Abstract/Notes: Montessori is a learning method to stimulate children to reach their potential in all fields. In the field of reading literacy, one of the initial stages is how to stimulate initial reading skills, starting with introducing letters using the syllable learning method. The stimulation process must be in a fun and not boring way of playing exploration so that children will not feel that they are learning, especially in the current state of the Covid-19 pandemic, where the learning process becomes boring for children because it has to be done at home. The purpose of this research is to create a learning technology in the form of an electronic puzzle Montessori Sand Board Letter (SBL) for Indonesian syllables that can help stimulate early childhood according to the Montessori principle in recognizing syllables. The system development method uses the System Development Life-Cycle (SDLC) method. Based on the results of functional testing using the black box method, it states that all functional systems function 100% according to design and objectives. The results of testing and validation by Montessori practitioners stated that the system was in accordance with Montessori rules. Based on the results of usage observations, the Montessori Sand Board Letter (SBL) electronic puzzle for Indonesian syllables can be an alternative learning tool to introduce Indonesian syllables for the initial reading learning process. / Montessori merupakan salah satu metode pembelajaran untuk menstimulasi anak dalam meraih potensinya di segala bidang. Pada bidang literasi membaca salah satu tahapan awal adalah bagaimana menstimulasi kemampuan membaca permulaan, dimulai dengan mengenalkan huruf-huruf menggunakan metode belajar suku kata. Proses stimulasi tersebut haruslah dengan cara eksplorasi bermain yang menyenangkan dan tidak membosankan sehingga anak tidak akan merasa bahwa ia sedang belajar, apalagi dalam kondisi pandemi Covid-19 yang masih berlangsung hingga saat ini, dimana proses belajar menjadi membosankan bagi anak karena harus dilakukan di rumah saja. Tujuan dari penelitian ini adalah membuat sebuah teknologi pembelajaran berupa puzzle elektronik Montessori Sand Board Letter (SBL) untuk suku kata Bahasa Indonesia yang dapat membantu menstimulasi anak usia dini sesuai prinsip Montessori dalam mengenal suku kata. Metode pengembangan sistem menggunakan Metode Sistem Development Life-Cycle (SDLC). Berdasarkan hasil pengujian fungsional menggunakan metode black box menyatakan bahwa seluruh fungsional sistem berfungsi 100% sesuai perancangan dan tujuan. Hasil pengujian dan validasi oleh praktisi Montessori menyatakan bahwa sistem telah sesuai dengan kaidah Montessori. Berdasarkan hasil observasi penggunaan, Puzzle elektronik Montessori Sand Board Letter (SBL) untuk suku kata Bahasa Indonesia dapat menjadi salah satu alternative tools pembelajaran mengenalkan suku kata Bahasa Indonesia untuk proses belajar membaca permulaan.

Language: Indonesian

DOI: 10.24252/teknosains.v16i1.23734

ISSN: 2657-036X

Language: English

ISSN: 0889-5643

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1071-6246

Abstract/Notes: Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black (n = 6,700) children enrolled in 2 different types of Title-1 public school pre-K programs: those in programs using the Montessori curriculum and those in more conventional programs using the High/Scope curriculum with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (Lebuffe & Naglieri, 1999), whereas children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile-Diagnostic (Nehring, Nehring, Bruni, & Randolph, 1992) at the beginning and end of their 4-year-old pre-K year. All children, regardless of curriculum, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but they demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.

Language: English

DOI: 10.1037/a0036799

ISSN: 0022-0663, 1939-2176

Language: English

Published: New Brunswick, New Jersey, 1975

Language: English

Abstract/Notes: Dr. Angeline Lillard discusses her new research on the benefits of a Montessori education.

Language: English

Published: Dec 16, 2021

Abstract/Notes: These three reports by national consultants assess first year progress in implementing state mandated educational reforms in Kentucky. First, "The Status of Primary School Reform in Kentucky and Its Implications," by James Rath, Lilian Katz, and John Fanning, reports on site visits to 14 public schools to assess progress in implementing the Kentucky Educational Reform Act (KERA) in primary schools. Findings with respect to the introduction of cooperative learning, developmentally appropriate practice, authentic assessment, parent involvement, and multi-age grouping practices are presented, along with administrators', parents', and teachers' views about KERA mandates. Next, "School-Based Decision Making: Observations on Progress," by Jane L. David, presents results of interviews with Kentucky education officials, school visits, and a review of newspaper articles and other documents. The report indicates that as of June 1992, almost 500 of Kentucky's 1,366 schools had councils for

Language: English

Published: Lexington, Kentucky, Jul 1992

Language: English

Published: London, England: Sands and Co., 1932