Language: Japanese

ISSN: 0913-4220

Abstract/Notes: This qualitative study reveals the experiences of teachers who work in public preschools using their initiative and effort to implement Montessori education in their classes. Data were collected from five Montessori-inspired teachers from different cities in Turkey. Study teachers were well known for their Montessori practices. Since they were in different regions, they were interviewed by conference call. The researchers asked them to explain experiences related to difficulties they encountered while applying the Montessori method, as well as the outcomes they obtained. Results showed that despite reactions from their colleagues in terms of material procurement, activities, and teaching styles, they continued to practice the Montessori philosophy. Although this initiative is a difficult process, teachers willingly preparing and using resources and supports effectively can create positive outcomes for the educators, families, and children. The experiences and efforts of the teachers in this study will provide support to new initiating teachers and reveal the need to develop educational policies that support different educational approaches.

Language: English

DOI: 10.1007/s10671-022-09310-7

ISSN: 1573-1723

Abstract/Notes: Artikel ini membahas tentang konsep pengajaran tentang Allah kepada anak usia dini dengan menggunakan memories method. Penanaman nilai spiritual dan pengajaran tentang Allah merupakan tugas orang tua dan gereja yang dapat di berikan kepada anak di usia dini. Tujuan dari penelitian ini yaitu untuk mendeskripsikan  konsep dasar pengajaran tentang Allah pada anak usia dini dengan menggunakan memories method menurut kajian Ulangan 6:7. Penelitian ini menggunakan metode deskriptif kualitatif dengan jelas tentang objek yang diteliti, serta bertujuan mendeskripsikan atau menguraikan situasi faktual tentang bagaimana pengajaran tentang Allah di lakukan oleh orang tua dan pelayan terhadap anak usia dini di GPdI Imanuel CBA Mapanget.

Language: Indonesian

DOI: 10.51667/mjpkaud.v2i2.740

ISSN: 2798-6195

Abstract/Notes: Primary School education in Germany is characterized by a strong belief that didactic theory and practice must move towards the “individualization” of teaching and learning. This is considered to be the best way of acknowledging the heterogeneity of learners: Each student should be able to learn on his or her own pace and follow his or her own way of learning. Although these concepts are rather popular in German pedagogical literature, empirical evidence supporting these arguments are rare. Most notably missing are studies on a micro-level of teaching and learning. The research which is reported in this chapter aims at discussing individualized teaching and learning at the level of classroom practices and practical demands. The chapter presents and discusses two pieces of empirical data. It shows an observation of a student working with a learning device called the “pharmacy”, a complex learning tool used in Maria Montessori schools. And secondly, it presents the transcript of a teacher-student-interaction on learning to read. The discussion points to the structure of child-centered teaching and learning: Many of the students’ activities have the character of a routine piece of work, the accuracy of the handling seems to be more important than the understanding. The interaction between teachers and students is characterized by the fact that it is one-to-one interaction within a group of learners who have diverse needs. Hence, the teacher-student-interaction is under pressure to make it result in a success. For “child-centered“ learning there seems to be a strong tendency to focus on procedures keeping the students busy when it comes to organizing the autonomy and self-reliance of learning.

Language: English

Published: Cham, Switzerland: Springer, 2023

ISBN: 978-3-031-20810-2

Series: Transdisciplinary Perspectives in Educational Research

Abstract/Notes: A Montessori approach is known as a self-oriented, cooperative, and hands-on educational method. It was named after its’ founder, Maria Montessori beginning of the 1900s. This approach puts the child in the center of education and all classroom activities are led by the child himself. The Montessori Education programs encourage learners learn independently and develop their self-mastery. It provide children with opportunities to learn independently, allowing them to practice and learn new skills and nurtures each child’s full potential, so they become independent, confident and courageous learners that they were born to be. The main benefit is that it increases learner independence in learning EFL in the classrooms and foster children learn naturally through exploring, practicing in a prepared environment. Exploring this topic is very important because it will give teachers some new insights and ideas to implement it in their teaching practice. This leads to more effective and productive lesson, which would prepare them for success at school and in their life. This exploratory case study took place in Skopje, at Maarif International Schools. The data were collected using interviews of teachers, questionnaires of students and observations. The participants are all involved in teaching/learning process at the above mentioned schools where the method is being applied. The study concluded that the majority of parents and students have positive attitudes toward the Montessori approach, which leads us to future research on educating.

Language: English

Published: Tetovo, Macedonia, 2022

Language: English

ISSN: 1940-7831

Language: English

Published: Wichita Falls, Texas: Western Christian Foundation, 1982

Language: English

Published: New York, New York: Pegasus, 1968

Language: English

Published: Nashville, Tennessee: Abingdon Press, 1995

ISBN: 0-687-08651-5

Abstract/Notes: The paper traces the influence of theories of J. Locke, J. Rousseau and the Abbe de Condillac on the development of educational programs for persons with mental retardation under J. Itard and E. Seguin. Itard's emphasis on sensory activities is discussed, as is his collaboration with Seguin. The effects of their work on M. Montessori, specifically on her stress on the senses of touch and vision are considered. Contemporary practices which emphasize sensory training are traced to these earlier theorists. Appended materials include illustrations of Montessori's sandpaper letters, Sequin's texture board and training apparatuses, and gymnastic exercises designed to improve perceptual motor development.

Language: English

Published: Montreal, Quebec, Canada: American Educational Research Association, Apr 1983

Pages: 30 p.