Abstract/Notes: Specifična slika djeteta u Montessori pedagogiji utječe na značajke Montessori odgojitelja, njegovu osobnu i stručnu pripremu te njegovu unutarnju pripremu. U ovom se radu analiziraju specifičnosti navedene pedagogije glede djeteta, odgojitelja i pripremljene okoline. Montessori pedagogija računa s periodima ili razdobljima posebne osjetljivosti kod djece i pridaje im veliku razvojnu i odgojnu važnost, a da bi dijete uspješno prošlo svaki od perioda, potrebno je da odrasli slijede i odgovaraju na potrebe djeteta. Na kraju rada istaknut ćemo glavne specifičnosti razvoja i poimanja djeteta prema ovoj pedagogiji. [A specific picture of the child in Montessori pedagogy affects the qualities of Montessori educators, their personal and professional preparation and their internal preparation. This paper analyses the specifics of the mentioned pedagogy regarding the child, the educator and the prepared environment. Montessori pedagogy counts on periods or times of special sensitivity in children and attaches great developmental and educational importance to them, so that, should the child successfully pass each of the periods, it is necessary for adults to follow and respond to the needs of the child. At the end of the paper we will highlight the child’s main developmental characteristics and understanding of the child according to this pedagogy.]

Language: Croatian

ISSN: 0037-7074, 1849-1057

Abstract/Notes: La presente investigación tuvo como propósito determinar que la capacitación docente basada en la teoría Montessori, influye en la atención de la discapacidad intelectual leve en niños de educación general básica de Guayaquil. Se sustentó teóricamente con los aportes de Montessori (1907), Lee (2018), Molina (2012, 2015), Chiavenato (2000), Rodríguez y Ramírez (1997), OMS (2021), AARM (2020),Tünnermann (2011), (Aubrey, 2010), UNESCO (2006), Cossentino (2005), Díaz (2002), Ministerio de Educación del Ecuador (2011), entre otros. La investigación se catalogó como experimental-aplicada, con nivel netamente explicativo. El diseño se clasificó como pre-experimental, con modelo pre-test/post-test con un solo grupo. La población estuvo constituida por 50 profesionales de educación general básica; debido al número finito y conocido de la población se empleó un censo poblacional. Como técnica de recolección de datos se utilizó la encuesta y como instrumento, el cuestionario. El análisis descriptivo de los datos se realizó mediante la confección de tablas de frecuencia absoluta (fa) y porcentaje (%), medidas de posición (promedio, mediana, mínima y máxima), dispersión (desviación estándar) y varianza. Asimismo, se realizó un análisis inferencial acerca de la población, basándose en los datos recolectados y la contrastación de las hipótesis planteadas. Los resultados evidenciaron una diferencia significativa de 19,02, entre los resultados del pre y post test, con un nivel de significancia de 0,000 < 0,05. Por tanto, se aceptó la hipótesis de investigación (Hi) y se rechazó la hipótesis nula (Ho), llegando a la conclusión que la propuesta basada en teoría Montessori influye de forma significativa y positiva en la atención de la discapacidad intelectual leve en niños de educación general básica de Guayaquil. El presente estudio representa un gran aporte para el sistema educativo en lo concerniente al área de la discapacidad e inclusión.

Language: Spanish

DOI: 10.46932/sfjdv3n1-015

ISSN: 2675-5459

Abstract/Notes: In recent years, educators and workforce experts have been seeing a consensus that the new generation needs the improved skills of the 21st century. Without these skills, it is thought that the new generation cannot successfully participate in the global economy and cannot be prepared enough for the university and business life. In this study, the effectiveness of Montessori Education Approach was evaluated in the acquisition of 21st century skills. An early childhood model proposal was developed by identifying the aspects of this education method, which began a century ago and continued to be developed until 1952, and which is still valid today, are similar to 21st century skills. The 21st century skills that the P21 platform categorized and divided into themes were based on. Matching expressions of 21st century skills and principles in Montessori education were examined. The findings obtained revealed a total of 963 matching expressions of the 21st century skills and the Montesoori education approach. The fact that the Montessori method, which cannot be widely used in our country due to its financial dimension, can be placed in the National Education pre-school education program, may be the correct model, and other modern education methods (Experiential education), High-Scope Regio-Emillia Sweden Program (Whariki) are evaluated and our education system It has been suggested that the most appropriate pre-school education model should be prepared urgently. / Son yıllarda eğitimciler ve iş gücü uzmanları yeni neslin 21.yüzyılın geliştirilmiş becerilerine ihtiyaç duydukları konusunda görüş birliği içinde olduklarını görmekteyiz. Bu beceriler olmadan, yeni neslin küresel ekonomiye başarıyla katılamayacağı, üniversite ve iş hayatı için yeterince hazırlıklı olamayacağı düşünülmektedir. Bu çalışmada 21. yüzyıl becerilerinin kazanılmasında Montessori Eğitim Yaklaşımının etkinliği değerlendirilmiştir. Yüzyıl önce başlayıp 1952 lere kadar geliştirilmeye devam edilen ve günümüzde halen geçerliliğini koruyan bu eğitim yönteminin 21 yüzyıl becerileri ile benzeşen yönleri tespit edilerek bir erken çocukluk modeli önerisi geliştirilmiştir. Çalışmada P21 platformunun kategorilendirip temalara ayırdığı 21.yüzyıl becerileri esas alınmıştır. 21.Yy becerileri ve Montessori eğitimindeki esasların eşleşen ifadeleri incelenmiştir. Elde edilen bulgular 21 yüzyıl becerileri ile Montessori eğitim yaklaşımının toplam 963 sayıda eşleşen ifadesini ortaya koymuştur. Ülkemizde mali boyutu nedeni ile kullanılması yaygınlaşamayan Montessori yönteminin Türk Milli Eğitim Okul Öncesi Eğitim Programının içine yerleştirilmesinin doğru bir model olabileceği ve diğer modern eğitim yöntemlerinin de (Deneyimsel eğitim (experimential education),High-Scope Regio-Emillia İsveç Programı (Whariki) değerlendirilip eğitim sistemimiz için en uygun okul öncesi eğitim modelinin acilen hazırlanmasının gerekliliği önerisinde bulunulmuştur.

Language: Turkish

ISSN: 2602-3938

Language: English, German

Published: New York: Prestel, 2002

ISBN: 978-3-7913-2650-4 3-7913-2650-3

Abstract/Notes: The purpose of this study is to find out the implications for the characteristics of inclusive education in Montessori Elementary Schools in Germany, affecting Korea's inclusive education. The research method was based on the data and information, collected by visiting the Montessori Schools in Germany, along with literature reviews, which is inclusive of data search on the Internet. Two major implications of this study are as follows: First, the most important and basic community spirit and the will to practice of Montessori Elementary Schools are thoroughly imprinted in school authorities, school members, and educational programs in integration education. Second, To realize the essential meaning of inclusive education, the proportion of students with disabilities in each school and class plays an important role. This means that students with disabilities should account for a certain percentage, not the proportion of very small number of students, regardless of schools or classes so as to prevent the isolation or stigma of students with disabilities. This is more effective than any other way in terms of the educational support of teachers. / 본 연구는 독일 몬테소리 초등학교에서의 통합교육 운영 특성을 바탕으로 우리나라 통합교육에 미치는 시사점을 찾아보는데 그 목적이 있다. 이에 연구방법으로는 인터넷 자료검색을 비롯하여 문헌연구와 더불어 독일의 관련 몬테소리학교를 방문하여 수집된 자료와 정보를 바탕으로 하였다. 본 연구를 통하여 도출된 두 가지 주요 시사점은 첫째, 몬테소리 초등학교는 통합교육에 있어서 가장 중요하고 기초적인 공동체 의식과 실천의지가 학교당국과 학교 구성원 및 교육프로그램에 철저하게 각인되어 있다는 점이다. 둘째, 통합교육의 본질적인 의미를 실현하기 위하여 각 학교 및 각 학급에서 장애학생이 차지하는 비율이 매우 중요함을 알 수 있다. 이는 학교차원이든 학급차원이든 장애학생들이 극히 소수가 아니라, 일정 비율을 차지하여야 장애학생의 고립이나 낙인효과를 예방할 수 있고, 교사들의 교육적 지원에서도 더 효과적이라는 것이다. 특히 통합학교나 통합학급에 일정비율의 장애학생 점유율은 통합교육이나 장애인에 대한 인식 개선, 행·재정적 지원, 교육프로그램, 특수교사 및 보조교사의 증원, 장애인 편의시설, 교사 간 협력 수업 등에 있어서 통합교육의 본질적인 목적인 교육 공동체의 실현을 위하여 매우 긍정적이고 실제적인 요소로 작용할 수 있다는 것이다.

Language: Korean

ISSN: 2288-4289

Language: Italian

Abstract/Notes: Actualmente, el aprendizaje de la matemática escolar se ha constituido en un problema latente, generado por diversos factores, entre ellos, los métodos usados por el profesor. El objetivo de la investigación consistió en establecer la influencia que tiene el método Montessori en el fortalecimiento del pensamiento lógico-matemático en los infantes de grado tercero, en una Institución educativa colombiana. La metodología fue cuantitativa, con diseño cuasi-experimental; la información fue recogida en un diario de campo por observación directa y una prueba de entrada-salida; los datos se procesaron con el software SPSS y las hipótesis se comprobaron con la prueba de Wilcoxon. Los resultados mostraron que el método Montessori plasmado en una secuencia didáctica, influyó de manera significativa en el aprendizaje estudiantil asociado a las operaciones de adición y multiplicación con números naturales. Se concluye que este método promueve el aprendizaje significativo de los escolares, basado en experiencias y descubrimientos. / Currently, the learning of school mathematics has become a latent problem, generated by various factors, including the methods used by the teacher. The objective of the research was to establish the influence of the Montessori method in strengthening logical-mathematical thinking in third grade infants, in a Colombian educational institution. The methodology was quantitative, with a quasi-experimental design; the infor-mation was collected in a field diary by direct observation and an entry-exit test; the data were processed with the SPSS software and the hypotheses were verified with the Wilcoxon test. The results showed that the Montessori method, embodied in a didactic sequence, significantly influenced student learning associated with the operations of addition and multiplication with natural numbers. It is concluded that this method promotes meaningful learning in schoolchildren, based on experiences and discoveries.

Language: English

DOI: 10.19053/20278306.v11.n3.2021.13354

ISSN: 2027-8306, 2389-9417

Language: German

Published: Berlin, Germany: LIT Verlag, 2009

ISBN: 978-3-8258-1650-6

Series: Impulse der Reformpädagogik , 24

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0889-5643