Abstract/Notes: When children enter preschool or kindergarten, they often seem to bring a spirit of wonder, great curiosity, and a spontaneous drive to explore, experiment and manipulate playfully and originally. Learning environments have been perceived to have the dual role of promoting as well as killing creativity. This has been attributed to the fact that as a child progresses through school years, teaching and learning become more dominant as play and self-exploration are stifled. The purpose of this study was to investigate the relationship between play and creative drawing in Kenyan preschool children. A comparative study of the Montessori and the traditional public school system was carried out 48 preschool children between the ages of 4 and 6. Half were enrolled in Montessori while the other half in public schools Kenya. Through a qualitative design by the use of the Test of Creative Thinking Drawing Production (TCT-DP) (Urban & Jellen, 1996), and Rubin’s (2001) Play Observation Scale analyses were carried out. Independent sample t tests, Pearson product moment correlations and stepwise hierarchical multiple regressions were computed to determine whether interactions and differences in social play, cognitive play and creative drawing performance were apparent between Montessori and traditional public preschools. Statistically significant results were obtained indicating that Montessori children engaged in cognitive play more than public preschool children and had higher scores on creativity than public preschool children. In addition, age differences in social play as well as in creativity scores were found. However, no gender differences were apparent in social play, cognitive play or in creativity scores.

Language: English

Published: Munich, Germany: Herbert Utz Verlag, 2013

ISBN: 978-3-8316-4284-7

Abstract/Notes: Uppsatsen är ett examensarbete inom kursen Praxis, forskning och utvecklingsarbete. Det valda problemområdet är: Specialpedagogik i montessoriskolan. Forskningsansatsen är inspirerad av en socialko ...

Language: Swedish

Published: Stockholm, Sweden, 2008

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: Okul öncesi dönemdeki çocukların gelişimi ve istenilen düzeyde ilerleme kaydedilmesi, devam ettikleri okullarda almış oldukları eğitim hizmetinin niteliği ile yakından ilişkilidir. Çocukların, diğer yetişkinler gibi yaşamlarını bağımsız olarak sürdürebilmeleri için günlük yaşamdaki bazı davranışları öğrenmeleri gerekir. Yetişkin bireyler bilinçli bir şekilde, kararlı ve istekli kararlar vererek öğrenirler. Çocukların gelişimlerinde sağlam temeller oluşturmak için etkili öğretim yaklaşımı seçiminin, fiziksel ortam seçiminin, materyallerle öğretimin önemli bir yeri ve eğitici bir etkisi vardır. Montessori ile Fen, Teknoloji, Mühendislik ve Matematik (STEM) eğitim yaklaşımlarının okul öncesi eğitim programında ne derece uygulanabileceğini, benzer ve farklı yönlerini öğretmen görüşleri ile belirlemektir. Çalışma grubunu 2016-2017 eğitim öğretim yılında Batman ilinde bulunan Milli Eğitim Bakanlığı bünyesinde ki bağımsız anaokulları ile ilk ve orta dereceli okullar bünyesinde yer alan ana sınıflarında eğitim öğretim veren 14 okul öncesi öğretmeni oluşturmaktadır. Araştırma nitel desenlenmiş olup, veri toplama yöntemi olarak yarı yapılandırılmış görüşme tekniği kullanılmış, “içerik analizi” yapılmıştır. Elde edilen bulgulara göre, okul öncesi öğretmenleri, Montessori eğitim yöntemini bilmekte ancak STEM eğitim yaklaşımından ilk defa bu araştırma sayesinde haberdar olmuşlardır. Her iki yöntem için de ortaya çıkan en önemli eksiklikler; çocuklar için önceden hazırlanmış bir çevrenin olmayışı buna bağlı olarak kendi kendini geliştirebileceği şekilde hareket ve faaliyet özgürlüğü imkanının bulunmayışı aynı zamanda okulun fiziki yapısının da çocukların gelişimini engellediği ifade edilmiştir. Çocukların bireysel ilgi ve eğilimlerine göre bağımsız olarak seçip çalışabilecekleri materyallerin bulunmayışı nitelikli eğitim almaları önündeki engellerdir. Genel bir değerlendirme yapıldığında v öğretmenlerin araştırmaya ilgi gösterdiği ve yeni yaklaşımlarla ilgili fikirlerinin olumlu yönde değiştiği sonucuna ulaşılmıştır. / The development of the children in the pre-school period and progress at the desired level are closely related to the quality of the education they have received in the schools they attend. Children, like other adults, need to learn some behaviors in everyday life so that they can survive independently. Adult individuals learn consciously by making resolute and willing decisions. The choice of effective teaching approach, the choice of physical environment, an important place to teach materials, and educational effects are important for building solid foundations in children's development. Montessori teaches the extent to which science, technology, engineering and mathematics (STEM) curricula can be applied in pre-school education programs. The working group constitutes 14 pre-school teachers who provide education in independent kindergartens within the Ministry of National Education in the province of Batman in 2016-2017 educational year and primary classes in primary and secondary schools. The research was qualitatively designed. The semi-structured interview technique was used as the data collection method and "content analysis" was performed. According to the findings, pre-school teachers know Montessori education method but they became aware of STEM education approach for the first time thanks to this research. The most important shortcomings of both methods are; it is stated that the absence of a pre-prepared environment for children, the possibility of freedom and activity in such a way that it can develop itself and at the same time the physical structure of the school prevents the development of children. The lack of materials that children can choose and work independently of their individual interests and tendencies are a barrier to qualified education. When a general evaluation is made, it has been reached that the teachers have shown interest in the research and their ideas about the new approaches changed positively.

Language: Turkish

Published: Kastamonu, Turkey, 2018

Language: English

Abstract/Notes: Provides a comparative overview of the developmental characteristics and needs of adolescents according to (1) the Carnegie Council on Adolescent Development's report "Turning Points"; (2) Gayle Dorman's "Planning Programs for Young Adolescents"; (3) Maria Montessori's "From Childhood to Adolescence" and Margaret E. Stephenson's "The Adolescent and the Future"; and (4) Larry Schaefer's "A Montessori Vision of Adolescence." (MDM)

Language: English

ISSN: 1522-9734

Abstract/Notes: Bu araştırmada çalışma grubunu oluşturan Montessori programı ve MEB programı ile okul öncesi eğitim alan deneme ve kontrol grubu çocukların Bilişsel gelişim ve Sosyal yetkinliklerini karşılaştırmalı olarak incelemek amaçlanmıştır. Araştırma çalışma grubunda 2016-2017 eğitim öğretim yılında Selçuk Üniversitesi Sağlık Bilimleri Fakültesi İhsan Doğramacı Anaokulunda Montessori programı ile okul öncesi eğitimi alan 20 ,Esentepe Koleji Anasınıfında MEB programı ile okul öncesi eğitimi alan 20 kontrol olmak üzere toplamda 40 çocuktan oluşmaktadır. Araştırmada veri toplamak amacıyla Marmara Gelişim Ölçeğinin alt ölçeği olan Bilişsel Gelişim Ölçeği ve Sosyal Yetkinlik ve Davranış Değerlendirme-30 (SYDD-30) Ölçeği kullanılmıştır. Testler deney ve kontrol gruplarına ön ve son test olmak üzere uygulanmıştır. Elde edilen verilerin analizinde Mann Whitney U testi ve Wilcoxon İşaretli sıralar testi kullanılmıştır. Araştırma sonucunda elde edilen bulgular incelendiğinde; bilişsel gelişim ölçeği son test puanlarının kontrol grubu lehinde bir farklılaşma gösterdiği, Sosyal Yetkinlik ve Davranış Değerlendirme-30 (SYDD-30)ölçeğinin sosyal yetkinlik, Saldırganlık ve Kaygı alt ölçeklerinin son test puanlarında ise anlamlı farklılık bulunamamıştır. / In this study, Montessori curriculum and MEB curriculum(Ministry of Education Preschool Education Curriculum ) which constitute the study group and control group who took pre-school education aimed to examine the children's cognitive development and social competence comparatively. The research study group consists of 40 children, 20 of whom are in pre-school education at the Montessori curriculum in Selcuk University School of Health Sciences Faculty Ihsan Dogramaci Application Kindergarden School, 20 of which are MEB curriculum (Ministry of Education Preschool Education curriculum) at Esentepe College Kindergarden and 20 of which are in pre-school education. The Cognitive Developmental Scale and the Social Competence and Behavior Evaluation-30 (SYDD-30) Scale were used as the subscale of the Marmara Developmental Scale in order to collect data in the study. The tests were performed to the experimental and control groups as pre- and post-test. Mann Whitney U test and Wilcoxon Marked rank test were used for the analysis of the obtained data. When the findings of the research are examined; There was no significant difference in the scores of Social Competence and Behavior Evaluation-30 (SYDD-30) social competence, Aggression and Anxiety subscales, whereas cognitive development scale post test scores showed differentiation in favor of the control group.

Language: Turkish

Published: Konya, Turkey, 2018

Language: English

Published: New York, New York: American Montessori Society, 1967

Abstract/Notes: The following article looks at the role movement and sensorial stimuli do play in the educational approaches of Dr. Maria Montessori and Dr. Emmi Pikler as well as the Sensorial Integration and Psychomotor Therapy. The author of this paper has been studying, applying, and teaching all four approaches for many years and used her expertise in all four approaches to look at whether independent scientific research proves the effectiveness of movement and sensorial stimuli for reaching therapeutical as well as educational goals and to also provide scientific evidence for the fact that all four approaches focus on the role of these two factors, which means that this is a comparative study utilizing existing research papers. The methods of applying movement and sensorial stimuli in the four approaches mentioned above are being compared and linked to recent scientific findings concerning the role of movement and sensorial stimuli for the efficacy of education and therapy. This article compares the four approaches based on scientific research on the various methods as well as independent research which looks and the impact of movement and sensorial stimuli as well as a method of application and its effectiveness. It has been found that sensorial stimulation and movement are closely connected and that these play a major role in all four approaches although the methods of application are quite different. One example might be that the Montessori method purposefully teaches specific movements in specific ways while only Sensory integration therapy also utilizes passive movement as a sensorial stimulation. All four approaches rely on the self-motivation of the child and do not apply any kind of pressure.

Language: English

DOI: 10.35923/JES.2021.2.02

ISSN: 2457-8673

Abstract/Notes: In the following report, Hanover Research compares two prominent models of Montessori education in the United States: the Association Montessori Internationale and the American Montessori Society. After an analysis of their similarities and differences, this report profiles several school districts that have implemented coherent and well-aligned Montessori programs.

Language: English

Published: Arlington, Virginia, Sep 2016