Language: German

DOI: 10.11588/diglit.17441.137

Abstract/Notes: Reportedly includes a section about Montessori education.

Language: Russian

Published: Kiev, Ukraine: [s.n.], 1915

Language: German

Language: Italian

Published: Roma, Italy: Armando, 1968

Abstract/Notes: An authentic Montessori school will implement a philosophical approach that is consistent with the educational methods and areas of instruction as defined by the observations, research, writings and instruction of Dr. Maria Montessori. A Montessori school must allow the child to develop naturally—children are able to learn at their own pace and follow their own individual interests, learning primarily through the hands-on use of scientifically prepared auto-didactic materials, and interacting with the environment under the guidance of a specially trained adult. A Montessori environment promotes the child’s ability to find things out independently, enabling motivation and knowledge-building through internal development rather than external teaching or rewards.

Language: English

Published: 2015

Abstract/Notes: La pédagogie Montessori est une méthode d’éducation qui a été mise au point au début du siècle dernier par Maria Montessori pour des enfants d’un quartier défavorisé de Rome en Italie. Depuis sa création, elle s’est développée à la marge de l’éducation nationale et se retrouve principalement dans des écoles privées. La pédagogie Montessori devient cependant de plus en plus populaire auprès des enseignants de l’école maternelle publique. Ce récent engouement apparaît fondé à la vue de plusieurs principes de cette méthode. En effet, elle promeut l’autonomie, l’auto-régulation, la coopération entre pairs d’âges variés et l’apprentissage à partir de matériels sensoriels et auto-correctifs. Ces caractéristiques sont plutôt en accord avec les connaissances scientifiques sur l’apprentissage et le développement de l’enfant. Cependant, à ce jour, les preuves expérimentales rigoureuses de son efficacité sont limitées. Dans cette thèse, nous avons mesuré les compétences langagières, mathématiques, exécutives et sociales d’enfants d’une école maternelle, repartis aléatoirement entre des classes appliquant la pédagogie Montessori ou une pédagogie conventionnelle. Nous avons suivi leurs progrès au cours des trois années de l’école maternelle (étude longitudinale) et avons comparé les performances des enfants en fin de Grande Section (étude transversale). Nous avons également élaboré une mesure pour évaluer objectivement la qualité d’implémentation de la pédagogie Montessori dans cette école, situé dans un quartier défavorisé. Nos résultats ne montrent pas de différences entre les groupes dans les domaines des mathématiques, des compétences exécutives et des compétences sociales. Cependant, les enfants issus des classes Montessori avaient de meilleures performances en lecture que les enfants issus des classes conventionnelles en fin de Grande Section. La pédagogie Montessori apparaît donc comme adaptée à l’apprentissage de la lecture chez le jeune enfant. [The Montessori method of education was created at the beginning of the last century by Maria Montessori to help children in a disadvantaged neighborhood of Rome in Italy. Although it is nowadays most commonly found in private schools, the Montessori method has gained popularity among teachers in public preschool and kindergarten in France and around the world. This popularity may appear legitimate with regards to the principles underlying the Montessori methods, which involve autonomy, self-regulation, cooperation between children from different age groups and learning with multi-sensorial and self-correcting materials. These characteristics are broadly in line with research on learning and development in young children. However, there is limited evidence for the effectiveness of the Montessori method in the scientific literature. In this thesis, we measured the linguistic, mathematical, executive and social skills of preschoolers and kindergarteners from a public school in which children were randomly assigned to classrooms in which the Montessori method was implemented or to classrooms in which a conventional teaching was used. We followed children from the first year of preschool to kindergarten (longitudinal study) and compared the performance of children at the end of kindergarten (cross-sectional study). We also developed a scale to evaluate the quality of implementation of the Montessori method in the school, located in a disadvantaged neighborhood. Our results do not show any difference between groups in terms of mathematical, executive and social skills. However, children from Montessori classrooms had better reading performance than children from conventional classrooms at the end of kindergarten. Therefore, the Montessori method appears to be well suited for developing reading skills of young children.]

Language: French

Published: Lyon, France, 2019

Language: English

ISSN: 0040-7887

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: In this research, it has been seek the answer for the question of "Are the peer relations and the peer reaction preferences of the children who are educated according to the Montessori Method and MoNE Pre-School Education Program different?" For this purpose, this research conducted with 30 pre-kindergartens were trained according to the Montessori Method, and 31 pre-school children from a kindergarten were trained according to the MoNE Program in Konya. The research is semi-experimental study based on pre-test and post-test models with experimental and control groups. ''Selçuk Peer Relations Rating Scale'' and ''Challenging Situation Test'' were used as data collection tools in the research. Data obtained from the study were analyzed with SPSS 17.0 program. As a result of this study, according to Selçuk Peer Relations Rating Scale, it has seen that the problem solving skills of the experimental group children are lower than the control group children in the posttests. In the pretest and posttest comparisons of the children in the experimental group, the problem solving abilities decreased in the posttest. The control group showed that the children 's attenuation levels increased in the posttest, and the problem solving skills pretest scores increased significantly in the posttest. According to posttest scores of Challenging Situation Test, second case, the control group children reacted more prosocial and the children in the experimental group reacted more avoidant. Third case, children who prefer the sad emotional reaction expected in the pre-test were seen to prefer angry and neutral response in the post-test. / Bu araştırmada, "Montessori yöntemiyle eğitim alan okul öncesi çocuklarla MEB Okul Öncesi Eğitim Programı'yla eğitim alan çocukların akran ilişkileri ve akran tepki tercihleri farklılaşmakta mıdır?" sorusuna cevap aranmıştır. Bu amaçla, Konya iline bağlı Montessori yöntemiyle eğitim veren bir bağımsız anaokulundan 30, MEB Okul Öncesi Eğitim Programı'yla eğitim veren bir bağımsız anaokulundan 31 okul öncesi dönemdeki çocukla araştırma yürütülmüştür. Araştırma, deneysel araştırma türlerinden yarı deneme modeli içerisinde yer alan eşitlenmemiş kontrol gruplu çalışmadır. Araştırmada veri toplama aracı olarak "Selçuk Akran İlişkilerini Değerlendirme Ölçeği" ve "Akran Tepki Testi" kullanılmıştır. Araştırmada toplanan veriler SPSS 17.0 programıyla analiz edilmiştir. Araştırma sonucunda, Selçuk Akran İlişkilerini Değerlendirme Ölçeği problem çözme alt boyutunun sontest karşılaştırmasında deney grubu çocukların kontrol grubu çocuklara göre problem çözme becerilerinin daha düşük olduğu görülmüştür. Deney grubu çocukların öntest – sontest karşılaştırmasında ise problem çözme becerilerinin sontestte düştüğü görülmüştür. Kontrol grubu çocukların çekingenlik düzeylerinin sontestte arttığı, problem çözme boyutunda öntest puanlarının sontestte anlamlı düzeyde arttığı görülmüştür. Akran Tepki Testi sontest bulgularına göre ikinci olay karşısında kontrol grubu çocukların daha çok prososyal, deney grubundaki çocukların ise daha çok kaçınmacı tepki tercih ettiği görülmüştür. Üçüncü olay karşısında ise öntestte beklenen üzgün duygusal tepki tercih eden çocukların sontestte kızgın ve nötr tepki tercih ettikleri görülmüştür.

Language: Turkish

Published: Konya, Turkey, 2017

Abstract/Notes: The study investigates the impact of the Montessori-based individualized education program on the problem-solving skills of children who need special education. The study group consists of five children from the 4-7 age group, three of which have pervasive development disorder, and two, mental deficiency. The children attend Kayseri Melikgazi Special Education and Rehabilitation Center. The study employed a mixed research model, with an experimental pattern based on a single group employed in pre-test and post-test, without any control group,whereby the participants were subjected to the Montessori-based Individualized Education Program for 12 weeks. The data collection tool used in the study was the Problem Solving Skills Scale (PÇBÖ) 4-7 age group form, developed by Aydoğan, Ömeroğlu, Büyüköztürk and Özyürek (2012), and applied during the pre-test and the post-test, Child Observation Form and along with the Personal Information Sheet. Data analysis employed the wilcoxon signed rank test. The study led to the observation that a significant difference existed between the pre-test and post-test scores pertaining to the children with which the Montessori-based Individualized Education Program was implemented, along with perceived improvements in the children's self-care abilities, language and speaking skills, psycho-motor skills, and attention span for activity. / Araştırmada, Montessori temelli bireysel eğitim programının özel gereksinimli çocukların problem çözme becerilerine etkisinin incelenmesi amaçlanmıştır. Çalışma grubuna; Kayseri Melikgazi Özel Eğitim ve Rehabilitasyon Merkezine devam eden, dört-yedi yaşlar arasında yaygın gelişimsel bozukluğu olan üç ve zihinsel yetersizliği olan iki çocuk olmak üzere toplam beş çocuk dahil edilmiştir. Karma araştırma modelinin kullanıldığı araştırmada, deneme modellerinden tek grup öntest-sontest kontrol grupsuz deneysel desen kullanılmış ve katılımcılara 12 hafta süreyle Montessori Temelli Bireysel Eğitim Programı uygulanmıştır. Çalışmanın veri toplama aşamasında öntest ve sontest veri toplama aracı olarak Aydoğan, Ömeroğlu, Büyüköztürk ve Özyürek (2012) tarafından geliştirilen Problem Çözme Becerileri Ölçeği (PÇBÖ) 4-7 yaş formu, Çocuk Gözlem Formu ile Genel Bilgi Formu kullanılmıştır. Verilerin analizinde wilcoxon işaretli sıralar testi kullanılmıştır. Araştırmadan elde edilen bulgulara göre; Montessori Bireysel Eğitim Programı uygulanan çocukların öntest-sontest puanları arasında anlamlı farklılık olduğu ve deneysel işlemin özellikle çocukların öz bakım becerilerinde, dil ve konuşma becerilerinde, psiko-motor becerilerinde ve çocukların etkinliğe gösterdikleri dikkat süresinde artma olduğu gözlenmiştir.

Language: Turkish

Published: Bolu, Turkey, 2018