Language: Korean

Abstract/Notes: Montessori pedagogy is a pedagogical concept that was created by Maria Montessori, and is based on anthropology and scientific observation of the natural learning process of children. It is recognizable by its prepared environment with didactic shaped material that provide children an independent realization of knowledge. Although the concept was formed at the beginning of the 20th century, it is a pedagogical approach that still adequately responds to the developmental needs of children and overcome the disadvantages of the traditional educational system focused on the teacher. The aim of this study was to determine the opinions that students of teaching studies have on Montessori pedagogy considering their study. The study was conducted on an intentional sample of students from the Faculty of Philosophy in Split, the department of teacher education and the department of pedagogy. The results showed that students, dependent on their study, differ in knowledge about Montessori pedagogy and valuation of the desirability of the traditional education, while there is no difference in attitudes towards Montessori pedagogy and in valuation of the desirability of the education based on independence, play and the satisfaction of knowledge. Pedagogy students had several courses where they gained knowledge about Montessori pedagogy and had experience visiting Montessori institutions where they experienced the application of these pedagogical principles in practice, while students from the department of teacher education haven't had such experiences and they were less familiar with the Montessori pedagogy during their study. That reflected on some of their attitudes. The existing of a positive attitude towards Montessori pedagogy regardless of the level of knowledge about this conception leads to the conclusion that the connotations they have about the Montessori pedagoy are positive, which supports the hypothesis of a positive image of the concept not only among many experts, but also among lay people. / Montessori pedagogija je pedagoška koncepcija koju je osmislila Marija Montessori, a temelji se na antropologiji i znanstvenom promatranju prirodnog procesa učenja djece. Prepoznatljiva je po pripremljenoj okolini s didaktički oblikovanom materijalu koji djeci omogućuju samostalan dolazak do spoznaje. Iako je koncepcija ponuđena početkom 20. stoljeća i danas se smatra pedagoškim pristupom koji primjereno odgovara na razvojne potrebe djece te prevladava nedostatke tradicionalnog odgojno-obrazovnog sustava usmjerenog na učitelja. Cilj ovog istraživanja je utvrditi razlikuju li se studenti nastavničkih studija u stavovima o Montessori pedagogiji s obzirom na studij. Istraživanje je provedeno na namjernom uzorku studenata učiteljskog studija i studija pedagogije Filozofskog fakulteta u Splitu. Rezultati su pokazali da se studenti s obzirom na studij razlikuju u znanjima o Montessori pedagogiji te u procjeni poželjnosti tradicionalnog odgoja, dok se ne razlikuju u stavovima o Montessori pedagogiji i u procjeni poželjnosti odgoja utemeljenog na samostalnosti, igri i zadovoljstvu spoznajom. Studenti studija pedagogije u okviru više kolegija stjecali su znanja o Montessori pedagogiji te imali iskustva posjeta Montessori ustanovama u kojima su doživjeli primjenu tih pedagoških načela u praksi, dok studenti učiteljskog studija nisu imali takva iskustva te su o Montessori pedagogiji tijekom studija bili slabije upoznati što se odrazilo i na neke njihove stavove. Postojanje pozitivnog stava o Montessori pedagogiji neovisno o razini znanja o toj koncepciji upućuje na zaključak da su konotacije koje imaju vezano za Montessori pedagogiju pozitivne, što ide u prilog tezi o pozitivnoj slici o toj koncepciji ne samo među mnogim stručnjacima, nego i među laicima.

Language: Croatian

Published: Split, Croatia, 2016

Abstract/Notes: In this paper, we present a pilot study aiming to investigate the challenges of teaching AI and Robotics to children in low- and middle-income countries. Challenges such as the little to none experts and the limited resources in a Mexican town to teach AI and Robotics were addressed with the creation of inclusive learning activities with Montessori method and open-source educational robots. For the pilot study, we invited 14 participants of which 10 were able to attend, 6 male and 4 female of (age in years: mean=8 and std=$pm$1.61) and four instructors of different teaching experience levels to young audiences. We reported results of a four-lesson curriculum that is both inclusive and engaging. We showed the impact on the increase of general agreement of participants on the understanding of what engineers and scientists do in their jobs, with engineering attitudes surveys and Likert scale charts from the first and the last lesson. We concluded that this pilot study helped children coming from low- to mid-income families to learn fundamental concepts of AI and Robotics and aware them of the potential of AI and Robotics applications which might rule their adult lives. Future work might lead (a) to have better understanding on the financial and logistical challenges to organise a workshop with a major number of participants for reliable and representative data and (b) to improve pretest-posttest survey design and its statistical analysis. The resources to reproduce this work are available at: https://github.com/air4children/dei-hri2023.

Language: English

Published: Mar 5, 2023

Abstract/Notes: Italians children-students live a strong technological gap among different education instances: on the one hand, they are attending schools technologically still to the '80 years, on the other hand, they can rely on hyper-technological domestic-family environments where videogames, smartphones, internet are always available. In the school, all learnings take place under the supervision of the teacher that stimulates, directs and corrects these important steps in the basic training. On the contrary, in the domestic environment the presence of technology is increasingly pervasive. These new technologies cognitively stimulate the children, but they entertain the little ones often alone and without the participation and supervision of an adult audience. Thus, the technology gap results in a pedagogical clash among different educational instances and this is the “space” addressed by our research initiative whose objective is the construction of innovative teaching and learning environments for children between 3 and 6 years of age. The specific quantitative outcomes can be defined with respect to three main families of indicators: measures to detect the use of learning environments; indicators of the level of satisfaction and involvement of the various involved actors; real impact on the socio-cognitive development of children produced by the introduction of methodologies and technologies.

Language: English

DOI: 10.1016/j.chb.2016.09.056

ISSN: 0747-5632

Language: English

Published: Tübingen, Germany: Narr Francke Attempto, 2023

Edition: 1st ed.

ISBN: 978-3-8233-8460-1 3-8233-8460-0

Series: AAA - Arbeiten aus Anglistik und Amerikanistik

Abstract/Notes: The purpose of this qualitative descriptive study was to explore how Montessori middle school educators described the use of project-based and student-centered learning to teach social development to their adolescent female students in the southeast region of the United States. The theoretical framework providing a lens for this examination of project-based and student-centered learning and how teachers described how such learning exercised on their students’ social development was Vygotsky’s social learning and development theory. Two research questions were posed for this study. RQ1 asked: How do Montessori middle school educators describe the use of project-based learning to teach social development to their adolescent female students? RQ2 asked: How do Montessori middle school educators describe the use of student-centered learning to teach social development to their adolescent female students? The sample (N = 30) completed 30 questionnaires, 10 individual semi-structured interviews via Zoom, and a 3-member focus group via Zoom. The sampling strategy was purposeful sampling. All participants originated from the southeast region of the United States and represented one school. An open-ended questionnaire, semi-structured interviews, and a focus group were the sources of data. Thematic analysis with an inductive coding approach was performed to identify, analyze, and report patterns emerging from the data. Four key themes emerged: (a) promoting the construction of knowledge; (b) student voice and choice; (c) student ownership and agency; (d) construction of learning. The results highlighted the important role that Montessori middle school educators play when teaching adolescents girls.

Language: English

Published: Phoenix, Arizona, 2021

Abstract/Notes: David Hutchison is an educator and ecologists. In this paper, he suggests how ecological vision can be translated into five aspects of educational practice: the interdisciplinary emphasis, eco-orientation to citizenship, inquiry learning, outdoors acclimatization, and social activism. These five levels of training constitute the holistic preparation for forging new levels of responsibility and sensibility for the natural world in the self-actualized adult. [Reprinted from "The NAMTA Journal" 28, 1 (2003, Winter): 207-218. This paper is adapted from a keynote address at the NAMTA conference titled "Montessori Education for Human Development: The Child in the Natural World," in Chicago, IL October 31-November 3, 2002.

Language: English

ISSN: 1522-9734

Language: English

Published: DeKalb, Illinois, 1981

Abstract/Notes: Most learners find science challenging, which may be because of the methodology used in the early years that presents it as difficult and abstract. On the other hand, the Montessori Method uses a hands-on approach to teaching science from the early years. This study, therefore, looks at the effect of the teachers' utilization of the Montessori approach to early childhood education in Ika South Local Government Area (LGA) of Delta State, Nigeria. Two research questions and hypotheses were raised. The research design adopted for the study was a descriptive, pre-test, post-test, quasi-experimental method used to test the differences between the pupils' learning experiences in the two groups. The Taro Yamane formula was used to get the sample size, and a stratified random sampling technique was used to select 77 teachers and 40 nursery pupils, comprising ten each in experimental and control groups, in two schools in Ika South LGA of Delta State. The instruments to be used for this study will be self-designed multiple-choice achievement test questions in early years' science and four-point Likert-type self-structured questionnaires. The result indicates that teachers' knowledge and utilization of the Montessori approach to teaching pre-primary science is more effective than the conventional teaching method. Some suggestions were made for the way forward

Language: English

DOI: 10.33750/ijhi.v6i1.177

ISSN: 2614-6169

Abstract/Notes: The purpose of this study was to analyze the perception pre-service early childhood teachers' the meaning of teaching. The subjects of this study were 39, senior in early childhood education. These Subjects wrote the Journal, "What is teaching?". A content analysis was conducted. The study results can be summarized as follows. Teaching is 'a valuable activity that not only take knowledges but also take goles, need a teachers' passion, understanding learner's mind, transmit the knowledges, teaching is learning, develop the learner's ability, show the model. The reason to perception were practicum in child care centers, assistant teachers, curricular for pre-service education. A clarifying the meaning of teaching is fundamental work for authentic teaching. / 본 연구는 예비교사들이 가르침에 대해 어떻게 생각하는가를 분석하고자 하였다. 연구대상은 4년제 대학 유아교육과 학생 39명이다. 연구 참여자들에게 '가르치는 일은 무엇인가'라는 주제로 저널쓰기를 실시하였다. 수집된 자료는 내용분석을 통해 분석되었다. 분석한 결과 다음과 같은 의미를 도출하였다. 가르치는 일은 '지식뿐만 아니라 어떤 목적을 이루는 가치 있는 활동이다, 가르치는 일에는 교사의 열정이 필요하다, 학습자를 잘 이해하는 것이다, 지식을 전달하는 것이다, 배우는 일과 같다, 학습자의 능력을 개발해주는 것이다, 교사가 모범을 보이는 것이다'로 인식하였다. 이러한 인식에 영향을 준 요인은 보육실습, 보조교사, 대학교에서의 수업 등 이었다. 가르치는 일에 대한 의미를 밝히는 것은 바람직한 수업을 하기 위한 기초 작업이 될 수 있다.

Language: Korean

ISSN: 1226-9417