Abstract/Notes: Golden Age adalah masa keemasan bagi anak usia dini.  Pembelajaran Montessori di TK Kids Republic mempunyai tujuan penelitian untuk mengggambarkan pelaksanaan kemandirian. Penelitian analisis ini menggunakan metode, metode tersebut adalah metode yang digunakan agar mampu melihat perkembangan anak. Observasi dan wawancara merupakan teknik pengumpulan data. Dokumentasi    yang dilakukan oleh peneliti adalah foto-foto atau video kegiatan pembelajaran dan portofolio anak. Penelitian ini berjudul “Analisis Deskriptif Penerapan Pembelajaran Montessori Terhadap Kemandirian Anak di TK Kids Republic Jakarta Timur”. Untuk meningkatkan sikap kemandirian pada anak yaitu dengan metode pembelajaran Montessori dan hasil analisis data penelitian sebelumnya dapat disimpulkan  bahwa terjadi perkembangan yang signifikan terhadap diterapkannya metode pembelajaran Montessori. Anak mengalami perkembangan yang baik. Anak menjadi lebih mandiri  dan mampu mengerjakan hal yang sederhana sendiri. Seperti belajar mempelajari urutan dan keteraturan, belajar memakai sepatu sendiri, belajar mengancingkan baju sendiri, belajar makan sendiri dan mengambil sendiri bahan-bahan yang ada di rak atau meja.

Language: Indonesian

DOI: https://doi.org/10.29062/seling.v9i1.1514

ISSN: 2528-083X, 2540-8801

Abstract/Notes: The article is a presentation of a model of work with the elderly based on the principles of Maria Montessori pedagogy. The described model provides support for elderly people (also with cognitive deficits) not only in retaining maximum independence and highest possible level of intellectual functions, but also in their development through success-focused learning. Chosen elements adopted from Maria Montessori’s pedagogy such as prepared environment, specific didactic materials, and teacher/companion enable the classes’ participants to learn with joy, enjoying autonomy, respect and dignity. / Artykuł jest prezentacją modelu pracy z osobami starszymi opartej na założeniach pedagogiki Marii Montesssori. Opisywany model jest propozycją wsparcia osób starszych (również z deficytami poznawczymi) nie tylko w zachowaniu maksymalnej samodzielności, utrzymaniu funkcji intelektualnych na możliwie wysokim poziomie, ale także ich rozwój poprzez uczenie się zogniskowane na powodzeniu. Zaadaptowane z pedagogiki Marii Montessori wybrane elementy, m.in. przygotowane otoczenie, specyficzne materiały dydaktyczne, osoba nauczyciela/ towarzysza dają uczestnikom zajęć możliwość uczenia się z radością, poczuciem autonomii, szacunku i godności.

Language: Polish

ISSN: 1230-929X

Language: English

ISSN: 0040-7887

Language: German

Abstract/Notes: Bakalářská práce Specifika řízení montessori škol se zaměřuje na rozdíly v řízení montessori škol a škol bez montessori vzdělávacího programu. Teoretická část je na základě odborné literatury zaměřena řízení školy, ředitele školy a na kompetence, které ředitelé mají. Dále je zde popisován kompetenční model ředitele. Třetí kapitola charakterizuje řízení pedagogického procesu. Konkretizuje, jak získávat a udržet žáky. V kapitole řízení lidských zdrojů je popisováno přijímání, rozvoj, hodnocení pracovníků a hospitace. Další část se týká alternativního vzdělávání se zaměřením na osobnost Marie Montessori a na specifika tohoto pedagogického směru. Praktická část se zabývá metodikou sběru dat a popisuje výsledky dotazníkového šetření. Cílem práce je zjistit rozdíly v řízení montessori škol a škol bez montessori vzdělávacího programu. Tohoto cíle je dosaženo zhodnocením výsledků z dotazníkového šetření. / The bachelor's thesis Specifics of Montessori School Management focuses on the differences in the management of montessori schools and schools without a montessori educational program. Based on the literature, the theoretical part focuses on the management of the school, the school principal and the competencies that the principals have. Furthermore, the competence model of the director is described here. The third chapter characterizes the management of the pedagogical process. It specifies how to acquire and retain students. The chapter on human resources management describes recruitment, development, evaluation of employees and supervision. The next part concerns alternative education with a focus on the personality of Maria Montessori and the specifics of this pedagogical direction. The practical part deals with the methodology of data collection and describes the results of the questionnaire survey. The aim of the work is to find out the differences in the management of montessori schools and schools without a montessori educational program. This goal is achieved by evaluating the results of the questionnaire survey.

Language: Czech

Published: Prague, Czechia, 2022

Abstract/Notes: This speech was delivered on September 26, 1957 at the 11th International Montessori Congress (Rome, Italy).

Language: French

Published: Roma, Italy: Vita dell'infanzia, 1959

Language: Swedish

Published: Gothenburg, Sweden: Institutionen för idéhistoria och vetenskapsteori, Göteborgs Universitet, 2007

ISBN: 978-91-976239-0-2

Series: Arachne (Göteborg) , 20

Abstract/Notes: The aim of this study is to compare the math skills of children with and without Montessori education. A mixed design method was used in the research. Quantitative data were used to measure children's mathematical skills. Parents' views on early mathematics education were obtained by qualitative data collection method. The study group included 39 children who attended two different kindergartens with and without Montessori education for two years and their parents. Personal information form and the Early Mathematics Test (EMAT) were used to collect data. As a result that the educational institution they attend is effective in children's mathematics skills, it was found that, the mathematics skill scores of the children who received Montessori education were higher than those who did not receive Montessori education. It was determined that the age of the children's parents, education level of the parents and working status of mothers did not cause significant changes on the children's math scores. Parents of children attending both schools stated that they see mathematics as a part of daily life and that early mathematics achievements will affect both their whole life and their future academic achievements. It was observed that the parents mostly focused on counting skills. While some of the parents expressed skills such as sequencing, matching, and patterns, none of them responded to geometry. It has been concluded that the families adopting the Montessori education method see this education method as a tool for learning mathematics and guide their learning at home by interacting more with their teachers. / Bu araştırma, Montessori eğitimi alan ve almayan çocukların matematik becerilerini karşılaştırmak amacıyla yapılmıştır. Araştırmada nicel ve nitel veri toplama yöntemleri birlikte yer almıştır. Araştırmanın nicel boyutunda sontest kontrol gruplu model, nitel boyutunda ise ilişkisel tarama yöntemi kullanılmıştır. Çalışma grubuna MEB OÖEP'na göre eğitim veren ve MEB OÖEP'na ek olarak Montessori yöntemiyle eğitim veren farklı anaokullarından 39 çocuk ve bu çocukların ebeveynleri dahil edilmiştir. Veri toplama aracı olarak, Aile Görüşme Formu ve Erken Matematik Testi (EMAT) kullanılmıştır. Araştırma sonucunda; çocukların matematik becerilerinde, devam ettikleri eğitim kurumunun etkili olduğu, Montessori eğitimi alan çocukların matematik beceri puanlarının, Montessori eğitimi almayan çocuklardan daha yüksek olduğu tespit edilmiştir. Çocukların yaş grubu, cinsiyet ve kardeş sayısının matematik becerilerini etkilemediği görülmüştür. Anne-baba yaşı, anne-baba öğrenim durumu ve annenin çalışıp çalışmama durumunun çocukların EMAT puanları üzerinde anlamlı değişikliklere yol açmadığı saptanmıştır. Her iki okula devam eden çocukların ebeveynleri, matematiği günlük hayatın bir parçası olarak gördüklerini ve erken dönem matematik kazanımlarının hem hayatın tamamını hem de akademik başarıları etkileyeceğine yönelik görüş bildirmişlerdir. Ebeveynlerin matematik konusunda en çok sayı sayma becerisi üzerinde durdukları görülmüştür. Bazı ebeveynler sıralama, eşleştirme, örüntü gibi becerileri ifade ederken geometriye yönelik herhangi bir yanıt gelmemiştir. Montessori eğitim yöntemini benimseyen ailelerin, bu eğitim yöntemini matematik öğrenimi için bir araç olarak gördükleri ve öğretmenleriyle daha çok etkileşimde bulunarak evdeki öğrenmelerine rehberlik ettikleri sonucuna ulaşılmıştır.

Language: Turkish

Published: Ankara, Turkey, 2021

Language: German

Language: German

ISSN: 0944-2537