Abstract/Notes: This article describes the general principles of the philosophy of Montessori education. The basis of Montessori education is a student-centered learning environment--one that includes provision for an inquisitive, cooperative, safe, and nurturing atmosphere for learning. Students' psychosocial needs must be addressed before their cognitive needs, so that students will enjoy learning and become life-long learners. Montessori education has developed two sets of practices with regard to teacher preparation and classroom environment that facilitate student-centered environments. Montessori teacher education programs focus on training teachers in observational skill and child development. Teachers are educated in developmental levels and in matching appropriate skills and activities to levels. Appropriate materials facilitate the development of physical, intellectual, and social independence. Characteristics of the Montessori classroom include: teachers who are educated in the Montessori method; partnership with the family; a multi-aged, multi-graded, heterogeneous grouping of students; a diverse set of Montessori materials, activities, and experiences; a schedule that allows time for problem solving; connections between knowing and creating; and a classroom atmosphere that encourages social interaction for cooperative learning, peer teaching, and emotional development. The paper concludes with comments regarding the positive aspects of multi-age grouping.

Language: English

Published: New York City, NY: American Montessori Society, Oct 1991

Pages: 7 p.

Abstract/Notes: Penelitian ini memiliki tujuan untuk mengetahui teori dan praktik pendidikan Kristen bagi anak balita. Penelitian ini memakai metode kualitatif, pendekatan deskriptif dan teknik pengumpulan data melalui studi dokumen. Penulis mempelajari teori dan praktik pendidikan Kristen bagi anak balita secara luas dan mendalam untuk membangun konsep tentang pembelajaran yang sesuai dan bermakna bagi anak balita. Melalui penelitian ini ditemukan bahwa; pertama, kehidupan anak usia balita perlu diketahui dan dimengerti oleh mereka yang terlibat dalam dunia pelayanan anak agar proses pendidikannya efektif, apakah itu dalam konteks keluarga, sekolah dan gereja. Kedua, prinsip dan metode pembelajaran bagi pelayanan anak balita adalah khas disesuaikan dengan pertumbuhan dan perkembangan mereka secara fisik, sosial, emosi, iman, moral dan lainnya. Ketiga, peran pendidikan Kristen bagi pelayanan anak balita sangat signifikan dan turut menentukan kualitas mereka di mendatang supaya menjadi anak yang hidup sesuai dengan kehendak Tuhan.

Language: Indonesian

DOI: 10.51667/mjpkaud.v2i1.606

ISSN: 2798-6195

Abstract/Notes: Tulisan ini berusaha menjelaskan pendidikan Islam dari sudut pandang Maria Montessori, yang merupakan tokoh pendidikan anak yang mencurahkan hampir keseluruhan hidupnya untuk anak-anak. Maria Montessori memiliki prinsip dasar mengenai metode montessori ini, yang sangat memfokuskan anak sebagai childern center dan orang dewasa sebagai pembimbing. Menurutnya, suatu fase kehidupan di awal sangat berpengaruh terhadap faserase kehidupan selanjutnya artinya bahwa pengalaman-pengalaman yang dialami oleh seorang anak di awal kehidupannya sangat berpengaruh terhadap kedewasaannya kelak begitu juga perlakuan yang di dapatkan anak sejak kecil akan sangat berpengaruh terhadap perkembang an anak selanjutnya. Kemudiaan sebagai umat Islam, sudah menjadi kewajiban bagi orang tua dan pendidik untuk menanamkan nilai-nilai ke-Islaman pada anak-anaknya. Dan agar nilai-nilai ke-Islaman tersebut dapat terserap dengan sempurna, maka harus diajarkan sejak anak-anak usia dini juga. Rasulullah telah menegaskan tentang tanggung jawab orang tua terhadap anak-anak dalam sabdanya. [This paper tries to explain Islamic education from the perspective of Maria Montessori, who is a figure of children's education who devotes almost her entire life to children. Maria Montessori has a basic principle regarding this Montessori Method, which is very focused on children as children centers and adults as guides. According to him, a phase of life at the beginning is very influential on the phases of the next life which means that the experiences experienced by a child early in life are very influential on their maturity as well as the treatment that children get from childhood will greatly affect the subsequent development of children. Youth as Muslims, it has become an obligation for parents and educators to instill Islamic values in their children. And so that these Islamic values can be absorbed perfectly, it must be taught from an early age as well. Rasulullah has emphasized the responsibility of parents towards children in their sayings.]

Language: Indonesian

ISSN: 2549-3329

Language: English

Published: New York, New York: National Montessori Promotion Fund, 1915

Language: English

ISSN: 1054-0040

Language: Italian

ISSN: 0032-356X

Language: English

Published: London: Bloomsbury, 2008

ISBN: 1-4411-1597-8 978-1-4411-1597-3

Language: English

ISSN: 0013-5968

Abstract/Notes: Montessori education was developed over 100 years ago, and persists as a marginal ‘niche reform’ of the standard model. Here I discuss two unresolved dichotomies in early childhood education – the tension between work and play, and between structure and freedom. I explain how Montessori collapses and thereby resolves the dichotomies, and does so in a contemporary theoretical frame – one that is dynamical rather than linear. I next describe the origins and functioning of Montessori preschool environments, outcomes from the most methodologically sound studies to date, and impediments to Montessori’s more widespread adoption. I also show how Montessori is a culturally responsive pedagogy, and conclude by return to the dichotomies and how Montessori makes sense for the modern era.

Language: English

DOI: 10.1080/03004430.2020.1832998

ISSN: 0300-4430, 1476-8275

Language: English

ISSN: 1071-6246