Language: English

Abstract/Notes: The rapid pace of changes faced by todays young people calls for pedagogical practices that equip them not only with knowledge but also with the ability to think effectively, flexibly, and independently. This process rely on performance monitoring, a fundamental function of learning. When individuals notice something unexpected, such as an error, they tend to pause. In learning from this discrepant event, they adapt their behavior accordingly. Although performance monitoring is essential for academic learning and improves throughout childhood, its susceptibility to educational influences has not been studied. Pedagogical traditions differ on how they teach children to learn from feedback and errors. Traditional education provides children from one age group with opportunities to engage in work, and then to learn about and correct their performance later based on a teachers feedback and evaluation. By contrast, Montessori education focuses on supporting children in self-correcting in real time. It utilizes specialized materials that encourage childrens self-discovery of relevant concepts, and multi-age classes in which children discuss answers as they work. Here, we compared performance monitoring in children aged 4-15 years attending traditional or Montessori classes. Our multimodal approach (behavior, EEG, and MRI) revealed that 1) cortical regions related to performance monitoring un- dergo significant changes between the ages of 5 and 13 years; 2) children of that age do not process errors as adults do, and 3) pedagogical practices modulate both be- havior and neural responses. More specifically, the behavioral, morphometric and EEG neural data reveal significant differences in how students notice and react to errors, and in how they self-correct. fMRI analyses reveal difference in brain net- work connectivity between students from the two groups, and suggest differences in error correction strategies. Finally, higher academic performances were not at- tributable to higher executive functions, but rather differences in creativity abilities. Our work suggests that how students learn from errors reflects childhood schooling experience. Performance monitoring styles are also likely associated with youths cognitive flexibility more broadly, influencing how they react to novel or unex- pected outcomes. [Au vu du rythme effréné des changements auxquels sont confrontés les jeunes, il est essentiel que les pratiques pédagogiques ne se concentrent pas uniquement sur la transmission de connaissances, mais également sur leur capacité dapprendre de manière efficace, flexible et indépendante. L’élément central à cette entreprise est de favoriser une approche autodirigée et orientée sur les processus, dans laque- lle les élèves développent la capacité d’apprendre de leurs erreurs. Ce processus est appelé la gestion de la performance. Bien que la gestion de la performance soit essentielle aux apprentissages scolaires et se développe durant l’enfance, sa sus- ceptibilité aux influences pédagogiques n’a pas encore été étudiée. Ici, nous avons comparé la gestion de la performance chez des enfants âgés de 4 à 15 ans, issus de classes traditionnelles ou Montessori. Alors que les pratiques pédagogiques traditionnelles mettent l’accent sur le fait que les élèves apprennent à partir des commentaires des enseignants, les pratiques pédagogiques Montessori encouragent les élèves à travailler de manière autonome avec du matériel spéciale- ment conçu pour permettre de faire et dapprendre de leurs erreurs. Notre approche multimodale (comportement, EEG, IRM) nous a permis de dévoiler que 1) les ré- gions corticales liées à la gestion de la performance subissent des changements im- portants entre 5 et 13 ans; 2) les enfants de cet âge ne traitent pas l'erreur de la même manière que les adultes, et que 3) les pratiques pédagogiques modulent à la fois le comportement et les réponses cérébrales. Ce travail constitue une première étape connectant la recherche sur la gestion de la performance avec l’émergence des habitudes mentales chez les enfants dans leurs environnements scolaires, avec des implications directes pour la recherche en développement, les professionnels de l’enfance, et les politiques.]

Language: English

Published: Lausanne, Switzerland, 2020

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Penelitian ini bertujuan untuk mengetahui pengembangan kecerdasan fisik motorik anak usia dini menurut konsep Montessori. Latar belakang penelitian ini adalah pentingnya menegetahui pengembangan kecerdasan fisik motorik anak usia dini menurut konsep Montessori. Pengembangan fisik motorik bermanfaat untuk tumbuh kembang anak secara keseluruhan. Saat anak mampu mengkoordinasikan gerakan-gerakan otot di tubuhnya dengan optimal maka anak memiliki perkembangan kecerdasan fisik motorik yang baik. Konsep Montessori yang merupakan sebuah metode pendidikan oleh Maria Montessori. Montessori sebagai seorang ilmuwan, dokter dan juga seorang pendidik, menciptakan sebuah metode pendidikan yang memberikan kebebasan kepada anak didiknya. Penelitian ini menggunakan penelitian kepustakaan (library research). Sumber data pada penelitian kepustakaan ini terdiri dari sumber primer, sekunder dan tersier. Teknik pengumpulan data adalah dokumentasi. Teknik analisis data yang digunakan adalah teknik analisis isi (content analysis). Hasil penelitian ini menunjukkan bahwa pengembangan fisik motorik anak usia dini merupakan salah satu kecerdasan yang harus dikembangkan dalam diri anak dan konsep Montessori merupakan sebuah metode yang efektif untuk dilaksanakan. Dapat disimpulkan bahwa urgensi pengembangan kecerdasan fisik motorik anak usia dini menurut konsep Montessori merupakan hal yang penting bagi pendidikan anak usia dini. Pengembangan fisik motorik anak bermanfaat untuk tumbuh kembang anak secara keseluruhan, dengan konsep Montessori pengembangan kecerdasan Fisik Motorik anak usia dini hasilnya akan optimal sesuai dengan standar tingkat pencapaian perkembangan anak.

Language: Indonesian

Published: Pekanbaru City, Indonesia, 2022

Abstract/Notes: Address presented at International Congress, Rome, November, 1996; includes discussion of Gardner's Multiple Intelligences

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Educational philosophy in elementary and secondary schools has often centered on creating a "product," full of content knowledge and basic skills (Bagby, 2002). However, no longer is academic achievement in the classroom considered the sole gauge of lifelong success. Meltzer (2010) suggested that the development of executive functioning skills utilized to reach academic achievement is equally important--skills such as prioritizing, planning, self-checking, and setting short-term and long-term goals. Being able to plan, organize, and monitor one's time are crucial skills in today's world. These three competencies are only a few of the elements of "executive function," an umbrella term referring to the cognitive processes that guide, direct, and manage thinking, emotional responses, and behavior. Dawson and Guare (2010) provided an overview of how executive function skills operate to maximize student success. The authors will consider three of these skills--planning, organization, and time management--and will illustrate how each is developed through Montessori practices.

Language: English

ISSN: 1054-0040