Language: English

Published: New York, New York: A. A. Knopf, 1930

Language: English

Abstract/Notes: Penelitian ini dilatarbelakangi Implementasi pendidikan karakter untuk mempersiapkan mereka kelak sebagai pribadi yang mempunyai identitas diri, melalui pembiasaan dan keteladanan. Tujuan penelitian ini adalah untuk mengetahui: (1) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar eksperiensial? (2) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar one-on-one lesson? (3) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar peace education?Penelitian  ini   menggunakan   pendekatan  kualitatif dan menggunakan penelitian jenis penelitian studi kasus. Teknik pengumpulan data yang digunakan adalah  observasi,  wawancara,  dan  dokumentasi.  Hasil penelitian: (1) Guru dalam proses belajar secara aktif sehingga peserta didik dapat memperoleh pengalaman langsung dan terlatih untuk dapat menemukan sendiri berbagai pengetahuan yang dipelajarinya. (2) Guru memberikan satu tema dan membimbing peserta didik dengan belajar langsung untuk menunjang kebutuhan belajar sehingga peserta didik dapat perhatian penuh dari guru dalam proses belajar (3) Guru membantu peserta didik untuk memiliki kemampuan mengatasi konflik dan masalahnya sendiri, tanpa kekerasan dan dengan cara yang kreatif 0 CITATIONS 0 Total citations 0 Recent citations n/a Field Citation Ratio n/a Relative Citation Ratio

Language: Indonesian

DOI: 10.53621/jider.v3i3.233

ISSN: 2807-5471, 2807-548X

Language: Spanish

ISSN: 0210-0630

Language: Korean

ISSN: 1226-9417

Abstract/Notes: In this qualitative, interpretive study, I examine the experiences of African American families in accessing and financing Montessori education in the United States, including African American families who did or did not eventually enroll their child(ren) in Montessori schools. The extant literature notes that African American families are disproportionately underrepresented in Montessori schools, despite an interest in this form of education. Grounded in the theoretical framework of critical race theory, I analyze participants’ perspectives on the role of race, and relatedly class, on what helped or hindered their awareness of, access to, and financing of Montessori education. Through 45–60-minute interviews with 13 African American families characterized as interested in enrolling their children in Montessori education, I found the following themes in regard to my research questions. First, participants’ experiences were noted as the power of social capital, challenge of logistics, and competing tensions in enrollment decision making. Second, hindrances to participants’ access and financing of Montessori education included: financial and financial aid barriers, gaps in equitable communication and marketing strategies, and limited diversity & equity initiatives. Third, participants found sources of support for accessing and financing Montessori education through a guiding belief in the philosophy of Montessori education and external change agents. Implications for theory and practice are included.

Language: English

Published: Philadelphia, Pennsylvania, 2022

Abstract/Notes: This action research studied the impact of peace education and portions of the Positive Discipline curriculum in a three-six primary Montessori classroom. During five weeks of implementing the research, sixteen students participated in class meetings for twenty minutes a day. The peace table activities and wheel of choice lessons were conducted individually and as a whole class. The peace table activities included a set of mini dishes on a tray, a rain stick, and a peace rose. The wheel of choice consisted of pictures and words of examples of what students could choose to help them solve problems. A few examples are count to ten, apologize, ask for help, and write your name on the agenda. Implementing the presentations into the classroom environment became a work for the students to use if needed and did not occur daily. As a work choice, the previous activities were available on tables and children were allowed to choose the work as many times as they felt was necessary. The research began with baseline data collection through SWIS (School Wide Information System) referral records, student interviews, and student surveys. Sources of data obtained during the study included interviews, surveys, observation tally sheets, and a field journal. The results presented an increase in social awareness and problem-solving skills through the class meetings. Students began acknowledging problems and brainstorming solutions. Class meetings will continue daily to extend the positive problem-solving capabilities and mindfulness students developed in their classroom community.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: In this research, the effect of Montessori education approach on the creativity of pre - school children in visual arts lesson was investigated and the creativity developments in students were observed. The research was carried out in college kindergarten, which educates under Kayapınar district of Diyarbakır province. 20 students between 48-66 months were applied the Montessori Education Approach and 60 students were applied the Ministry of National Education pre-school program and these two were compared to each other. Equal units are applied in both programs, Ceramic, watercolor, collage technique. The problem addressed in the study;The loss of student creativity in the implementation of the Ministry of National Education Preschool Program, the loss of self-confidence while students work, and the fact that the applied approaches are teacher-centered and therefore the works are not unique but are similar to each other. In the classrooms where Montessori Education Approach is applied, reflections of originality in the works of art, attitudes of free children to the lesson, and increased co-operation during the lesson have been observed. It is also observed that in the classrooms in which the Ministry of National Education pre-school program is applied, the method of instruction, class rules reminded in the lesson, teachers' criticism of the works resulted in loss of self-confidence in the students, reluctance to the subject,not being able to bring out the creativity and being bad tempered to students' friends. / Bu araştırmada, okul öncesi eğitim programında yer alan görsel sanatlar eğitimi ders konularının, Montesori Eğitimi Yaklaşımı programı uygulanarak, yaratıcılık gelişimlerine etkisinin nasıl olduğu belirlenmeye çalışılmıştır. 48-66 ay grubundaki 20 öğrenciye Montessori Eğitimi Yaklaşım Programı, aynı yaş grubundaki 60 öğrenciye Milli Eğitim Programı uygulanmış ve ikisi karşılaştırılmıştır. İki programda eşit üniteler işlenmiş, bunlar; Seramik tekniği, kolaj tekniği ve suluboya tekniğidir. Araştırma Milli Eğitim Bakanlığı Okul Öncesi Programının uygulandığı, görsel sanatlar eğitiminde, görsellerle yapılan anlatım sunumları, öğrencilerin yaratıcılıklarına etkileri, derste sınıf kuralları hatırlatarak ders işlenmesi aynı zamansa öğrenci eserlerine öğretmenlerin olumlu veya olumsuz eleştirilerinin etkileri araştırılmıştır. İkinci program olan Montessori Eğitimi Yaklaşımı programının uygulandığı, görsel sanatlar eğitiminin sonunda öğrencilerin yaratıcılıklarına etkileri, sanat çalışmalarının, özgünlük ve yenilik açısından yansımaları, özgür bırakılan çocukların derse kaşı tutumları, öğrenci başarısına etkileri belirlenmeye çalışılmıştır. Araştırmanın sonuçları, Montessori Eğitimi Yaklaşımı programı uygulanan sınıftaki öğrencilerde yardımlaşmanın önemli ölçüde arttığı, çocuklara yönelik yönerge olmadan, derslere kendi istekleri doğrultusunda katıldıkları ve malzemelerin yerlerini öğrenerek ihtiyaç duydukları anda aldıkları görülmüştür. Milli Eğitim Bakanlığı Programı ile işlenen, sanat eğitimi derslerinde, öğretmenlerin görsel materyalleri, örnek modelleri, anlatım ve soru-cevap yöntemlerini kullandıkları. Sınıftaki malzeme dolapları öğrencilerin ulaşamayacakları yükseklikte ve göremeyecekleri kapalı dolaplarda bulunması öğrencileri sınırladığı sonucuna ulaşılmıştır.

Language: Turkish

Published: Samsun, Turkey, 2018

Abstract/Notes: "Education Day, Monday - Education Day. ...3:30 pm - Speeches at the organ pavilion by Mr. P. P. Claxton, United States commissioner of education from Washington, D. C., and by Madame Maria Montessori, the famous child educator. Madame Montessori will speak in Italian and her speech will be interpreted by Miss Adelia McAlpine Pyle. 4:30 pm - Reception at the women's headquarters in honor of Mr. P. P. Claxton and Mme. Montessori. Special musical program."

Language: English

Abstract/Notes: The purpose of this study is to analysis of Montessori sensory education and the math education content commonly included in the national curriculum. The study is based on the theoretical ground that diverse, specific and systematic activities and teaching tools would help efficient teaching of abstract math concepts to young children considering their developmental characteristics. First, the math education content commonly included in the national curriculum(2007 Kindergarten Curriculum and Standard Childcare Curriculum) was analyzed and then used as reference in determining the amount of math education content included in Montessori sensory education. According to this study, even though Montessori sensory education demonstrated limited relevance to number and arithmetics, all other math content was sufficiently addressed. Therefore, the use of Montessori sensory education could be considered an efficient approach to enhancing basic math ability of young children. / 본 연구는 몬테소리 감각교구가 국가수준 교육과정에서 다루고 있는 유아 수학교육 내용을 어느 정도 다루고 있는지 비교함으로써, 유아의 수학적 기초 능력 향상을 위해 몬테소리 감각교구를 활용하기 위한 기초자료를 마련하는 데 그 목적이 있다. 이를 위해 2007년 유치원 교육과정 및 표준보육과정에서 공통적으로 다루고 있는 수학교육내용(수와 연산, 기하, 측정, 규칙성, 자료의 분석)에 따라 몬테소리 감각교구를 분석하였다. 본 연구 결과 몬테소리 감각교구는 수학교육 내용 중 수와 연산과는 비교적 관련성이 적었으나 모든 감각교구가 수학교육 내용을 충분히 다루고 있었다. 따라서 유아의 수학적 기초 능력 향상을 위한 방안으로 몬테소리 감각교구를 활용할 수 있다고 사료된다.

Language: Korean

ISSN: 2288-4467