Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: The purpose of this study was to compare the academic achievement of 543 urban 4th- (n=291) and 8th- (n=252) grade students who attended Montessori or traditional education programs. The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (approximately 67 percent). Students who attended a public Montessori school were compared with students who attended structured magnet, open magnet, and traditional non-magnet public schools on standardized measures of math and language arts. Results of the study failed to support the hypothesis that enrollment in a Montessori school was associated with higher academic achievement. Implications and suggestions for future research are provided.

Language: English

DOI: 10.1080/02568540509594546

ISSN: 0256-8543, 2150-2641

Abstract/Notes: This paper presents findings of the longitudinal School Success Study (SSS), which is being conducted to determine the academic and social effects of nongraded (multiage, continuous progress) programs on Tennessee elementary school students. Covering the years 1993-99, the research seeks to identify successful school practices in both nongraded and graded programs. The study includes elementary-age students (K-4) from seven Tennessee schools that are implementing nongraded programs (n=1,500), three of which also have students in traditional classes (n=750), and five comparison schools in which all students are enrolled in single-grade classes. Academic achievement is measured by the Tennessee Comprehensive Assessment Program (TCAP) and the Tennessee Holistic Writing Assessment. Social development (academic self-concept) is measured using the Self-Concept and Motivation Inventory (SCAMIN). A one-way analysis of variance (ANOVA) indicates that students from nongraded classes during.

Language: English

Abstract/Notes: In the traditional school system, many values are set in line with the wishes of adults. This situation appears as a blind conflict between the weak and the strong in education. This environment, which causes the creation of only weak and strong people by keeping the individual in the background, comes to light with the sense of loss and self-worthlessness, and the characteristics of membership left alone or without faith. Individuals with this point of view have developed neither personal courage nor ability to criticize and judge. If we love the child so that he/she can build with his/her own unique values and natural laws, it is possible for us to develop all his abilities. At this point, Montessori Education Method emerges as one of the most valuable methods for us to achieve this development. The Montessori Method is based on the developmental needs of the child and is implemented in a carefully prepared appropriate environment. In this process, when the superiority of the method is realized, the child develops both his/her intelligence and his/her physical and mental abilities with experiences.This study aspires to determine how the primary school second grade visual arts education class topics affect students' knowledge levels by applying the method of Montessori Education. The aim of the study is to cover the effect of teaching art history education with the Montessori Education Method on student knowledge level. / Geleneksel okul sisteminde, yetişkinlerin istekleri doğrultusunda birçok değer konulmaktadır. Bu durum eğitimde sadece zayıf ve güçlünün arasında kör bir çatışma olarak karşımıza çıkmaktadır. Bireyi arka planda tutarak sadece zayıf ve güçlü insanların yaratılmasına sebebiyet veren bu ortam, kendiliğinden gelişen kayıp ve kendi kendine olan değersizlik duygusu ile beraber yalnız başına bırakılmış ya da inançsız üyelik özellikleriyle açığa çıkmaktadır. Bu bakış açısına sahip bireylerin, ne kişisel cesaretleri ne de eleştirme ve muhakeme yetisi gelişmemiştir. Eğer çocuğu kendine özel değerleriyle ve doğal yasalarıyla inşa edebilmesi için seversek bütün yeteneklerini geliştirmemiz mümkün olabilmektedir. Bu noktada Montessori eğitimi bu gelişimi sağlayabilmemiz için en değerli yöntemlerden biri olarak karşımıza çıkmaktadır. Montessori yöntemi çocuğun gelişimsel ihtiyaçları üzerine kurulur ve dikkatlice hazırlanan uygun bir çevrede bu durum kolaylaştırılarak uygulanır. Yöntemin üstünlüğünün farkedildiği bu süreçte çocuk, deneyimlerle hem zekasını hem de fiziksel ve ruhsal yeteneklerini geliştirmektedir. Bu araştırmada, ilköğretim 2. sınıf görsel sanatlar eğitimi ders konularının, Montessori eğitimi yöntemi uygulanarak öğrenci bilgi düzeylerine etkisinin nasıl olduğu belirlenmeye çalışılmıştır. Araştırmanın amacı, sanat tarihi eğitiminin montessori eğitimi yöntemiyle öğretilmesinin öğrenci bilgi düzeyine etkisini kapsamaktadır.

Language: Turkish

ISSN: 2458-9624

Language: English, French

Abstract/Notes: This thesis examines the Montessori music curriculum that was developed by Maria Montessori and her music consultant Maria Maccheroni. It introduces the most typical Montessori music instruments and equipment as well as exercises that go with them. It also explores the possibilities of combining Montessori music with today’s music teaching and early childhood music education. The material of this thesis is mainly based on literature about the Montessori Method and its music section, along with observations made while working at various Montessori preschools in Finland. Many of the Montessori method’s musical exercises are challenging and can be seen as old fashioned by today’s music education standards. Maria Montessori expected many things from her Montessori teachers. Montessori teachers were expected to be completely in charge of the children’s musical education. This may be difficult to implement nowadays because in order to properly understand the Montessori music curriculum, one needs a great deal of theoretical knowledge and understanding of music. However, there are plenty of positive aspects to the Montessori music education and its elements can be applied to modern day music teaching. The Montessori method is very child-centered and even though it was developed more than a hundred years ago, the main principles are still valid today. A children’s music lesson plan is included in this thesis. It combines Montessori music education with Finnish early childhood music education. Many music educators and Montessori teachers know little about the music part of the Montessori method. Not much literature can be found about it in Finnish. The goal of this thesis is to study Montessori music education and to give more information about it to music educators and Montessori teachers. / Opinnäytetyössäni tutkin Maria Montessorin ja hänen konsulttinsa Maria Maccheronin yli sata vuotta sitten kehittämää musiikkikasvatusmenetelmää. Esittelen tyypillisimpiä montessorimusiikkivälineitä sekä niihin liittyviä harjoituksia. Lisäksi pohdin miten montessorimusiikkikasvatusta olisi mahdollista soveltaa musiikinopetuksessa ja varhaisiän musiikkikasvatuksessa. Aineistoni perustuu ennen kaikkea montessoripedagogiikasta ja montessorimusiikkikasvatuksesta saatavilla olevaan kirjallisuuteen sekä montessorileikkikoulussa työni kautta tehtyihin havaintoihin. Monet montessorimenetelmän musiikkiosion työt ja harjoitukset ovat haastavia ja nykyisen musiikkikasvatuskäsityksen mukaan vanhanaikaisia. Maria Montessorin toivetta montessoriohjaajasta, joka opettaa musiikkia hänen menetelmänsä mukaisesti, voi olla vaikea toteuttaa, koska montessorimusiikkikasvatuksen hallitseminen vaatii runsaasti musiikin teoreettista tuntemista. Montessorimusiikkikasvatuksessa on kuitenkin myös paljon hyvää ja sitä voi soveltaa nykypäivän musiikinopetukseen. Montessorimenetelmä on erittäin lapsilähtöinen ja vaikka se kehitettiin yli sata vuotta sitten, monet sen perusajatukset ovat edelleen sovellettavissa. Opinnäytetyöni sisältää tekemäni muskarituntisuunnitelman, jossa sovellan montessorimusiikkikasvatusta varhaisiän musiikkikasvatuksen tunnille. Monet musiikkikasvattajat ja montessoriohjaajat eivät tunne tai tuntevat vain pintapuolisesti montessorimenetelmän musiikkiosion, ja montessorimusiikkikasvatuksesta on saatavilla vain hyvin vähän suomenkielistä tietoa. Opinnäytetyöni tarkoitus on tutkia montessorimenetelmän musiikkiosiosta ja antaa lisätietoa montessoriohjaajille ja musiikkikasvattajille.

Language: Finnish

Published: Helsinki, Finland, 2018

Abstract/Notes: The social state, the phenomenon of the active citizen, and empowering education are the actual goals of what ‘New Kazakhstan’ has to achieve. Maria Montessori is a globally known, leading thinker and practitioner of humanistic education philosophy and positive social transformations. Montessori believed in and practiced the principles of developing non-commercialized and accessible to all quality education, which is not just child-centric but is also conducive to creating global citizens with an inclusive outlook who perceive themselves as the integral parts of the whole, called Universe. Montessori’s education philosophy helps children develop a way of thinking based on the unity of the Universe, awakens and sustains in them an unrestrained interest in exploring the Universe, evokes creativity, and induces them to see everything in interconnectedness. Overall, an analysis of Cosmic education, a fundamental concept in Montessori’s humanistic philosophy of education, which also can be depicted as empowering education, shows some concrete ways how to form active citizens, create a vital social state and build an inclusive society. / Социальное государство, феномен “активный граждан” и расширяющее права и возможности образование – одни из главных целей, которых должен достичь «Новый Казахстан». Мария Монтессори – одна из всемирно известных ученых и практиктов философии гуманистического образования и позитивных социальных преобразований. Монтессори верила и практиковала принципы развития доступного для всех, некоммерческого и качественного образования, которое не только ориентировано на ребенка, но и способствует формированию глобальных граждан с инклюзивным мировоззрением, которые воспринимают себя как неотъемлемую часть целого, называемого Вселенная. Философия образования Монтессори помогает формировать у детей образ мышления, основанный на единстве Вселенной, пробуждает и поддерживает в них безудержный интерес к познанию Вселенной, пробуждает творчество и побуждает видеть все во взаимосвязи. В целом, анализ Космического образования, фундаментальной концепции гуманистической философии образования Монтессори, которая по сути является расширяющей права и возможности системой образованием, может показать некоторые пути создания феномена “активный гражданин”, формирования сильного социального государства и построения инклюзивного общества. / Әлеуметтік мемлекетті, белсенді азамат құбылысын және құқық пен мүмкіндіктерді кеңейтетін білім беру жүйесін – «Жаңа Қазақстанның» қол жеткізуі тиіс басты мақсаттарының арасында атауға болады. Мария Монтессори – жаһанға танымал, гуманистік білім беру философиясы мен оң әлеуметтік өзгерістер жасаудың жетекші ойшылы және практиктерінің бірі. Монтессори барлық азаматтарға қолжетімді, коммерциялық емес сапалы білім беруді дамыту қағидаттарына сенді және оны жүзеге асыра білді. Монтессоридің білім беру философиясы баланы (яғни баланың қажеттіліктерін) негізге алып қана қоймай, сонымен бірге балаға өзін “Ғалам” деп аталатын үлкен жүйенің ажырамас бөлігі және жаһан азаматы ретінде қабылдайтын инклюзивті көзқарас құруға ықпал етеді. Монтессори білім беру философиясы балаларға Ғаламда әр нәрсенің басқалармен тығыз байланыста екенін көрсетуге негізделген ойлау тәсілін дамытуға көмектеседі, оларда Ғаламды зерттеуге деген шексіз қызығушылықты оятады және қолдайды, шығармашылық рухты оятады. Тұтастай алғанда, Монтессоридің гуманистік білім беру философиясында (оны құқық пен мүмкіндіктерді кеңейтетін білім беру жүйесі деп те сипатауға болады) іргелі тұжырымдама болып табылатын “Ғарыштық білім” түсінігі, белсенді азамат құбылысын қалыптастырудың, күшті әлеуметтік мемлекет пен инклюзивті қоғам құрудың кейбір нақты жолдарын көрсетеді.

Language: English

DOI: 10.48010/2022.4/1999-5849.08

ISSN: 1999-5849

Abstract/Notes: The aim of the thesis was to map what media education is like in Montessori-pedagogical early childhood education. The purpose was to examine how Montessori pedagogy developed more than a hundred years ago meets children's digitized growth environment and media culture. The research was qualitative. The theoretical basis of the work was research on children's media use and media education, the national foundations of the early childhood education plan and the principles of Montessori pedagogy. The data collection method was a semi-structured thematic interview. The interviewees were six early childhood education teachers who worked in Montessori kindergartens for 3-6 year olds in the capital region. The transcribed material was analyzed using theory-driven content analysis. In the research questions, I clarified the Montessori educators' views on media education and its challenges, as well as the special features of Montessori pedagogical media education. In addition, it was mapped how different media content and information and communication technology were utilized in the pedagogical practices of Montessori kindergartens. The key result was that the Montessori educators had a positive attitude towards media education and were more aware than before, but there was also a need for development. The goals of teaching media literacy and information and communication technology skills were seen to be the child's inclusion, supporting agency and equality. Media education aimed to strengthen children's active media skills, i.e. children's own production and expression. A critical attitude towards media devices and content was also considered important. Learning in Montessori pedagogy is based on the concreteness and sensibility of Montessori tools, which is still seen as a working method. Therefore, supplementing the prepared learning environment with technology should be done pedagogically. On the other hand, the child-oriented nature of Montessori pedagogy, the learning of phenomena, and the effort to help the child function in their own everyday life create a good starting point for reforming Montessori pedagogy as needed with media education tools, applications, and content. Awareness of media education and supporting technical skills are ways, which strengthen the position of media education in Montessori pedagogical early childhood education.

Language: Finnish

Published: Helsinki, Finland, 2019