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Master's Thesis
Montessori eğitimi alan ve almayan 48-72 aylık çocukların matematik becerilerinin karşılaştırılması / Comparison of the math skills of 48-72 month-old children who are attending Montessori preschools and Non-Montessori preschools
Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)
Asia, Comparative education, Early childhood care and education, Early childhood education, Mathematics education - Achievement, Middle East, Montessori method of education, Turkey, Western Asia
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Abstract/Notes: The aim of this study is to compare the math skills of children with and without Montessori education. A mixed design method was used in the research. Quantitative data were used to measure children's mathematical skills. Parents' views on early mathematics education were obtained by qualitative data collection method. The study group included 39 children who attended two different kindergartens with and without Montessori education for two years and their parents. Personal information form and the Early Mathematics Test (EMAT) were used to collect data. As a result that the educational institution they attend is effective in children's mathematics skills, it was found that, the mathematics skill scores of the children who received Montessori education were higher than those who did not receive Montessori education. It was determined that the age of the children's parents, education level of the parents and working status of mothers did not cause significant changes on the children's math scores. Parents of children attending both schools stated that they see mathematics as a part of daily life and that early mathematics achievements will affect both their whole life and their future academic achievements. It was observed that the parents mostly focused on counting skills. While some of the parents expressed skills such as sequencing, matching, and patterns, none of them responded to geometry. It has been concluded that the families adopting the Montessori education method see this education method as a tool for learning mathematics and guide their learning at home by interacting more with their teachers. / Bu araştırma, Montessori eğitimi alan ve almayan çocukların matematik becerilerini karşılaştırmak amacıyla yapılmıştır. Araştırmada nicel ve nitel veri toplama yöntemleri birlikte yer almıştır. Araştırmanın nicel boyutunda sontest kontrol gruplu model, nitel boyutunda ise ilişkisel tarama yöntemi kullanılmıştır. Çalışma grubuna MEB OÖEP'na göre eğitim veren ve MEB OÖEP'na ek olarak Montessori yöntemiyle eğitim veren farklı anaokullarından 39 çocuk ve bu çocukların ebeveynleri dahil edilmiştir. Veri toplama aracı olarak, Aile Görüşme Formu ve Erken Matematik Testi (EMAT) kullanılmıştır. Araştırma sonucunda; çocukların matematik becerilerinde, devam ettikleri eğitim kurumunun etkili olduğu, Montessori eğitimi alan çocukların matematik beceri puanlarının, Montessori eğitimi almayan çocuklardan daha yüksek olduğu tespit edilmiştir. Çocukların yaş grubu, cinsiyet ve kardeş sayısının matematik becerilerini etkilemediği görülmüştür. Anne-baba yaşı, anne-baba öğrenim durumu ve annenin çalışıp çalışmama durumunun çocukların EMAT puanları üzerinde anlamlı değişikliklere yol açmadığı saptanmıştır. Her iki okula devam eden çocukların ebeveynleri, matematiği günlük hayatın bir parçası olarak gördüklerini ve erken dönem matematik kazanımlarının hem hayatın tamamını hem de akademik başarıları etkileyeceğine yönelik görüş bildirmişlerdir. Ebeveynlerin matematik konusunda en çok sayı sayma becerisi üzerinde durdukları görülmüştür. Bazı ebeveynler sıralama, eşleştirme, örüntü gibi becerileri ifade ederken geometriye yönelik herhangi bir yanıt gelmemiştir. Montessori eğitim yöntemini benimseyen ailelerin, bu eğitim yöntemini matematik öğrenimi için bir araç olarak gördükleri ve öğretmenleriyle daha çok etkileşimde bulunarak evdeki öğrenmelerine rehberlik ettikleri sonucuna ulaşılmıştır.
Language: Turkish
Published: Ankara, Turkey, 2021
Article
Die Montessori-Konzeption und das Arbeitsmilieu des Gymnasiums: kritische Vorüberlegungen zur Einordnung des programmierten Unterrichts [The Montessori concept and the working environment of the grammar school: critical preliminary considerations for the classification of the programmed lessons]
Publication: Neue Sammlung, vol. 8
Date: 1968
Pages: 34-44
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Language: German
Article
Deconstructing the Positive Behavioral Support Model and Replacing It with the Neo-Montessori Constructivist Intervention Model, or How Montessori Changed My Cold Data Driven Heart
Available from: Wright State University Libraries
Publication: Electronic Journal for Inclusive Education, vol. 3, no. 3
Date: 2015
Children with disabilities, Inclusive education, People with disabilities
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Abstract/Notes: Positive behavioral supports (PBS) and the development of behaviorally oriented planning has become a ubiquitous paradigm in American schools. It is the preferred model for addressing behavioral issues with children as a means of preventing special education identification and placement. The effectiveness of this model has been well documented in peer-reviewed journals and shows an ability to change behaviors and improve academic achievement as measured by empirically designed assessments. However, the measurement of intellectual, moral and behavioral autonomy is seldom measured. Also, researchers from one perspective (Applied Behavioral Analysis) preclude other theoretical perspectives, to create the bulk of the evidence proving the usefulness of PBS as a viable model. It is the purpose of this paper to describe and support the contention that it is the concept of autonomy that is essential in measuring the success of behaviorally related interventions. This goal will be attained by deconstructing the PBS model. Further, it is an additional contention addressed in this paper that various Montessori methods and the theory’s fundamental theoretical concepts do a better job of addressing authentic change and the development of autonomy. This will result in internalized behaviors that behaviorally oriented methods can never demonstrate. A new theoretical model will be presented to illustrate the incorporation of autonomy into the rubric of successful behaviorally related interventions.
Language: English
ISSN: 1545-0473
Article
Maktabgacha Ta'lim Yoshidagi Bolalarni Tarbiyalashda Mariya Montessori Metodikasidan Foydalanish / Use of Maria Montessori Methodology in Education of Preschool Children
Available from: Academic Research in Educational Sciences (ARES)
Publication: Academic Research in Educational Sciences, vol. 2, no. 4
Date: 2021
Pages: 1231-1235
Early childhood care and education, Early childhood education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Preschool education
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Abstract/Notes: This article discusses the use of the Maria Montessori method. The humanization of education and the discovery of human potential and the satisfaction of its diverse needs in education, the priority of national values, the harmonization of human society and the environment. Therefore, today a number of advanced methods are used to develop the pedagogy of preschool education. One of these is Maria Montessori technology. It is essentially a "natural" way of life and is known for its perfection in child rearing. "I think about the way we treat children," he said. / Ushbu maqolada Mariya Montessori metodikasidan foydalanish haqida so'z boradi. Ta’limning insonparvarlashuvi va inson qobiliyatlarining ochilishi hamda uning ta'limga nisbatan bo'lgan turli –tuman ehtiyojlari qondirilishi, milliy umumbashariy qadriyatlar ustuvorligining ta'minlanishi, inson jamiyat va atrof muhit o'zaro munosabatlarining uyg'unlashuvidir. Shu bois bugungi kunda maktabgacha ta'lim pedagogikasini rivojlantirish maqsadida bir qancha ilg'or usullar tatbiq etib kelinmoqda. Shulardan biri Mariya Montessori texnologiyasidir. Bu mohiyatan hayotdan o'zlashtirilgan ―tabiiy‖ usul bo'lib, bola tarbiyasida o'zining har tomonlama mukammaligi bilan ommalashgan. ―Bizning bolalarga bo'lgan munosabatimizni o'ylar ekanman –deydi.
Language: Uzbek
DOI: 10.24411/2181-1385-2021-00723
ISSN: 2181-1385
Book Section
Montessori-Pädagogik und ihre Umsetzung im Sekundarbereich - ein Rückblick über 30 Jahre Montessori-Gesamtschule Krefeld
Book Title: Montessori Pädagogik: aktuelle und internationale Entwicklungen: Festschrift für Harald Ludwig [Montessori Pedagogy: Current and International Developments: Festschrift for Harald Ludwig]
Pages: 396-409
Montessori method of education
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Language: German
Published: Münster, Germany: Lit, 2005
ISBN: 3-8258-8429-5 978-3-8258-8429-1
Series: Impulse der Reformpädagogik , 10
Article
Deutsch-Freiarbeit in Klasse 7: aus der Praxis der Montessori-Abteilung des Friedrich-Ebert-Gymnasiums Bonn [German free work in class 7: from the practice of the Montessori department of the Friedrich-Ebert-Gymnasium Bonn]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 38, no. 3
Date: 2000
Pages: 135-143
Europe, Germany, Montessori method of education, Western Europe
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Language: German
ISSN: 0944-2537
Book
Bildnerisches Gestalten nach Maria Montessori [Artistic Design According to Maria Montessori]
Design, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Die hier ermöglichten Schaffensprozesse kombiniert mit dem kindlichen kreativen Potenzial sind die Basis für künstlerisch aktive Kinder. Bildnerisches Gestalten als wichtige kindliche Ausdrucksform, Unterstützung der feinmotorischen Koordination, Wecken von Experimentierfreude und Entdecken des eigenen Gefühls für Ästhetik sind Notwendigkeiten für die Kreativität. [The creative processes made possible here combined with the child's creative potential are the basis for artistically active children. Artistic design as an important form of expression for children, support for fine motor coordination, arousing the willingness to experiment and discovering one's own feeling for aesthetics are necessities for creativity.]
Language: German
Published: Freiburg im Breisgau, Germany: Herder, 2020
Edition: 2nd ed.
ISBN: 978-3-451-37828-7 3-451-37828-0
Series: Montessori-Praxis (Herder)
Article
Montessōri to ongaku kyōiku / モンテッソーリと音楽教育 [Montessori and Music Education]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 15
Date: 1983
Pages: 39-48
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Language: Japanese
ISSN: 0913-4220
Article
Montessori et l'Éducation à la Paix [Montessori and Peace Education]
Available from: Université de Rouen Normandie
Publication: Penser l'Éducation, vol. 18
Date: 2005
Pages: 5-18
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Abstract/Notes: Maria Montessori, première femme médecin dans l'Italie du début du XXe siècle, se saisit du problème de l'éducation à partir de son travail auprès d'enfants déficients. A la suite, ses préoccupations pour une éducation á la paix vont prendre forme. L'esprit absorbant et l'embryon spirituel propres à l'enfant sont poteurs de sa méthode. Postulant une nature bonne chez l'enfant, elle prône comme élément essentiel l'éradication de la lutte entre l'enfant et l'adulte. Un homme nouveau doit naître, issu de l'enfant non contraint afin d'établir un monde où régenera la paix.
Language: French
Article
Die Selbsterziehung des Kindes: Die Vorzüge des Montessori-Systems – Berliner Vorträge [The Child's Self-Education: The Advantages of the Montessori System - Berlin Lectures]
Available from: Europeana Newspaper Archive
Publication: Berliner Volkszeitung (Berlin, Germany)
Date: Mar 16, 1924
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Language: German