Abstract/Notes: The purpose of the present article was to search for new ways of individual pedagogical support for primary school children with learning disabilities. The article describes the mechanisms for putting the educational principles of Maria Montessori into the system of pedagogical support for children with learning disabilities, which apply the exercises of practical life to a real social environment. The objective of the exercises was to develop universal learning activities, e.g., the ability to plan and manage a child's activity, to reflect its results, to build up communication, to encourage cognitive development.Keywords: learning disabilities, individual pedagogical support, Maria Montessori, universal learning activitiesJEL Classifications: I20; I23

Language: English

ISSN: 2146-4405

Abstract/Notes: The critical elements in the Montessori philosophy are respect for the child, individualization of the program to that child, and the fostering of independence. With her research background, Maria Montessori devised a multisensory developmental method and designed materials which isolate each concept the teacher presents to the child.

Language: English

DOI: 10.1007/BF02654940

ISSN: 0736-9387, 1934-7243

Language: English

DOI: 10.1177/105345127000500306

ISSN: 0001-396X

Abstract/Notes: Over the past several years, with support from key Association Montessori International – USA (AMI-USA) leaders, many Montessori schools have adopted the Ages and Stages Questionnaires (ASQ) as a tool to screen young children for developmental disabilities or delays, to have key conversations with parents, and to ensure children receive the support they may need. While research supports many positive benefits of using such a screener, it is less understood how Montessori guides and administrators of Montessori children perceive potential benefits or challenges of using such a tool. As such, the aims of the present evaluation study are threefold: (1) To investigate the current realities and needs of Montessori community partners in supporting students with developmental disabilities or delays. (2) To assess Montessori guide and administrator attitudes, beliefs, knowledge, skills, confidence, and self-efficacy around using universal screeners to support students with developmental disabilities or delays as well as the extent to which they believe they have requisite the tools and resources they need before and after completing an ASQ training. (3) To highlight associated benefits or challenges of implementing the ASQ training and tool as an aid for Montessori guides and administrators in supporting students with developmental disabilities or delays.

Language: English

Published: Woodsboro, Maryland, June 30, 2023

Abstract/Notes: This study aims to know: (1) the difference in students’ mathematical understanding (SMU) between Brain Based Learning (BBL) and Montessori learning; (2) the difference in students’ Self-Regulated Learning (SRL) between Brain Based Learning (BBL) and Montessori learning; and (3) the difference in SMU between BBL and Montessori learning in each category of SRL. This quasi-experimental research applies a quantitative approach with a posttest only control group design. The selection of research samples was carried out using purpose sampling. The results of this study are: (1) there is no difference in understanding of mathematics between students who are taught with the BBL model or with the Montessori method; (2) there are no differences in SRL between learning classes; (3) there is no significant difference in SRL between categories in BBL and Montessori classes.

Language: English

ISSN: 2964-7479

Abstract/Notes: The conversion of teaching to distance learning was a major challenge for all those involved in education. For elementary school-aged students, in particular, the transition was enormous, especially in mathematics. A research project in Austria investigated which features of activity-based, tools-supported mathematics instruction were helpful for mastering mathematical tasks during distance learning. The results of the research project show that action-oriented, tools-supported teaching, in which Maria Montessori’s didactic mathematics tools were used, was helpful for mastering mathematical tasks during the time of distance learning. By working with tools, the students were able to build up inner images of mathematical content and contexts. These inner images favored the process of abstraction, and they could fall back on these ideas during the time of distance learning.

Language: English

Published: London, England: IntechOpen, 2023

ISBN: 978-1-83769-256-9

Abstract/Notes: Dominasi guru dalam proses belajar masih banyak terlihat, salah satu buktinya saat terjadi pandemik Covid-19, siswa dan orang tua menjadi kebingungan ketika harus belajar dari rumah tanpa kehadiran guru secara langsung. Penelitian ini bertujuan untuk mengetahui implikasi student-centred learning terhadap perkembangan anak di PAUD Montessori Futura Indonesia, Lombok Barat. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus dengan menggunakan wawancara, observasi, dan dokumentasi dalam pengumpulan data. Subyek penelitian berjumlah 10 siswa yang berusia antara 4-6 tahun. Hasil menunjukkan bahwa terdapat beberapa cara yang diterapkan oleh guru dalam pelaksanaan student-centred learning, yaitu: penggabungan usia, penyesuaian fasilitas dengan kebutuhan dan ukuran tubuh anak, menanamkan kemandirian dan mengurangi keterlibatan guru, menyediakan fasilitas bermain yang lengkap dan beragam, dan berkolaborasi dengan orang tua. Sedangkan implikasi student-centred learning terhadap perkembangan anak dapat terlihat dari beberapa pencapaian anak pada 6 aspek perkembangan yaitu aspek perkembangan nilai agama dan moral, fisik-motorik, kognitif, sosial-emosional, dan seni. Oleh sebab itu, guru perlu memberikan kesempatan kepada anak untuk mengeksplorasi lingkungan belajar dengan mempersiapkan kegiatan bermain sesuai kebutuhan anak.

Language: Indonesian

DOI: 10.31004/obsesi.v7i3.3323

ISSN: 2549-8959

Abstract/Notes: Penelitian ini bertujuan untuk mendeskripsikan Pembelajaran matematika di TK GMIM 236 Liandok, Kecamatan Tenga, Kabupaten Minahasa Selatan, Sulawesi Utara. Ada 3 hal utama yang diangkat dalam penelitian ini yaitu pembelajran matematika, pembelajaran matematika AUD, metode yang digunakan guru dalam pengajaran matematika. Penelitan ini menggunakan jenis pendekatan kualitatif. Prosedur pengumpulan data yang digunakan  yaitu wawancara dan dokumentasi . Sumber-sumber data dari penelitian ini yaitu Kepala Sekolah  serta guru bantu di TK GMIM 236 Liandok. Hasil penelitian menunjukka proses pembelajaran di sekolah tersebut terlebih khusus dalam pengenalan matematika sudah terealisasi karena pembelajarannya sudah memperhatikan konsep serta usia dari peserta didiknya. Adapun pengajarkan matematika selama dilaksankannya pembelajaran di sekolah tersebut dilakukan dengan cara anak sambil bermain dengan anak lainnya  dan membuat permainan sederhana dari barang-barang bekas dilingkungan sekitar. Kata Kunci : Pembelajaran, matematika, Anak usia dini. Abstract Penelitian ini bertujuan untuk mendeskripsikan pembelajaran matematika di TK GMIM 236 Liandok, Kecamatan Tenga, Kabupaten Minahasa Selatan, Sulawesi Utara. Ada 3 hal pokok yang diangkat dalam penelitian ini yaitu pembelajaran matematika, pembelajaran matematika AUD, metode yang digunakan guru dalam pembelajaran matematika. Penelitian ini menggunakan pendekatan kualitatif. Prosedur pengumpulan data yang digunakan adalah wawancara dan dokumentasi. Sumber data dari penelitian ini adalah kepala sekolah dan guru pendamping di TK GMIM 236 Liandok. Hasil penelitian menunjukkan bahwa proses pembelajaran di sekolah khususnya dalam pengenalan matematika telah terwujud karena pembelajaran telah memperhitungkan konsep dan usia siswa.

Language: Indonesian

DOI: 10.51667/mjpkaud.v3i1.952

ISSN: 2798-6195

Abstract/Notes: This academic article reflects the thoughts from attending the workshop, promotion of learning management based on the Montessori concept uses writing from real experience in the practice as an observer from the early childhood classroom and first-class classrooms that provides teaching with the Montessori concept. The results reflected the ideas from direct experiences from the workshop participants, showing that the atmosphere in the classroom arrangement was bulging good ventilation, beautiful colors, work, interior colors feel cool and comfortable. The room has a fan enough light shelf arrangement separated into media; beautiful, durable, beautiful colors arranged from top to bottom. Characters are clearly visible and durable. Teachers interact with children in order to allow children to concentrate on themselves. The role of the teacher is to be a mentor to guide the children towards achieving their goals. The students and the students’ joint activities to achieve common goals. The result of the observation made the children absorb the threefold principle, namely, the child had precepts indicating that the collection of things was organized, neat, not separating the workpiece, compassionate to help friends, concentration and mindfulness having determination to complete the work. Intellectually, children are knowledgeable, ppossessing the ability to think step by step, distinguish work pieces assemble words and be able to solve problems easily by yourself.

Language: English

ISSN: 2587-0017

Abstract/Notes: The purpose of this study was to investigate young children’s perception of melodic construction in hope of finding clues about their broader cognitive development in nonmusical domains. Following Jeanne Bamberger’s example of musical-perceptual tasks with Montessori bells, four children aged three to six were presented with a melodic construction task and asked to create a representation of their work. Analysis of data revealed common themes with varied results of (a) eagerness or hesitancy to participate, (b) whether bells were moved or played, (c) exploration of bells, (d) internalization of rhythm, (e) cognitive readiness for melodic construction, and (f) role of visual representation. No cross-case findings could be drawn about broader cognitive development, however specific characteristics of the children and their approach to the melodic construction task are presented. Recommendations for further study center on potential clues a melodic construction task could provide about language construction in individual children.

Language: English

ISSN: 1938-2065