Language: English

Published: New York, New York: American Montessori Society, 2002

Abstract/Notes: This study investigated the effects of AMSP(American Montessori Society) on young children's creativity and intelligence according to the learning term.The questions for research were as follows:1. What is the effect of AMSP on young children's creativity according to the learning term?2. What is the effect of AMSP on young children's intelligence according to the learning term? The subjects of this study were 57 aged five-old children at H kindergarten in J. City. They were classified to three groups according to learning term of AMSP.The data were collected using the General Creativity Test for Children(Chon, kyoung-won, 2000), the Revised Korean Wechsler Intelligence Scale for Children (Park, kwang-bae 1995), and analysed by ANCOVA, the Scheffe test with SPSS 11.0 Program.The results of this study are summarized as follows:1. The longer the learning term was, the more AMSP improved young children's creativity significantly. The longer the learning term was, the more AMSP improved young children's creativity significantly. 2.The longer the learning term was, the more AMSP improved young children's intelligence significantly. The longer the learning term was, the more AMSP improved young children's intelligence significantly. / 본 연구는 AMSP가 유아의 창의성과 지능에 미치는 영향에 있어 수업연한에 따른 차이를 알아본 것으로, AMSP의 수업연한에 따라 구분된 1년차 집단, 2년차 집단, 3년차 집단 각 19명씩 만 5세 유아 총 57명을 대상으로 실시하였다. 전경원(2000)의 창의성 검사와 박혜원곽금주박광배(1996) 등이 개발한 한국형WPPSI(K-WPPIS)를 실시한 결과, AMSP의 수업연한이 높을수록 유아의 창의성과 지능발달에 전반적으로 더 큰 효과를 나타냈다. 이에 AMSP가 유아의 창의성과 지능발달을 돕는 하나의 효과적인 접근방안일 뿐만 아니라 유치원의 3년 교육 기간에 AMSP를 제공받는 것이 유아의 창의성과 지능발달에 더 효과적임을 시사해준다고 하겠다.

Language: Korean

ISSN: 1229-8484, 2713-6515

Abstract/Notes: "New York, Apr 19 - La Dottoressa Maria Montessori e giunta off a bordo del piroscafo "Duca degli Abruzzi". La illustre pedagogista rimarra in America quattro mesi. Ella e accompagnata dal cugino Mario Montessori. Quanto prima partira per la California, ove e state chiamata da quel Consiglio dell'Istruzione a tenere un corso di pedagogia e didattica per le maestre delle scuole elementari. La Dottoressa Montessori e stata l'iniziatrice di un nuovo metodo pedagogico, il quale si differenzia dai metodi comunemente seguiti nelle scuole, perché lascia un'assoluta liberta all'iniziativa individuale del fanciullo, cercando coltivare questa senza forzare o mutarne, o comprimerne il libero sviluppo il fanciullo apprende non per la imposizione dell'insegnante, ma perché vuole apprendere, perché l'insegnamento e parte del gioco, della sua libera e spontanea attività. Scuole che seguono il metodo Montessori vi sono in Italia e in altri paesi dell'Europe. Da poco tempo ne sono sorte in America ed hanno avuto ed hanno grandi risultati pratici.

Language: Italian

ISSN: 2637-5400

Language: Italian

Published: Milano: Franco Angeli, 2000

ISBN: 88-464-2088-8

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1071-6246

Language: Italian

Published: Roma, Italy, 1988

Language: Italian

Published: Milano: Franco Angeli, 2000

ISBN: 88-464-2088-8

Abstract/Notes: In the early years of the twentieth century, the great structural, social and cultural changes in American society included a growing number of immigrants arriving from the poorest regions of Europe. For the first time, the issues of immigration, assimilation and social integration became the most important problems facing American society. In the optimistic climate of the so-called progressive era, social reformers thought that these problems could be solved by the science of pedagogy, as applied to the educational needs of foreign immigrants. This essay centres on the pedagogical efforts of Italian-American educator Angelo Patri, who attempted to integrate Italian-American children into the fabric of American society through education. It starts by assessing Patri’s early writings, such as A Schoolmaster of the Great City, and his private and professional papers. In doing so, his work is situated in the debate on progressive education alongside pedagogue Maria Montessori, demonstrating his central role in the debate on integration through education. Within this analysis, particular attention is paid to the notion of learning by doing, and it is argued that both educators were influenced by this particular aspect of progressive education.

Language: English

DOI: 10.1080/0046760X.2015.1063710

ISSN: 0046-760X, 1464-5130

Abstract/Notes: Review

Language: English