 연구에서는 유아·교사·학부모의 동요에 관한 인지수준과 선호하는 동요의 유형은 어떠한지 또한 유아들이 선호하는 동요의 음악적 구성요소는 어떠한지에 대해 알아보았다. 연구의 대상은 국·공·사립유치원의 유아 212명, 교사 63명 및 학부모 197명이다. 본 연구의 결과는 다음과 같다. 첫째, 유아·교사·학부모의 동요에 관한 인지수준은 유아·교사·학부모 모두가 동요를 좋아하고 동요부르기가 음악성 발달에 매우 중요한 것으로 인식하고 있는 것으로 나타났다. 둘째, 유아·교사·학부모가 선호하는 동요의 유형은 유아는 동물 또는 가족과 관련된 창작동요를 교사는 동물과 식물에 관련된 창작동요제곡과 인터넷동요를 학부모는 식물과 사랑, 기본생활습관에 관련된 창작동요와 인터넷동요를 선호하였다. 결과적으로 유아·교사·학부모의 선호하는 동요는 크게 차이는 없지만 유아들이 선호하는 동요는 학부모의 선호도 보다는 교사가 선호하는 동요와 일치도가 높아 학부모보다는 교사의 영향을 더 받는 것으로 판단되었다. 셋째, 유아들이 선호하는 동요의 악곡의 특징은 노래 마지막 부분에 강세가 있거나 반복적인 리듬과 노랫말에 엄마, 아빠, 아기로 표현된 가족과 연관된 노래와 동물을 의인화한 노래 또는 동물의 의성어를 표현한 노래를 좋아하는 것으로 나타났다.

Language: Korean

ISSN: 1226-9417