Language: Thai

Published: Jan 2014

Abstract/Notes: The purpose of this study was to investigate the meaning of occupational therapy for children with disabilities in Montessori education. For this, the study examined the features of work activities in Montessori education, which focused on the meaning and property, preceding principles and laws, and work level and organization of work activities. As well, the study examined the principles of concentration and normalization education, self-correction and individualized learning, sensitivity and motor education, and free activity and inter-social relationship education in Montessori education. Education for children with disabilities, especially, ADL training and occupational training considered as main contents in remedial education for people with disabilities, especially, children with multiple disabilities are particularly focused in Montessori remedial education. Children in Montessori Education not only are self-satisfied, but also do actual experience through spontaneous activities by learning motor, coordination, independence, and so on. Montessori Education has the meaning of occupational therapy, the domain of which includes functional O.T., diversional O.T., and pre-vocational O.T.. Montessori work education through activities has the function of occupational therapy mentioned above. Especially, according to the principles of Montessori work education, children with disabilities are able to learn work attitude, work behavior, and work basic function necessary for pre-vocational education through work activities. / 본 연구의 목적은 작업활동을 통한 Montessori교육의 장애아 작업치료로서의 의의를 밝히는데 있다. 이를 위하여 Montessori교육에서 작업활동의 의미와 특성, 작업활동의 선행원칙과 법칙, 작업의 단계와 조직화를 중심으로 Montessori교육에서의 작업활동의 특성을 고찰하였다. 그리고 Montessori작업활동의 원리로서 집중화 및 정상화교육의 원리, 자기교정교육 및 개별학습의 원리, 감각 및 운동교육의 원리, 자유활동 및 사회성교육의 원리를 알아보았다. Montessori 교육은 장애아 직업전 작업치료로서의 의의를 지닌다. 작업(치료)교육의 영역에는 신체의 기능증진을 위한 작업치료(fuctional O.T.), 심리재활을 위한 작업치료(divertional O.T.) 및 직업재활을 위한 작업치료(prevocational O.T.)가 있다. 활동을 통한 Montessori 작업교육은 이상과 같은 작업치료의 기능을 한다. 특히 Montessori 작업교육의 원리에 따라 장애아동들은 직업교육이전에 필요한 작업에 임하는 자세, 태도, 행동 및 작업기초 기능을 작업활동을 통해서 학습할 수 있다.

Language: Korean

DOI: 10.20971/kcpmd.2014.57.3.1

Language: English

Abstract/Notes: summary of two lectures by Phillis Wallbank

Language: English

Language: English

ISSN: 0519-0959

Language: English

Published: Urbana-Champaign, Illinois, 1969

Abstract/Notes: Excerpt from The Discovery of the Child.

Language: English

ISSN: 0749-565X

Abstract/Notes: The main purpose of this study was to investigate the effect of the Montessori Method of education on 4-5 years old preschool children's creativity in Tabriz. The data were gathered through a quasi – experimental research with pre-test, post-test, and control group, administering Torrance pictorial from B test. The statistical population of the study included all educational centers of 4-5 year old children, which comprised 500 preschools in the academic year 92-93. The research sample of the present study included 50 preschoolers (25 in the experimental group and 25 in the control group) who were selected randomly through cluster sampling. The Montessori Method of education was employed for three months. After that, the data was gathered and analyzed through Covariance method. The results indicated that the Montessori Method of education was effective on the 4-5 year old children's creativity. Regarding four dimensions of creativity, Montessori Method was effective in enhancing the dimensions of fluency, flexibility, originality and elaboration in children.

Language: Persian

ISSN: 2345-6299, 2476-5627

Abstract/Notes: In this article we reviewed the phenomena and processes of normalizing children through documentary records with interest in the aim of Montessori's education methods. The Montessori education method is based on the theory that all children should be respected and their works prized. The normalization of children does not mean only to turn abnormal children into normal ones, but to make normal characteristics - calmness, self-confidence, happiness or patience, etc.- which are latent in themselves, appear on the surface and remold them as new children. To achieve normalization some prerequisites are necessary. They are as follows: 1) The principle of freedom. The freedom in Montessori's education has some limits in prepared environments suitable for developing children as whole persons through their spontaneous activities. 2) Development of the phenomenon of children's attention. Arousal of their attention in the children's primitive inner impulse and sense of spiritual hunger. To satisfy their hunger children divert their interest to certain objects and come to repeated exercise of intelligence. 3) Concentration and repetitive phenomena. Repetition through children's concentration phenomenon is a natural and important fundamental behavior which controls their mental power. Repetitive behavior will form serious discipline and promote development of their intelligence.

Language: Korean

ISSN: 1226-1688, 2234-408X

Language: Korean

ISSN: 1226-9417