Language: English

Abstract/Notes: The purpose of this study was to compare preschool children from classes using the Montessori method and Science-A Process Approach (S-APA) in the process skill of observation. The first stage of the study compared the programs with respect to (1) the sequential presentation, (2) the use of materials to provide sensory training, (3) practice acquired through activities, and (4) the role of the teacher. Conclusions were that because S-APA and Montessori seemed to have common elements and because both had taught the process of observation, there was a reasonable justification to compare student competence in observation. The second part of the study compared the competence on observational tasks of three groups of 25 children, ages 5 and 6. The first group received Montessori training for two years in preschool, the second group used S-APA for one year with background of another type of preschool that excluded Montessori, and the third group which served as a control had neither Montessori nor S-APA training in their two-year preschool experience. Students were tested on a set of observational tasks from the text, the Science Process Instrument. Findings showed no significant differences between the Montessori and the S-APA preschool students in regard to competence in observation. Both the Montessori and the S-APA groups scored higher than the control group. This work is based on the authors doctoral dissertation research.

Language: English

Published: Chicago, Illinois, Apr 1974

Language: English

Published: DeKalb, Illinois, 1981

Abstract/Notes: This article discusses the use of the Maria Montessori method. The humanization of education and the discovery of human potential and the satisfaction of its diverse needs in education, the priority of national values, the harmonization of human society and the environment. Therefore, today a number of advanced methods are used to develop the pedagogy of preschool education. One of these is Maria Montessori technology. It is essentially a "natural" way of life and is known for its perfection in child rearing. "I think about the way we treat children," he said. / Ushbu maqolada Mariya Montessori metodikasidan foydalanish haqida so`z boradi. Ta’limning insonparvarlashuvi va inson qobiliyatlarining ochilishi hamda uning ta’limga nisbatan bo’lgan turli –tuman ehtiyojlari qondirilishi, milliy umumbashariy qadriyatlar ustuvorligining ta’minlanishi, inson jamiyat va atrof muhit o’zaro munosabatlarining uyg’unlashuvidir. Shu bois bugungi kunda maktabgacha ta’lim pedagogikasini rivojlantirish maqsadida bir qancha ilg’or usullar tatbiq etib kelinmoqda. Shulardan biri Mariya Montessori texnologiyasidir. Bu mohiyatan hayotdan o’zlashtirilgan ―tabiiy‖ usul bo’lib, bola tarbiyasida o’zining har tomonlama mukammaligi bilan ommalashgan. ―Bizning bolalarga bo’lgan munosabatimizni o’ylar ekanman –deydi.

Language: Uzbek

DOI: 10.24411/2181-1385-2021-00723

ISSN: 2181-1385

Language: English

Published: Salt Lake City, Utah, 1975

Abstract/Notes: Studentka pojedná o vzdělávacím systému Marie Montessori v českém vzdělávacím prostředí. Představí jeho klíčové znaky. Ty se stanou inspirací k rozvoji hudebnosti jako prostředku osobnostního rozvoje dítěte předškolního věku. V praktické části studentka uskuteční longitudinální a kvantitativní výzkum u dětí navštěvujících příslušnou mateřskou školu. Jeho cílem bude představit procesy, jak hudebně výrazové a formotvorné prostředky postupně vstupují do dětského vědomí v kontinuitě s emocionálním a estetickým rozvojem. / The student aims to introduce the topic of Maria Montessori education system in the Czech educational environment. She will describe the key subjects. Those will become an inspiration to the child´s musical growth as a part of preschool child´s personal growth. She will make an longitudinal and qualitative research in the practical part with the kids who are attending the kindergarden. The purpose is to introduce a musical and form-forming instruments which are gradually entering into child´s sences in continuity with emotional and ethical growth.

Language: Czech

Published: Prague, Czechia, 2020

Abstract/Notes: Pre-school education is important in terms of children's acquisition of social rules and rearing them as socialized individuals. However, it seems that there are limited studies regarding the issue of which pre-school education approach or pre-school education program is more effective on the development of children's perception of social rule. Therefore, with this research it is aimed to study the social rule perceptions of 5-year old children who get education according to three different programs Montessori Approach, Multiple Intelligences Theory-Based Education and Preschool Education Program Implemented by the Ministry of Education *Dependent variable of this experimental study is the social rule perception of 5-year old children while independent variables are three different preschool education programs Montessori approach, education based on multiple intelligences theory, Preschool Education Program implemented by the Ministry of Education with effects on children’s perception of social rule. Total of 62 children participated in this study, including 21 children attending a university kindergarten where Montessori Approach is applied, 19 children attending nursery class within primary school where education based on Multiple Intelligences Theory is implemented within the scope of EU Project called “If there are multiple intelligences there is no unsuccessful child ” and 22 randomly selected children attending an independent kindergarten and nursery class within primary school where Preschool education program of Ministry of Education is implemented. Age of these children showing normal development ranged from 60 to 66 months. "Conception of Moral and Social Rules Scale" that was used to evaluate social rule perception of the children participating in this study, was developed by Smetana 1981 . The scale which consists of 10 conventional pictures showing transgression of moral and social rules, includes two sub-scales. They are: "Conception of Moral Rule" and "Conception of Social Rule" subscales. In this study, only " Conception of Social Rule" sub-scale was used according to the purposes of the research. Conception of Social Rule sub scale consists of 5 pictures showing transgression of social rules. Children were asked 5 questions consecutively for each of these pictures. Each question asked aimed to create data for 5 sub dimensions of the scale. Sub dimensions of the sub scale are; Seriousness in Social Rules, Absence of Authority in Social Rules, Absence of Social Rules, Generalization of Social Rules and Punishment in Social Rules. Conception of Social Rule sub scale of Conception of Moral and Social Rules Scale was applied to the children in working group in a pre-test and post-test form. Pre-test data were collected at the beginning of the academic year, while post-test data were collected at the end of the academic year. No intervention that would affect children’s perception of social rule in a desired direction was made to the education programs of the institutions where different pre-school education programs are implemented. Single-factor ANCOVA was used in order to determine whether social rule perception of the children included in the study differs according to the preschool education program they attend. Bonferroni test was used in cases where ANCOVA was significant. According to the Covariance Analysis results significant difference was found F 2,58 = 7.210, p .05]. Results of Bonferroni test, which was implemented to determine the pre-school education program or programs that cause the significant difference obtained from Seriousness in Social Rules, Absence of authority in Social Rules and Punishment in Social Rules sub-dimensions in accordance with Covariance Analysis, show that Seriousness in Social Rules, Absence of authority in Social Rules and Punishment in Social Rules sub-dimensions scores of the children who receive education according to Montessori approach are significantly higher than the scores of the children who receive education according to the other preschool education programs. In this study which compares social rule conception of the preschool children getting education according to Montessori approach, education program based on the theory of multiple intelligence and pre-school education program implemented by the Ministry of Education; it’s observed that the children who receive education according to Montessori approach had significantly higher scores than the children who receive education according to the other pre-school education programs in Seriousness in Social Rules, Absence of Authority in Social Rules and Punishment in Social Rules sub-dimensions of social rule conception sub scale. This situation indicates that the children receiving education based on Montessori Approach take social rules more serious and their perception regarding importance of obeying the rules even in absence of the authority mother-father, teacher etc. is higher. These children obey the rules not because the authority wants them to do so, but because they comprehend the importance and necessity of acting in accordance with the rules. In other words, the children getting education in Montessori Approach have internalized social rules. The researchers state that children's conception of social rules may develop as they experience the rules and practices of the social system in which they exist Smetana, Schlagman and Adams, 1993; Smetana, 1984 . This means that, Montessori Approach is able to offer this experience to the children in a better way than the other pre-school education programs. Another sub-dimension where difference between the means was statistically significant was Punishment in Social Rules sub dimension. According to these finding obtained, perception of punishment in case of breaking social rules is higher in children getting education according to Montessori Approach than the children getting education in other pre-school education programs. This means the children that receive education according to Montessori Approach are more decisive in necessity of obeying social rules and punishing those who transgress social rules. It was identified that scores regarding Absence of Social Rules and Generalization of Social Rules sub dimensions of Social Rule Conception sub scale did not differ depending on the pre-school education program attended. In other words perception of all the participant children is found to be equivalent to each other regarding the necessity of obeying social rules even if there is no verbally expressed rule and acceptance of social rules in every environment lived in. In any case, pre-school educational institutions provide the best environment for children so that they acquire social rules and understand the importance of these rules. Seçer and Sarı 2006 , who studied moral and social rule conception of the children who attend and who do not attend preschool educational institution, determined that mean score of the children attending pre-school educational institution received from Absence of Authority in Social Rules, Generalization of Social Rules and Absence of Social Rules sub dimensions is significantly higher than those who do not attend pre-school educational institution. / Bu çalışmada, üç farklıprograma Montessori Yaklaşımı, Çoklu Zekâ Kuramına DayalıEğitim ve Milli Eğitim BakanlığıTarafından Uygulanan Okul Öncesi Eğitim Programı göre eğitim alan okul öncesi çocukların sosyal kural algılarıincelenmiştir. Normal gelişim gösteren ve yaşları60 ile 66 ay arasında değişen toplam 62 çocuk çalışmaya katılmıştır. Çocukların 21 tanesi Montessori Yaklaşımına göre, 19 tanesi Çoklu Zekâ Kuramına göre, 22 tanesi ise Milli Eğitim Bakanlığıtarafından halıhazırda uygulanan okul öncesi eğitim programına göre bir eğitim-öğretim yılıboyunca okul öncesi eğitim almışlardır. Deneysel bir çalışma olan bu araştırma da ön-test ve son-test verileri, Smetana 1981 tarafından geliştirilen Ahlaki ve Sosyal Kural AlgısıÖlçeği’nin Sosyal Kural Algısıalt ölçeği kullanılarak toplanmıştır. Araştırmada elde edilen verilerin analizinde betimsel istatistiklerin yanısıra, araştırmanın amaçlarınıtest etmek amacıyla, ANCOVA, ANCOVA’nın anlamlıolduğu durumlarda Bonferroni Testi kullanılmıştır. Araştırma sonucunda çocukların Sosyal Kural Algısıalt ölçeğinin Sosyal Kurallarda Ciddiyet, Sosyal Kurallarda Otoritenin Yokluğu ve Sosyal Kurallarda Ceza alt boyutlarına ait puanların çocukların eğitim aldığıokul öncesi eğitim programına göre değiştiği saptanmıştır. Bonferroni çoklu karşılaştırma sonuçları, farklılığın Montessori Yaklaşımı’na göre eğitim alan grubun lehine olduğunu göstermiştir. Sosyal Kuralların Yokluğu ve Sosyal KurallarıGenelleme alt boyutlarına ait puanların ise çocukların eğitim aldığıokul öncesi eğitim programına göre anlamlıbir şekilde farklılaşmadığıtespit edilmiştir.

Language: Turkish

ISSN: 1302-1796, 2667-4750

Language: English

Language: German

DOI: 10.1007/BF00406761

ISSN: 0033-3026

Abstract/Notes: Naturalistic observations in a free play day care were conducted to study motor and object manipulation behaviour in preschool-aged children. Behaviour settings theory, which predicts that setting has greater influence over behaviour than individual factors, was tested by comparing behaviour between indoor and outdoor settings. Analysis confirmed that there were motor and object manipulation rate differences across settings. Consequently, setting was controlled for in the second analysis, which looked at repetitive behaviour. Repetition is a central concept to Montessori educational theory and is used as a learning tool in Montessori classrooms; however, little information about repetition as a developmentally typical behaviour is available. A natural history of repetition was recorded to determine: activities during which repetition takes place; commonality of repetition across children; age that children most frequently engage in repetition; and length of repetitive bouts. Analysis revealed similarities and differences between Montessori's account of repetition and observed behaviour.

Language: English

Published: Lethbridge, Alberta, Canada, 2016