Abstract/Notes: For early childhood children, the ability to read is complex and detailed. In contrast to the ability to speak which can be obtained naturally from their surroundings, the ability to read must be learned with certain methods. Montessori is a children's education method that can optimize children's potential through learning that involves children's sensory and motor aspects in a detailed and fun way. This article is written to explain how early childhood children learn to read using the Montessori method. This research is a qualitative descriptive research. This research method is library research through data collection techniques obtained through books, journals, articles and other supporting sources. The results of this study explain that in the Montessori method, early childhood learns to read in two stages, namely the pre-reading stage and the technical stage of reading. At the Pre-Reading Stage, children can carry out activities such as talking, singing, listening to stories and reading aloud. At the Technical Stage of Reading, children learn to read through letter sounds or phonics using Sand Paper Letters and Movable Alphabet, building words using Object Boxes and Reading boxes, improving reading skills with Word lists, reading silently using Secret Box, introduced to phrases and sentences, understanding the concept of Subject - Predicate - Object - Description, and finally learning to read books. / Bagi anak usia dini, kemampuan membaca adalah hal yang kompleks dan detail. Berbeda dengan kemampuan berbicara yang dapat diperoleh anak usia dini secara alami dari sekitarnya, kemampuan membaca harus dipelajari anak dengan metodetertentu. Montessori adalah metodependidikan anak yang bisa mengoptimalkan potensi anak melalui pembelajaranyang melibatkan aspek sensori dan motorik anakdengan cara yangdetail danmenyenangkan.Artikel ini ditulis untuk menjelaskan bagaimana anak usia dini belajarmembaca dengan menggunakan metode Montessori. Penelitian ini adalah penelitian desktriptif kualitatif. Metode penelitian ini adalah penelitian kepustakaan (library research)melalui teknik pengumpulan data yang diperoleh melalui buku, jurnal, artikel dan sumber lain yang mendukung. Hasil penelitian ini menjelaskan bahwa dalam metode Montessori, anak usia dini belajar membacadengan dua tahap, yaitu tahap Pra-Membaca dan tahap Teknis Membaca. Pada tahap Pra-Membaca anak dapat melakukan aktivitas berbincang, bernyanyi, mendengarkan cerita, dan dibacakan cerita.Pada tahap Teknis Membaca anak beraktivitas membunyikanhuruf atau fonik menggunakan alat berupa huruf raba dan huruf lepas, membangun kata menggunakan Kotak Objek dan Kotak Baca, meningkatkan keterampilan membaca dengan Daftar Kata, membaca dalam hati menggunakan Kotak Rahasia, mengenalkan frasa dan kalimat, memahami konsep Subjek -Predikat -Objek -Deskripsi, dan belajar membaca buku.

Language: Indonesian

ISSN: 2828-6863

Abstract/Notes: In the following contribution it will be shown that and how the theocratic heritage has perpetuated itself in more or less changed form in newer educational theories. Its transformation can be understood as its secularization, which passes on the absolute as epistemological totalitarianism in the form of violence, provided that it was armed with power of action. As examples here serve the multifaceted cultural or humanistic pedagogy ("Kulturpädagogik" or "Geisteswissenschaftliche Pädagogik" - GP), which is still important today, as well as three important concepts of reform pedagogy (respectively the "New Education Movement"), namely those of Maria Montessori, Rudolf Steiner and Pavel Blonsky.

Language: English

DOI: 10.22309/PTSZEMLE.2018.3.1

ISSN: 2415-9093

Abstract/Notes: Although there is a significant body of research surrounding Montessori education, little research has sought to capture the voices of adolescents, specifically high school students in urban settings (Dr. Montessori’s third plane of development) learning through the Montessori Method. Problem: Legislators, policy writers, district and school-level leaders mandate and implement reforms with minimal to no adolescent input. Further, adolescents are not part of the reform implementation process or identifying desired outcomes of said reform initiatives. Purpose: The purpose of this study was to examine adolescent’s perspective of their urban high school Montessori education, and their role in helping to develop a high school Montessori program in an urban setting. Research Design: This case study recorded and examined the voices of 11high school students in an urban high school who completed high school Montessori schooling. Data in this research study consisted of semi-structured interviews documents. Responses were coded into themes and interpreted through the lens Dr. Montessori’s four planes of development, with particular attention to the third plane. Findings: Participants in this study understand key differences between the Montessori method and traditional schooling. However, the path to that understanding was the result of one-off experiences for some students and programmatic, structured experiences for all students. Further, findings suggest that student input varied through program vi implementation, but was a key factor in program growth. Research Implications: Results from this study may offer insight into the benefits and liabilities of seeking student input when designing high school reform, and more specifically, urban students, teachers, and administrators implementing adolescent Montessori programs. These results may be used to engage teachers, principals, and policy writers around reform practices and policies that benefit student experiences and outcomes. Research Questions 1.From the adolescent’s perspective, how does the high school Montessori experience lead toward independent learning versus the traditional school experience? 2.From the adolescent’s perspective, how well were the Montessori concepts of Erdkinder brought to reality in an urban setting? 3.In what ways were student Agency evident in developing the urban high school Montessori program?

Language: English

Published: Louisville, Kentucky, 2022

Language: German

ISSN: 0513-9066

Language: English

Language: English

Published: Brighton, England, 1980

Language: English

Published: Salt Lake City, Utah: Ader, 1976

Abstract/Notes: Chris is also a three-time startup founder; a pioneer of mobile partnerships at Google and Dropbox; an adviser to start-up companies; an inventor of 12 patents, including one found within the Google search algorithm; and a former strategy consultant serving many industries. For some reason, I was expecting that someone starting a company would have incredibly relevant experience-that he'd say, "Oh, I've started three other companies before," or "I helped someone start a company." Remember, at that time, mobile phones were just used for phone calls and basic text messages. When we started, my team and I were building something for consumers: the ability to use their mobile phones to identify songs.

Language: English

ISSN: 1054-0040

Language: English

Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997

Language: English

Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997