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714 results

Article

Colegio Montessori-Palau de Girona: La casa de los niños Montessori [Colegio Montessori-Palau de Girona: The Montessori Children's Home]

Publication: Cuadernos de Pedagogía, no. 455

Pages: 16-22

Europe, Southern Europe, Spain

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Language: Spanish

ISSN: 0210-0630

Article

Does Montessori Prepare Children for the Real World? Is Montessori Anti-Competition? How Do Montessori Students Succeed When They Leave the Montessori Environment? Some Interesting Responses

Publication: Tomorrow's Child, vol. 1, no. 1

Pages: 5–7

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Language: English

ISSN: 1071-6246

Book Section

Montessori-Pädagogik bei mehrfach und verschiedenartig behinderten Kindern in der Montessori-Sonderschule [Montessori pedagogy for children with multiple and different disabilities in the Montessori special school]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 330-335

Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Special education

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Article

✓ Peer Reviewed

Montessori Revisited [Essay Review of Rita Kramer 'Maria Montessori: A Biography' and Mario Montessori Jr. 'Education for Human Development: Understanding Montessori' edited by Paula Polk Lillard]

Available from: Taylor and Francis Online

Publication: Educational Studies, vol. 8, no. 2

Pages: 163-174

Book reviews

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Language: English

DOI: 10.1207/s15326993es0802_9

ISSN: 0013-1946

Article

Diffusione e Prospettive dell'Educazione Montessori in Giappone: Montessori nel Mondo [Diffusion and Perspectives of Montessori Education in Japan: Montessori in the World]

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 46, no. 6

Pages: 14-19

Asia, East Asia, Japan, Montessori method of education - History

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Language: Italian

ISSN: 0042-7241

Article

✓ Peer Reviewed

Evidence-Based Practice Recommendations for Working with Individuals with Dementia: Montessori-Based Interventions

Available from: Gale Academic Online

Publication: Journal of Medical Speech-Language Pathology, vol. 14, no. 1

Pages: xv-xxv

Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)

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Abstract/Notes: This is a review of experimental studies that investigated the use of Montessori-based interventions for individuals with Alzheimer's disease. This review is part of a series of reports from the Academy of Neurologic Communication Disorders and Science specific to the assessment and management of individuals with dementia.

Language: English

ISSN: 1065-1438

Article

Perancangan Mainan Anak Usia 3-6 Tahun Berbasis Metode Pendidikan Montessori [Designing Toys for Children Aged 3-6 Years Based on Montessori Educational Methods]

Available from: Institut Teknologi Nasional - Bandung

Publication: FAD, no. 2021: Desain Produk

Pages: 5-23

Asia, Australasia, Indonesia, Southeast Asia

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Abstract/Notes: Educational toys are toys that provide certain learning opportunities to users (children). Educational toys are one way to introduce children to learning through interesting media, without any coercion from teachers or parents. One of them is about introducing mathematics to children aged 3-6 years through educational toys. This is inseparable from the Covid-19 pandemic in Indonesia which requires all activities in the school environment to be temporarily moved to their respective homes. Therefore, the design of this educational toy is a strategy to optimize the learning process. The formulation of the design problem is how this educational toy can function effectively, efficiently and attractively when used by children based on Montessori education. The purpose of this design is to introduce children to basic mathematics through interesting educational toys, without being forced by parents. This educational toy design method adopts the Montessori educational method. The result of this design is an educational toy with counting functions from 1 to 10 and games based on Montessori learning, providing a more enjoyable learning experience. / Mainan edukatif adalah mainan yang memberikan kesempatan belajar tertentu kepada pengguna (anak-anak). Mainan edukatif merupakan salah satu cara untuk mengenalkan anak pada pembelajaran melalui media yang menarik, tanpa ada paksaan dari guru atau orang tua. Salah satunya tentang mengenalkan matematika pada anak usia 3-6 tahun melalui mainan edukatif. Hal ini tidak terlepas dari pandemi Covid-19 di Indonesia yang mengharuskan seluruh aktivitas di lingkungan sekolah untuk sementara dipindahkan ke rumah masing-masing. Oleh karena itu, perancangan mainan edukatif ini merupakan strategi untuk mengoptimalkan proses pembelajaran. Rumusan masalah perancangan ini adalah bagaimana mainan edukatif ini dapat berfungsi secara efektif, efisien dan menarik ketika digunakan oleh anak-anak berbasis pendidikan Montessori. Tujuan dari perancangan ini adalah untuk mengenalkan anak pada matematika dasar melalui mainan edukatif yang menarik, tanpa dipaksa oleh orang tua. Metode perancangan mainan edukasi ini mengadopsi metode edukasi Montessori. Hasil dari perancangan ini adalah sebuah mainan edukatif dengan fungsi berhitung dari 1 sampai 10 dan permainan berbasis pembelajaran Montessori, memberikan pengalaman belajar yang lebih menyenangkan.

Language: Indonesian

Article

Developing the Moldel of Cognitive Mathematical Education Program in Kindergarten Based on the Theories of Montessori and Piaget / Montessori와 Piaget 이론에 기초한 유치원 수학 교육 프로그램 모형의 개발

Available from: RISS

Publication: 特殊敎育硏究 / Journal of Special Education, vol. 17

Pages: 83-111

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Language: Korean

Master's Thesis

Montessori temelli bireysel eğitim programının özel eğitim gereksinimi olan çocukların problem çözme becerilerine etkisinin incelenmesi / An analysis of the impact Montessori-based individualized education program has on the problem-solving skills of children who need special education

Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)

Asia, Children with disabilities, Developmentally disabled children, Middle East, Montessori method of education - Evaluation, Special education, Turkey, Western Asia

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Abstract/Notes: The study investigates the impact of the Montessori-based individualized education program on the problem-solving skills of children who need special education. The study group consists of five children from the 4-7 age group, three of which have pervasive development disorder, and two, mental deficiency. The children attend Kayseri Melikgazi Special Education and Rehabilitation Center. The study employed a mixed research model, with an experimental pattern based on a single group employed in pre-test and post-test, without any control group,whereby the participants were subjected to the Montessori-based Individualized Education Program for 12 weeks. The data collection tool used in the study was the Problem Solving Skills Scale (PÇBÖ) 4-7 age group form, developed by Aydoğan, Ömeroğlu, Büyüköztürk and Özyürek (2012), and applied during the pre-test and the post-test, Child Observation Form and along with the Personal Information Sheet. Data analysis employed the wilcoxon signed rank test. The study led to the observation that a significant difference existed between the pre-test and post-test scores pertaining to the children with which the Montessori-based Individualized Education Program was implemented, along with perceived improvements in the children's self-care abilities, language and speaking skills, psycho-motor skills, and attention span for activity. / Araştırmada, Montessori temelli bireysel eğitim programının özel gereksinimli çocukların problem çözme becerilerine etkisinin incelenmesi amaçlanmıştır. Çalışma grubuna; Kayseri Melikgazi Özel Eğitim ve Rehabilitasyon Merkezine devam eden, dört-yedi yaşlar arasında yaygın gelişimsel bozukluğu olan üç ve zihinsel yetersizliği olan iki çocuk olmak üzere toplam beş çocuk dahil edilmiştir. Karma araştırma modelinin kullanıldığı araştırmada, deneme modellerinden tek grup öntest-sontest kontrol grupsuz deneysel desen kullanılmış ve katılımcılara 12 hafta süreyle Montessori Temelli Bireysel Eğitim Programı uygulanmıştır. Çalışmanın veri toplama aşamasında öntest ve sontest veri toplama aracı olarak Aydoğan, Ömeroğlu, Büyüköztürk ve Özyürek (2012) tarafından geliştirilen Problem Çözme Becerileri Ölçeği (PÇBÖ) 4-7 yaş formu, Çocuk Gözlem Formu ile Genel Bilgi Formu kullanılmıştır. Verilerin analizinde wilcoxon işaretli sıralar testi kullanılmıştır. Araştırmadan elde edilen bulgulara göre; Montessori Bireysel Eğitim Programı uygulanan çocukların öntest-sontest puanları arasında anlamlı farklılık olduğu ve deneysel işlemin özellikle çocukların öz bakım becerilerinde, dil ve konuşma becerilerinde, psiko-motor becerilerinde ve çocukların etkinliğe gösterdikleri dikkat süresinde artma olduğu gözlenmiştir.

Language: Turkish

Published: Bolu, Turkey, 2018

Article

✓ Peer Reviewed

Capacitación docente, basada en la teoría Montessori, para atender la discapacidad intelectual leve en niños de Educación General Básica de Guayaquil 2021 / Teacher training, based on Montessori theory, to attend to mild intellectual disability in children of Basic General Education of Guayaquil 2021

Available from: South Florida Publishing

Publication: South Florida Journal of Development, vol. 3, no. 1

Pages: 194-210

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Abstract/Notes: La presente investigación tuvo como propósito determinar que la capacitación docente basada en la teoría Montessori, influye en la atención de la discapacidad intelectual leve en niños de educación general básica de Guayaquil. Se sustentó teóricamente con los aportes de Montessori (1907), Lee (2018), Molina (2012, 2015), Chiavenato (2000), Rodríguez y Ramírez (1997), OMS (2021), AARM (2020),Tünnermann (2011), (Aubrey, 2010), UNESCO (2006), Cossentino (2005), Díaz (2002), Ministerio de Educación del Ecuador (2011), entre otros. La investigación se catalogó como experimental-aplicada, con nivel netamente explicativo. El diseño se clasificó como pre-experimental, con modelo pre-test/post-test con un solo grupo. La población estuvo constituida por 50 profesionales de educación general básica; debido al número finito y conocido de la población se empleó un censo poblacional. Como técnica de recolección de datos se utilizó la encuesta y como instrumento, el cuestionario. El análisis descriptivo de los datos se realizó mediante la confección de tablas de frecuencia absoluta (fa) y porcentaje (%), medidas de posición (promedio, mediana, mínima y máxima), dispersión (desviación estándar) y varianza. Asimismo, se realizó un análisis inferencial acerca de la población, basándose en los datos recolectados y la contrastación de las hipótesis planteadas. Los resultados evidenciaron una diferencia significativa de 19,02, entre los resultados del pre y post test, con un nivel de significancia de 0,000 < 0,05. Por tanto, se aceptó la hipótesis de investigación (Hi) y se rechazó la hipótesis nula (Ho), llegando a la conclusión que la propuesta basada en teoría Montessori influye de forma significativa y positiva en la atención de la discapacidad intelectual leve en niños de educación general básica de Guayaquil. El presente estudio representa un gran aporte para el sistema educativo en lo concerniente al área de la discapacidad e inclusión.

Language: Spanish

DOI: 10.46932/sfjdv3n1-015

ISSN: 2675-5459

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