Abstract/Notes: Maria Montessori carried out both theoretical and practical studies on child education. When Montessori's studies are examined, it is seen that she made original contributions both in education of children and - although not very well known – in religious education. The purpose of this study is to examine the different aspects of Montessori's practices on religious education and to examine the Godly Play approach developed by Berryman in terms of theoretical foundations and application processes. Qualitative research method was used for this purpose. Data was collected through document review. At the end of the study, it is concluded that Montessori gave special importance to applied religious education in the school she founded in Barcelona where she stayed for 20 years. She practically demonstrated that it is possible to study religion and spirituality based on experience and work in a suitable school environment which arranged according to the level of development of children, not a systematic and theoretical religious education. Berryman has developed her educational approach and made it more systematic. Although he has diverged markedly from the Montessori tradition, he has developed a Protestant interpretation of early childhood religious education. In this approach; it is claimed that the Bible stories can be included with appropriate materials in the classroom environment and they can be introduced to the world of children. In order to achieve this goal, the classes should be organized as Montessori’s style, where children would be left alone with the word of God, and they would get meaning from the material themselves. As a result, it can be argued that this approach can be used for other religions with appropriate method and content arrangements. / Maria Montessori çocuk eğitimi konusunda hem teorik hem de uygulamalı birçok çalışma gerçekleştirmiştir. Montessori’nin çalışmaları incelendiğinde hem çocuk eğitiminde hem de -çok bilinmemekle birlikte- din eğitiminde özgün girişimlerde bulunduğu görülür. Çalışmamız; Montessori’nin din eğitimi konusundaki uygulamalarını farklı yönleri ile ele almayı, Jerome W. Berryman’ın geliştirdiği Godly Play yaklaşımını teorik temeller ve uygulama süreçleri açısından incelemeyi amaçlamaktadır. Bu amaç doğrultusunda nitel araştırma yöntemi kullanılmıştır. Veriler doküman inceleme yolu ile toplanmıştır. Araştırma sonucunda, Montessori’nin yaklaşık 20 yıl kaldığı Barselona’da kurduğu okulda uygulamalı din eğitimine ayrı bir önem verdiği görülmüştür. Sistematik ve teorik bir din eğitiminin değil, çocukların gelişim düzeylerine göre düzenlenmiş uygun bir çevrede ve okul ortamında, tecrübeye ve çalışmaya dayalı bir din ve maneviyat eğitiminin mümkün olduğunu uygulamalı olarak göstermiştir. Onun eğitim anlayışını daha sistematik bir hale getiren Berryman, bazı yönleriyle Montessori geleneğinden ayrılmakla birlikte, temelde Montessori’ye dayanan erken çocukluk dönemi din eğitiminin Protestan yorumunu geliştirmiştir. Bu yaklaşımda; İncil kıssalarının sınıf ortamında uygun materyaller ile sergilenebileceği ve bunların çocukların dünyasına dâhil edilebileceği iddia edilir. Bunu sağlamak için ayinlerden ziyade çocukların Tanrı’nın kelamı ile baş başa kalacakları ve ilgili materyalden kendi anlamlarını çıkaracakları Montessori sınıfları düzenlenmiştir. Çalışma sonucunda söz konusu yaklaşımın uygun yöntem ve içerik düzenlemeleri ile diğer dinler için de kullanılabileceği görülmüştür.

Language: Turkish

DOI: 10.34234/ded.552117

ISSN: 1303-880X

Language: German

Published: Münster, Germany: Lit, 2017

ISBN: 978-3-643-12157-8 3-643-12157-1

Series: Impulse der Reformpädagogik , 20

Abstract/Notes: Online learning during the Covid-19 pandemic has an impact on the early reading ability of grade 1 elementary school students. Online learning that is carried out in full makes the teacher unable to find out why students are still not fluent in reading. The data found some students do not know the letters and how to pronounce them. The purpose of this study was to determine the initial reading ability of first graders at SDN Pasar Lama 1 Banjarmasin using a Montessori reading book. In addition, to determine the significant effect on learning to use Montessori reading books in improving early reading skills. This study uses an experimental method with t-test analysis. The results showed that the students' initial reading ability increased. The results of the t-test showed a value of 0,026 <0.05, so it can be said that there was a significant difference in the students' initial reading ability who used Montessori reading books with students who studied without using Montessori reading books. Learning to use Montessori reading books has an effect on students' initial reading ability.

Language: Indonesian

DOI: 10.46368/jpd.v10i1.489

ISSN: 2579-3993

Language: German

ISSN: 0944-2537

Language: Swedish

Published: Gothenburg, Sweden: Institutionen för idéhistoria och vetenskapsteori, Göteborgs Universitet, 2007

ISBN: 978-91-976239-0-2

Series: Arachne (Göteborg) , 20

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X

Abstract/Notes: Play and work are, besides science, two basic forms of human activity. Play is not only the basic form of the activity of a small child, but also the organization of the educational process in a kindergarten. Therefore, the purpose of the article is to answer the question of why Maria Montessori calls a child’s activity work and not play. The explanation of this issue is carried out in two stages. The first is a literature review, on the basis of which the most important issues of the contemporary understanding of the concept of play and work are formulated. The second is an analysis of M. Montessori’s views and comparing them with the assumptions about play and work. The work of a child according to M. Montessori leads to their independence, allowing them to build relationships with others and discover the meaning of their actions, as well as objects in their immediate vicinity. The intention of M. Montessori was to appreciate the child’s actions, which promote holistic and integral development. Her views can be considered as convergent with contemporary concepts in primary education, focusing on subjectivity. She created a well-prepared environment for the child to be able to choose their own activity, termed as work. / Zabawa i praca są, obok nauki, dwiema podstawowymi formami działalności ludzkiej. Zabawa jest nie tylko podstawową formą aktywności małego dziecka, ale też organizacji procesu wychowawczego w przedszkolu. Dlatego celem artykułu jest udzielenie odpowiedzi na pytanie, dlaczego Maria Montessori nazywa działalność dziecka pracą, a nie zabawą. Wyjaśnienie tego zagadnienia jest realizowane w dwóch etapach. Pierwszy to przegląd literatury, na podstawie której sformułowano najważniejsze kwestie współczesnego rozumienia pojęć zabawy i pracy. Drugi to analiza poglądów M. Montessori i porównanie ich z założeniami dotyczącymi zabawy i pracy. Praca dziecka według M. Montessori prowadzi do jego samodzielności, pozwala na budowanie więzi z innymi oraz na odkrywanie i nadawanie sensu swojemu działaniu, jak i przedmiotom znajdującym się w najbliższym otoczeniu. Intencją M. Montessori było dowartościowanie działania dziecka, które sprzyja holistycznemu i integralnemu rozwojowi. Jej poglądy można uznać za zbieżne ze współczesnymi koncepcjami edukacji dziecka, stawiającymi na podmiotowość. Włoszka tworzy odpowiednio przygotowane otoczenie do tego, by dziecko mogło dokonywać wyboru własnej aktywności, która została nazwana pracą.

Language: Polish

DOI: 10.14632/eetp.2017.13.47.69

ISSN: 1896-2327, 2353-7787

Language: Romanian

Language: German

Language: Italian

Published: Rome, Italy: Fefè Editore, 2011

ISBN: 978-88-95988-34-4