Abstract/Notes: This research aims to determine the Montessori method's influence on early childhood literacy development. The main problem in this research is whether the Montessori method influences students' reading, writing, and arithmetic abilities in the Bdi PAUD KB Permata Hati Way Kanan group. The aim to be achieved in this research is to find out how much influence the Montessori method has on the Calistung abilities of group B students at PAUD KB Permata Hati Way Kanan. This type of research isPre-Experimental. The experimental design that will be used is the One Group Pretest-Posttest Design. This design exists as a pretest before being treated and a posttest after being given treatment. Data collection techniques include observation, documentation, and tests. The subjects in this research were 15 students from the Bdi PAUD KB Permata Hati Way Kanan group. The research results showed that after being given the Montessori method treatment, the Calistung abilities of group B students at PAUD KB Permata Hati Way Kanan increased. This is based on results post-test with a high percentage of the assessment of developing according to expectations (BSH}. The use of the Montessori method affects the Calistung ability of group B students at PAUD KB Permata Hati Way Kanan, as evidenced by the average difference of 25% for pretest results and 36% for posttest results. There is a difference between using the Montessori method and the Montessori method before using the Montessori method on the Calistung ability of group B students at PAUD KB Permata Hati Way Kanan. The Wilcoxon test proves that the calculated Z value is 3.4 and the Z table is 1.635 Z table (1.635). Based on the results of this research, the Montessori method influences the Calistung ability of group B students at PAUD KB Permata Hati Way Kanan.

Language: English

DOI: 10.51278/bse.v4i1.1084

ISSN: 2774-4299

Abstract/Notes: This study aims to analyze the implementation of Inclusive Education policy in KB Ar-Ra'uuf Yoeandi. The objectives of the study are to understand the implementation of Permendiknas No 70 Year 2009 on Inclusive Education Article 3 in KB Ar-ra'uuf Yoeandi, to identify the inhibiting and supporting factors in the implementation of the policy, and to find an effective model for the implementation of the policy. This study uses a qualitative descriptive approach with data collection techniques through interviews, observations, and document analysis. The data is analyzed using the policy implementation model of Elmore, Lipsky, Hjem, and O'Porter. The results of the study show that KB Ar-Ra'uuf Yoeandi has successfully implemented the inclusive education policy using a combination of strategies, such as an inclusive curriculum, RTI and Montessori-based learning, and active participation of all stakeholders. Supporting factors, such as disability-friendly school infrastructure, and inhibiting factors, such as limited human and financial resources, affect the implementation process. The contextualized implementation model is considered the most relevant in understanding the complexity of implementation and the influence of internal and external school factors on its success. This study provides an important contribution to understanding best practices for achieving inclusive education. KB Ar-Ra'uuf Yoeandi is a successful example of creating an inclusive and friendly educational environment for all students, and provides inspiration for other schools to improve inclusivity in the educational environment.

Language: English

ISSN: 2808-7399

Abstract/Notes: The thesis explores the role of the teacher in alternative education, namely focusing on three approaches, that is Montessori education, Waldorf pedagogy and the Dalton Plan. In the theoretical part, alternative education is described together with the history of chosen alternative approaches, the role of the teacher and the motivation in alternative education. The empirical part consists of qualitative research in four alternative schools conducted through observation. Observation data are analysed with a specific focus on the role of the teacher and other aspects of the teaching process. / Práce zkoumá roli učitele v alternativním vzdělávání, konkrétně se zaměřuje na tři přístupy, a to na Montessori pedagogiku, waldorfskou pedagogiku a Daltonský plán. V teoretické části je popsáno alternativní vzdělávání spolu s historií vybraných alternativních přístupů, role učitele a motivace v alternativním vzdělávání. Empirická část se skládá z kvalitativního výzkumu ve čtyřech alternativních školách provedeného formou pozorování. Data z pozorování jsou analyzována se zvláštním zaměřením na roli učitele a další aspekty vyučovacího procesu.

Language: English

Published: Brno, Czechia, 2024

Abstract/Notes: Constructivism advances the notion that the learner constructs his/her learning through interaction with the environment where the learner applies prior knowledge and experiences to new and novel situations. Montessori instructional strategies should be used with young children and then as students gain self-learning and self-disciplinary skills, they should be provided opportunities to use the Probe Method for higher-level thinking combined with the investigation of specific content and any accompanying problems.

Language: English

DOI: 10.56811/PFI-23-0011

ISSN: 1090-8811, 1930-8272

Language: English

Published: London, England: Edward Arnold and Co., 1923

Language: English

Published: Terra Ceia, Florida: The Montessori Foundation, 2008

Edition: 3rd ed. (new and revised)

ISBN: 978-0-9746387-1-3

Language: English

Published: Bombay, India: Orient Longman, 2004

ISBN: 978-81-250-1455-3

Abstract/Notes: This paper reviews the implications of the cognitive-developmental theories of Baldwin, Dewey, Piaget, and Vygotsky for preschool education. The conception of cognitive stage basic to these theories is analyzed, and the connection of a stage conception to an interactional (as opposed to a maturationist or environmentalist-training) view of the origins of mental structure is analyzed. Empirical studies are reviewed supporting the validity of this conception of intellectual development. Preschool programs of academic and linguistic training or stimulation are examined from this point of view. The conception of the preschool period as a critical period for the environmental stimulation of general intelligence is examined, considering general intelligence in both psychometric and Piagetian terms. It is concluded that the theories reviewed do not so much imply an emphasis upon specific forms of preschool intellectual stimulation as they do imply a systematic formulation of the cognitive-developmental components of the play, constructive, aesthetic, and social activities which have traditionally been the heart of the preschool.

Language: English

DOI: 10.2307/1127272

ISSN: 0009-3920, 1467-8624

Language: English

Published: Boston, Massachusetts: Allyn and Bacon, 1972

Abstract/Notes: Caring for a person with dementia or Alzheimer's disease can be fraught with frustration. Tom and Karen Brenner show people living with dementia, their families and caregivers, how to navigate this challenging condition using techniques first developed by Maria Montessori. This positive and inspiring book values the person being cared for and offers methods and strategies to engage them and help families and caregivers connect

Language: English

ISBN: 978-0-615-76245-6