Abstract/Notes: Montessori education gathers around two purposes: biological and social purposes. Helping natural development of an individual is targeted in the biological part, and preparation of an individual for the environment is targeted in the social part (Montessori, 1947). Fundamental element of Montessori approach is to form the space. Although there are plenty of studies present in the literature on this subject, it was noted that studies on interior spaces, with which people have quite intensive and higher level of relationship, turned out to be very few. Thus, in this study, in the context of findings determined by conceptual components affecting physical characteristics in the formation of interior spaces, particularly in kindergartens applying Montessori education model, which has become widespread in preschool educational institutions in Turkey during the past ten years; For this reason five (all) institutions in Ankara were selected as the area of study with more than one data collection technique, and survey with quantitative approach, and document investigation with qualitative approach and monitoring (mechanical) techniques were used. In the applied study, characteristics making up the interior space in preschool educational institutions were studied in the content of the titles of Properties of Interiors, General Spatial Standards of Day Care Centre, Atmospheric Properties Floor, Wall, Furnishings etc...), Furniture and Equipment, and the sample interior- space forming model for design setting was suggested. [Montessori eğitimi iki amaç etrafında toplanır: biyolojik ve sosyal amaçlar. Bir bireyin doğal gelişimine yardımcı olmak biyolojik yönünü hedef alırken ve çevre için bireyin hazırlanması toplumsal yönünü hedefler (Montessori, 1947). Montessori yaklaşımının temel unsuru mekanı oluşturmaktır. Bu konuda literatürde çok sayıda çalışma olmasına rağmen, insanların oldukça yoğun ve yüksek düzeyde ilişkilere sahip olduğu iç mekanlarla ilgili çalışmaların çok az olduğu ortaya çıkmıştır. Bu nedenle, bu çalışmada, özellikle son on yılda Türkiye’de okul öncesi eğitim kurumlarında yaygınlaşan Montessori eğitim modelini uygulayan anaokullarında iç mekan oluşumunda fiziksel özellikleri etkileyen kavramsal bileşenler tarafından belirlenen bulgular bağlamında; Ankara’da beş (tüm) kurum birden fazla veri toplama tekniği ile çalışma alanı olarak seçilmiş, niceliksel yaklaşımla anket, nitel yaklaşım ile izleme (mekanik) teknikleriyle belge araştırması kullanılmıştır. Uygulamalı çalışmada, İç Mekanların Özellikleri, Anaokulunun Genel Mekansal Standartları, Atmosferik Zemin Kat, Duvar, Mobilyalar vb. Başlıkları kapsamında, okul öncesi eğitim kurumlarındaki iç mekanı oluşturan özellikler incelenmiştir. Ayrıca, Mobilya, Ekipman ve tasarım ortamı için örnek iç mekan oluşturma modeli önerilmiştir.]

Language: English

DOI: 10.5505/megaron.2018.93276

ISSN: 1309-6915

Abstract/Notes: Studi ini menguraikan perpaduan antara konsep Islam dan metode Montessori terutama untuk membangun karakter yang baik bagi anak-anak. Metode pendidikan Montessori adalah salah satu metode yang populer sebagai salah satu metode terbaik di Barat, terutama untuk mengajar anak-anak. Dalam al-Quran, sebagai sumber kehidupan masyarakat muslim, telah disebutkan semua laporan Montessori. Ada lima konsep dalam metode pendidikan Montessori yang bisa dipadukan dengan teori mengajar anak-anak dalam al-Quran dan al-Hadits; Konsep Kebebasan dengan konsep "Fitrah", Struktur dengan konsep Langkah demi langkah, Realitas dan Alam dengan konsep Mencintai Alam dan Makhluk Hidup, Keindahan dan Nuansa sejalan dengan konsep Kebersihan dan Keindahan Islam, dan Materi Montessori dengan Proses Konsep Pembelajaran Hidup. Hasil perpaduan nilai-nilai tersebut dapat membangun karakter yang baik untuk anak-anak, terutama menjadikan mereka orang beragama dengan sikap yang baik untuk masa depan mereka. / This study simply reveals about the assimilation of Islamic education values and Montessori education method especially to build the good character for children. Montessori education method is one of the method which really popular as one of the best method in Western, especially for teaching children. In al-Quran, as the source of Moslem people’s life, has mentioned all the statements of Montessori. There are five aspects in Montessori education methods that we collaborate with the theory of teaching children in al-Quran and al-Hadits; Concept of Freedom with Concept of “Fitrah”, Structure and Order with Concept of Step by Step, Reality and Nature with Concept of Loving the Nature and Living Being, Beauty and Nuance in line with Concept of Cleanness and Beauty of Islam, and Montessori Materials with Concept Process of Life Learning. The result of collaboration those methods can build the good character for children, especially create them to be religious person with the great attitude and behavior for their future.

Language: Indonesian

DOI: 10.18326/mdr.v8i1.61-88

ISSN: 2541-3457, 2085-2061

Abstract/Notes: Madam Montessori believed that training and sharpening of the child’s senses are crucial for their continued learning; she, therefore, developed specific sensorial materials to be used in Montessori preschools for such a purpose. The Montessori Method of education is a system of education for young children that seeks to spread natural interests and activities rather than use formal teaching methods. Maria Montessori exhibited Various Teaching-Learning Aids for refining the senses called sensorial materials. Sensorial training/learning is a teaching approach that stimulates the child’s five senses; taste, touch, smell, sight, and hearing. It allows children to use their senses to explore and understand the world around them. It includes activities that assist them to study objects, colors, textures, tastes, numbers, and situations. This article addresses the knowledge and understanding needed by teachers working with children on the autism spectrum. Montessori methods are very operative in developing effective teaching-learning aid for sensory training. Effective practice depends largely on an understanding of autism and of the individual child rather than on specialist skills. It will explain how children with autism develop the sensory issues in various Teaching-Learning Aids and to boost children express, classify and enlarge their sensory experiences with the help of the Montessori Method.

Language: English

ISSN: 2581-5415

Abstract/Notes: Montessori learning environments, described as prepared environment, allow children to choose their work freely and construct their own learning. Because the child is in the center and the roles of the teacher differ from the roles of the teachers in traditional schools, the direction of the communication and collaboration between the child and the teacher is determined accordingly. This study aims at examining the practices of Montessori teachers in communication and collaboration with the child. A phenomenological approach was adopted in the study. Purposive snowball sampling was employed to identify 12 Montessori preschool teachers. A focus group interview and semi-structured interviews were used to obtain data. The obtained data were transcribed and analyzed through the content analysis method. The findings were examined under three main themes, which are "the communication of the teacher with the child", "the collaboration between the teacher and the child" and "the difficulties Montessori teachers face in communication and collaboration with the child". The study showed that teachers' communication approach was based on respect for the child. When communicating with the child, teachers adopted a guidance role. However, teachers' practices in communication deviated from Montessori philosophy in case of conflict and undesired behaviors. Support from the child's peers, involving the children in forming class rules, giving children responsibility, and collaboration in learning were the main subjects that maintain collaboration with the child. Besides, study findings indicated that Montessori teachers faced some difficulties in communication and collaboration with the child. The results of this study imply that the communication and collaboration practices of Montessori teachers and the Montessori philosophy are mostly in line but can contradict in some cases.

Language: English

DOI: 10.17275/per.22.24.9.1

ISSN: 2148-6123

Abstract/Notes: The papers in this special issue focus on instructional strategies with manipulatives. Often described as “hands-on learning”, these strategies emphasize the use of physical and, more recently, virtual objects to represent target information and concepts. These strategies are frequently suggested as effective techniques for teaching across many domains of learning. This special issue presents contemporary theoretical perspectives and empirical evidence, regarding instructional manipulatives with a focus on application in classroom contexts. In this introduction, we present the primary topics of interest to the special issue and provide broad overviews of the contributors’ papers.

Language: English

DOI: 10.1007/s10648-014-9257-3

ISSN: 1040-726X, 1573-336X

Language: English

ISSN: 0009-3920, 1467-8624

Abstract/Notes: Montessori is a learning method that uses the surrounding environment as a learning resource. This research is aimed at describing how the Montessori method is applied to Mathematics for students who survive Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS). The research method used is descriptive qualitative. The research subjects were PDD-NOS grade V SD students in inclusive schools. The research instruments were documentation, observation, and interviews. The results showed that students with PDD-NOS who have delays in communication can more easily accept mathematics learning using the Montessori method. This is supported by the Montessori concept which allows PDD-NOS students to use lego in learning fractions.

Language: English

DOI: 10.31000/prima.v6i1.5300

ISSN: 2580-2216

Language: English

ISSN: 0065-9444

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246