Language: English

Abstract/Notes: Este trabajo presenta las ideas sobresalientes de Montessori. Examina el vínculo entre el enfoque de dicha filosofía y la enseñanza de inglés en Puerto Rico con énfasis de las posibilidades que ofrece tal metodología para obtener logros em la enseñanza de una segunda lengua. Finalmente, expone los retos que enfrenta el maestro que interesa estudiar y aplicar la filosofía Montessori en las escuelas públicas de Puerto Rico.

Language: Spanish

Published: Río Piedras, Puerto Rico, 2020

Language: German

Published: Würzburg, Germany: Ergon, 1996

ISBN: 3-928034-90-1

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: The purpose of this qualitative thesis was to find out whether Montessori pedagogy based Montessori day care center Aurinkoleijona supports the self-management of the child, and what kind of experiences the parents of children have in the subject area. The thesis is a case study, and in the theoretical part it raises the documents guiding the early childhood education as well as the history of Finnish early childhood education, and the alternative pedagogics. Further, the thesis immerses Montessori pedagogy and the development of self-regulation and self-management of the child. At present, children's learning and learning difficulties are topical themes. Finland has been in the elite of the Programme for International Student Assessment (PISA) for many years, but recently the results have weakened. Learning difficulties are influenced by many factors, but one factor that can be considered is the difficulties that are faced in self-management. In order for a child to have a good start in the development of self-management, attention should be paid to supporting it in early childhood education. With Finnish early childhood education being high quality, it provides a good foundation for the overall development of each child, including self-management. The thesis deals with the development of practical early childhood education in the Montessori day care center Aurinkoleijona by exploring potential development targets for supporting the child's self-management. The research questions are: "How does the Montessori pedagogy support the child’s self-management?" and "What kind of experiences do parents have with their child’s or children’s self-management?". Research methods were observation and a questionnaire for the parents of the child. Material was analyzed by utilizing content analysis. The results show that the operational environment of the Montessori day care center Aurinkoleijona has been created in a way that it supports the self-management of the child by many means. Versatile functions, calmness of the atmosphere, furniture that are in the child’s level, and the role of adults in the environment enable a good basis for supporting the self-management of the child. Parents’ experiences of day care center were positive. Children in the day care center are growing up to be independent, and self-directed future schoolchildren, who take others into consideration. / Tämän laadullisen opinnäytetyön tavoitteena oli selvittää, tukeeko montessoripedagogiikkaan pohjautuva Montessori-päiväkoti Aurinkoleijona lapsen oman toiminnan ohjausta sekä minkälaisia kokemuksia lasten vanhemmilla on tästä ohjauksesta. Opinnäytetyö on tapaustutkimus, jonka teoriaosiossa nostetaan esille varhaiskasvatusta ohjaavien asiakirjojen lisäksi suomalaisen varhaiskasvatuksen historiaa sekä vaihtoehto pedagogiikoita. Työssä syvennytään lisäksi tarkemmin Montessoripedagogiikkaan sekä lapsen itsesäätelyn ja oman toiminnan ohjauksen kehittymiseen. Tänä päivänä lasten oppiminen ja oppimisvaikeudet ovat ajankohtainen puheenaihe. Suomi on loistanut PISA-tutkimuksen kärjessä monia vuosia, mutta viime vuosina tulokset ovat heikentyneet. Oppimisvaikeuksien taustalla vaikuttavat monet tekijät, mutta yhtenä tekijänä voidaan pitää vaikeuksia oman toiminnan ohjauksessa. Jotta lapsi saa hyvän alun oman toiminnan ohjauksen kehittymiseen, on varhaiskasvatuksessa kiinnitettävä huomiota sen tukemiseen. Suomalaisen varhaiskasvatuksen ollessa laadukasta, se mahdollistaa hyvän pohjan jokaisen lapsen kokonaisvaltaiselle kehitykselle, sisältäen myös oman toiminnan ohjauksen. Opinnäytetyö kiinnittyy käytännön varhaiskasvatustyön kehittämiseen Montessori-päiväkoti Aurinkoleijonassa tutkimalla mahdollisia kehittämiskohteita lapsen oman toiminnan ohjauksen tukemisen osalta. Tutkimuskysymykset ovat: ”Millä tavoin Montessori-pedagogiikka tukee lapsen oman toiminnan ohjausta?” sekä ”Minkälaisia kokemuksia vanhemmilla on lapsensa/lastensa oman toiminnan ohjauksesta?”. Tutkimusaineiston keruumenetelminä käytettiin havainnointia ja lapsen vanhemmille suunnattua kyselylomaketta. Aineisto analysointiin sisällönanalyysia hyödyntämällä. Tutkimustulokset osoittavat, että Montessori-päiväkoti Aurinkoleijonan toimintaympäristö on luotu niin, että se tukee lapsen oman toiminnan ohjausta monin keinoin. Monipuoliset toiminnot, ilmapiirin rauhallisuus, kalusteiden lapsentasoisuus ja aikuisten rooli ympäristössä mahdollistavat hyvän pohjan lapsen oman toiminnan ohjauksen tukemiselle. Lasten vanhempien kokemukset päiväkodista olivat positiivisia. Lapsista kasvaa päiväkodissa itsenäisiä, omaohjautuvia ja toiset huomioon ottavia tulevia koululaisia.

Language: Finnish

Published: Turku, Finland, 2017

Language: Spanish

ISSN: 2766-7936, 2766-7944

Abstract/Notes: The main purpose of this research is examining the effect of Montessori education approach on 4-6 years old children's concept acquisition (school readiness, direction/position, self/social awareness, texture/material, quantity and time/sequence), social adaptation (communication, daily living, socialization and motor skills) and fine motor skills.As a method of this research was preferred pre-test/ post-test, experimental and control group. Pre-test/post-test was carried out to examine effect of the Montessori education on 4-6 years old children who are experimental group and control group was formed to compare effect of Montessori education on experimental group. Sample of research was conducted 4-6 years old 24 children who were educated with Montessori education at Gazi University Faculty of Vocational Education Department of Child Development and Education Application Preschool and 4-6 years old 24 children who were educated at Ankara University Application Preschool and Child Club where MoNE's curriculum was carried out. For the first experiment, curriculum which contains aims of learning of Montessori education was applied on experimental group from 2008 September to 2009 January and MoNE's curriculum was applied on control group at the same time. In addition to for the second experiment, sensory education was applied with sensory material which contain in Montessori education approach on experimental group from 2009 January to June and MoNE's curriculum was applied on control group at the same time.For acquisitions of children's concepts such as school readiness, direction/position, self/social awareness, texture/material, quantity and time/sequence, Bracken Basic Concept Scale-Revised, for adaptive behavior of children such as communication, daily living, socialization Vineland II Adaptive Behavior Scales and for children's fine motor skills Observing Form of Fine Motor Skills were used as data collecting instruments.Comparing both groups for pre-test and post-test mean score which obtain from Bracken Basic Concept Scale-Revised results show that statistical differences were found between experimental and control group and these differences were in support of experimental group. There are differences between children who were obtained education from Montessori approach and MoNE's curriculum in school readiness, direction/position, self/social awareness, texture/material, quantity and time/sequence areas. Result of statistical analysis show that there are differences between children who were obtained education from Montessori approach and MoNE's curriculum in communication, daily living, socialization and motor skills areas. There are also differences found between children who were obtained education from Montessori approach and MoNE's curriculum in fine motor skills areas.Finally, results show that Montessori education approach has positive effects on children's acquisition of concepts, social adaptation and fine motor skills. / Bu araştırmanın temel amacı Montessori eğitim yönteminin 4-6 yaş arası çocukların kavram edinimleri (okula hazırlık seviyeleri, yön/konum, bireysel/sosyal farkındalık, yapı/materyal, miktar ve zaman/sıralama), sosyal uyumları (iletişim, günlük yaşam, sosyalleşme ve motor becerileri) ve küçük kas motor becerileri üzerindeki etkisini incelemektir.Bu çalışmada araştırma modeli olarak ön test, son test ve deney-kontrol gruplu deneysel desen tercih edilmiştir. Araştırmada deney grubundaki 4-6 yaş arası çocuklara verilen Montessori eğitiminin etkisini ölçmek amacı ile ön test-son test çalışması yapılmış ve Montessori eğitim yönteminin deney grubu üzerindeki etkisini karşılaştırmak amacı ile kontrol grubu oluşturulmuştur. Örneklemin oluşturulmasında deney grubunu Gazi Üniversitesi Mesleki Eğitim Fakültesi Çocuk Gelişimi Eğitimi Bölümü Uygulama Anaokuluna devam eden ve Montessori eğitimi alan 4-6 yaş arasındaki 24 çocuk, kontrol grubunu ise Ankara Üniversitesi Uygulama Anaokulu ve Çocuk Kulübüne devam eden MEB Okul Öncesi Eğitim Programının uygulandığı okul öncesi eğitimi alan 24 çocuk oluşturmuştur. Araştırmanın 1. deneyini gerçekleştirmek için deney grubuna Montessori yönteminde belirtilen öğrenme görevlerinden oluşan eğitim programı Eylül 2008 - Ocak 2009 tarihleri arasında uygulanmış, Kontrol grubuna ise MEB Okul Öncesi Eğitim Programı uygulanmıştır. Bununla birlikte araştırmanın 2.deneyini gerçekleştirmek için deney grubuna Ocak-Haziran 2009 tarihleri arasında Montessori eğitim yönteminde bulunan duyu alanı materyalleri ile duyu eğitimi verilmiş, Kontrol grubu ise MEB Okul Öncesi Eğitim Programı kapsamındaki okul öncesi eğitimine devam etmiştir.Araştırmada veri toplama araçları olarak; çocukların kavram edinimleri (okula hazırlık seviyeleri, yön/konum, bireysel/sosyal farkındalık, yapı/materyal, miktar ve zaman/sıralama) için Bracken Temel Kavram Ölçeği Gözden Geçirilmiş Formu (Bracken Basic Concept Scale-Revised), çocukların sosyal uyumları için; (iletişim, günlük yaşam, sosyalleşme ve motor becerileri) Vineland II Uyum Davranış Ölçeği ve çocukların küçük kas motor becerileri için; Küçük Kas Motor Becerileri Gözlem Formu kullanılmıştır.Bulgular, grupların Bracken Temel Kavram Ölçeğinin alt ölçeklerinden aldıkları ön test-son test aritmetik ortalama puanları karşılaştırıldığında, deney ve kontrol grubu arasındaki istatistiksel farkların deney grubu lehine olduğunu göstermektedir. Montessori eğitimi alan çocuklar ve Montessori eğitimi almayan çocuklar karşılaştırıldığında okula hazırlık seviyeleri, yön/konum, bireysel/sosyal farkındalık, yapı/materyal, miktar ve zaman/sıralama gibi kavram alanlarında istatistiksel olarak deney grubu lehine anlamlı farklılıklar bulunmuştur. İletişim, günlük yaşam, sosyalleşme ve motor becerileri gibi sosyal uyum becerileri yönünden Montessori eğitimi alan çocuklar lehine istatistiksel olarak anlamlı farklılıklar yapılan analizler sonucunda bulunmuştur. Küçük kas motor becerileri alanında da iki grup arasında istatistiksel olarak anlamlı farklılıkların olduğu bulunmuş ve bu farklılığın deney grubu lehine olduğu saptanmıştır. Sonuç olarak Montessori eğitim yönteminin çocukların kavram edinimleri, sosyal uyumları ve küçük kas motor becerileri üzerinde olumlu etkisinin olduğu söylenebilir.

Language: Turkish

Published: Ankara, Turkey, 2011

Abstract/Notes: This is a dissertation by Angelika Hanisch (University of Beyrouth, Germany, 2012) in which she translates Montessori's 'Antropologia Pedagogica' from Italian to German and provides commentary on the text.

Language: German

Published: Bayreuth, Germany, 2012

Language: Polish

ISSN: 2450-4491

Language: German

ISSN: 0722-2513