Language: English

Published: New York, New York: Harcourt, Brace, 1922

Abstract/Notes: Learning disabilities is presented as a construct supported by psychoeducational, socioemotional, and physiological data, as illustrated by the Meeker paradigm. Specific learning abilities as conceived in the Structure of Intellect (S.O.I.) model and identified in the Stanford-Binet and Wechsler Intelligence Scale for Children-Revised are discussed in relation to the psychoeducation area of the Meeker paradigm. The absence of specific S.O.I. learning abilities is proposed in the definition of learning disabilities, and suggestions for remediation are delineated.

Language: English

DOI: 10.1177/002221948001300908

ISSN: 0022-2194, 1538-4780

Abstract/Notes: A. Šiame straipsnyje Kauno seserys benediktinės pristatomos kaip visuomenės ugdytojos. Jų ugdomoji veikla suklestėjo 1918–1940 m. Lietuvoje. Kauno visuomenė vertino seserų benediktinių ugdomąją veiklą, kurioje buvo taikoma tuo metu nauja ir moderni M. Montessori pedagogikos sistema. Atliekant tyrimą, naudotasi dar niekur nepublikuotais šaltiniais, padėjusiais atskleisti seserų benediktinių ugdomąją veiklą ne tik Kaune, bet ir įvairiose Lietuvos vietovėse: Joniškyje, Pasvalyje, Čiobiškyje, Prienuose, Ariogaloje, Čekiškėje, Šiluvoje, Vilniuje ir Pernavoje. Ši veikla buvo susijusi su vienuolyno plėtra, naujų skyrių steigimu. Seserys ne tik prisidėjo prie visuomenės ugdymo nuoširdžia apaštališkąja veikla, taip atsiliepdamos į to laiko reikmes, bet ir atrado dirbdamos ugdomąjį darbą naujas benediktiniškojo gyvenimo formas. [This paper presents the Sisters Benedictines of Kaunas as educators of the society, whose educational activities flourished from 1918 to 1940 in Lithuania. Kaunas society appreciated the educational activities of the Benedictine Sisters, which used the new and modern pedagogical system of M. Montessori at that time. During the research, unpublished sources were used, which helped to compile and present, in order to achieve the set aim, educational activities in Kaunas and, based on the development of the monastery, the establishment of new departments, to highlight educational activities in various areas of Lithuania. The Benedictine Sisters were sent everywhere as educators and educators who applied the most upto-date and modern Montessori pedagogical system of the time. Having the necessary preparation, this pedagogical system was applied by the Benedictine Sisters working with children not only in Kaunas as the first nun educators, to whom the first state primary school was opened at the request of the monastery society, but also in the kindergartens established by them in Joniskis, Pasvalys, Zasliai, as well as in the transferred to lead children’s shelter in Ciobiškis, and a kindergarten in Prienai. Most of the sisters worked in different kindergartens: educators and leaders, there were sr. Gabriele Spokaite and sr. Apolonija Salčiute. Non-formal education was provided in other established sections of the monastery. The Sisters prepared children for the First Confession and Communion in Ariogala and the Cekiškes. The Benedictine Sisters cared of the church and took care of the old people in Siluva. The Sisters engaged in self-education or educated others in Vilnius. And there is no knowledge about any educational activity in Pernava, but during the ten years of the opening of this monastery branch, one or another educational activity had to be carried out.]

Language: Lithuanian

DOI: 10.7220/2335-8785.75(103).4

ISSN: 1392-7450, 2335-8785

Language: Catalan

ISSN: 1136-8969, 2659-4560

Abstract/Notes: In the modernization era, at the beginning of the twentieth-century, the preschool institutions’question became the core of the padagogic debate in the Italian society. A relevant contribution was given by the women’s emancipation process that brouhgt towards a modern concept of assistance, such as the overcoming of the idea of nursery schools only as places for safekeeping. It was underlined, in fact, their important educational function to childhood care. Exactly in that period, two educational experiences occurred, attracting politicians’ and pedagogists’ attention: the birth of Rosa Agazzi’s pre-school, expression of a mostly agricultural and peasant Italy, and the Maria Montessori’s “Casa dei bambini” (Children’s house), designed into an upgrading town planning scheme, in the degraded districts of Rome and Milan.

Language: Italian

DOI: 10.6092/issn.1970-2221/1523

ISSN: 1970-2221

Abstract/Notes: The microstudy presented is a psycho-pedagogical experiment, which consists in applying the Montessori-specific experimental factor to a group of pre-school children in the traditional system. The investigative approach is based on a comparative study, the results obtained being interpreted from both a quantitative and a qualitative point of view. In this paper we started from the premise that Montessori strategies foster the acquisition of reading and writing skills at pre-school age. The general objectives of the investigation are the introduction into the traditional experimental system of alternative methods of acquiring reading-writing skills specific to the Montessori system and the study of the Montessori system for the acquisition of reading and writing skills in methodical terms and from the point of view of the results obtained by applying these strategies.

Language: English

ISSN: 1841-0456, 2247-8671

Abstract/Notes: In this research, the effect of Montessori education approach on the creativity of pre - school children in visual arts lesson was investigated and the creativity developments in students were observed. 20 students between 48-66 months were applied the Montessori Education Approach and 60 students were applied the Ministry of National Education Teacher-centereted Approach program and these two were compared to each other. Equal units are applied in both programs. This research has tried to determine the effects of visual presentations on student's creativity, reflections of artworks in terms of originality and innovations, attitudes of liberated children to lesson and their effects on achievement. The results of the research show that in the classrooms where the Montessori Education Approach is applied, the cooperation is significantly increased, the students are participated to the lectures without any instruction, the creativity is developed in the positive direction and it was seen that the students learned the places of the materials and took it when they needed it. In the visual arts education courses implementated by the Ministry of Education Program Teacher Centered Approach, teachers use visual materials, sample models, narration and question-answer methods to guide the students and reach the result which limits original and new ideas. It has been observed that the limitation of the creativity of the students is the effect of the presence of the material cupboards in closed cupboards at the height that they can not reach. / Bu araştırmada, okul öncesi eğitim programında yer alan görsel sanatlar eğitimi ders konularının, Montesori Eğitimi Yaklaşımı programı uygulanarak, yaratıcılık gelişimlerine etkisinin nasıl olduğu belirlenmeye çalışılmıştır. 48-66 ay grubundaki 20 öğrenciye Montessori Eğitimi Yaklaşım programı, aynı yaş grubundaki 60 öğrenciye Milli Eğitim Bakanlığı Öğretmen Merkezli Yaklaşım uygulanmış ve iki yaklaşım karşılaştırılmıştır. Görsel sanatlar eğitimi dersi, Milli Eğitim Bakanlığı okul öncesi programı Öğretmen Merkezli Yaklaşım ve Montessori eğitimi yaklaşımı ayrı araştırma gruplarında eşit üniteler halinde uygulanarak işlenmiştir. Bu araştırma ile görsellerle yapılan anlatım sunumlarının öğrencilerin yaratıcılıklarına etkileri, sanat çalışmalarının özgünlük ve yenilik açısından yansımaları, özgür bırakılan çocukların derse karşı tutumları, öğrenci başarısına etkileri belirlenmeye çalışılmıştır. Araştırmanın sonuçları, Montessori Eğitimi Yaklaşımı uygulanan sınıftaki öğrencilerde yardımlaşmanın önemli ölçüde arttığı, çocuklara yönelik yönerge olmadan derslere kendi istekleri doğrultusunda katıldıkları, yaratıcılıklarının olumlu yönde geliştiği ve malzemelerin yerlerini öğrenerek ihtiyaç duyduklarında aldıkları görülmüştür. Milli Eğitim Bakanlığı Programı Öğretmen Merkezli Yaklaşım ile işlenen görsel sanatlar eğitimi derslerinde, öğretmenlerin görsel materyalleri, örnek modelleri, anlatım ve soru-cevap yöntemlerini kullanmaları öğrencileri yönlendirerek özgün ve yeni fikirleri sınırlardığı sonucuna ulaşılmıştır. Öğrencilerin yaratıcılıklarının sınırlanmasında malzeme dolaplarının ulaşamayacakları yükseklikte kapalı dolaplarda bulunmasının da etkisi olduğu gözlemlenmiştir.

Language: Turkish

DOI: 10.14582/DUZGEF.1902

ISSN: 1305-0060

Language: English

Abstract/Notes: This study aims to analyze the interior design of a learning space based on three alternative teaching models applied nowadays. The study gathers the overall information of interior space design, alternative teaching models, children’s needs and analyzes the interaction of the three selected teaching models with classroom design, besides it suggests what educational institutions can do at a general level to contribute to the improvement of early education. The study is designed using descriptive research model, scientific observation and to collect factual data 72 teachers from Ankara (Turkey) were surveyed. Three different schools were analyzed by means of teaching model application within interior space design, a survey was administered in order to determine how classroom design supports the teaching-learning process and follows the principles of the teaching models. Research findings suggest that special attention should be given to classroom interior design since young children’s behavior and social interactions with their peers and teachers are influenced by the spatial arrangement in classrooms. Likewise if the interior design of the classroom is based on teaching models’ learning outcomes, the capacity and attitude of both teacher and student in the educational process are improved, while appropriate conditions are created for a pedagogical practice in the classroom.

Language: English

DOI: 10.17719/jisr.2019.3853

ISSN: 1307-9581

Language: English

ISSN: 0013-5984