Abstract/Notes: First lecture in a series of 6 given in 21st International Course, London, 1935

Language: English

ISSN: 0519-0959

Abstract/Notes: This chapter outlines the centrality of cosmic education to the Montessori approach for children ages 6 to 12. The chapter examines how cosmic fables, elaborated with Mario Montessori and other collaborators, foster active and participatory experiences. However, in a broader context, cosmic education is a framework within which the entire work of Maria Montessori can be considered. It is the original nucleus of her thought, starting from the early years of the twentieth century. It considers each aspect of a person in relation to every other living form on the planet, including the history of the world, origins of the cosmos, and the role of humans. By extension, it incorporates the history of civilizations and cultures into an educational philosophy with an ultimate goal of universal cooperation, the affirmation of democracy, and ultimately world peace.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Language: English

ISSN: 0519-0959

Language: English

Language: English

Abstract/Notes: Educational researchers are increasingly focused on evidence-based and holistic classroom assessment practices that encompass the teacher’s understanding of clear purposes and targets for assessment, as well as appropriate methodologies to yield accurate results and improve outcomes for all children. Montessori educators’ child-centered approach to observing and documenting children’s learning are aligned with formative-assessment practices like portfolios, which are assessments that take place throughout the learning process and which researchers are showing yield strong benefits for student learning. In addition, Montessori learning materials contain elements of embedded assessment designed to give evaluative feedback directly to the student as a natural part of the learning process. This chapter provides an overview of Montessori classroom assessment, discusses observation as the integral assessment strategy in Montessori education, assessment embedded in Montessori materials, and outlines current directions in Montessori assessment.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Abstract/Notes: Проблема повышения уровня преподавания в сфере общего и профессионального образования является одной из наиболее значимых в современной педагогике. В связи с этим современные дидакты внимательно изучают наследие своих выдающихся предшественников, – педагогов прошлого. К числу таких ученых, оставивших неповторимый след в педагогической науке и практике, относится американская учительница Хелен Паркхерст (1886-1973). Статья написана в связи с 135-летием со дня рождения Х. Паркхерст.Американская учительница-новатор Хелен Паркхерст, наряду с Марией Монтессори, нарушила монополию мужчин на право считаться крупным ученым в области педагогики. Ее педагогическая деятельность включала в себя стремление к постоянному профессиональному самосовершенствованию, поиску новых путей в решении встававших перед ней педагогических проблем. Ее главным методическим достижением стала разработка Дальтон-плана, в соответствии с которым она успешно перестроила работу в одной из американских школ. Методическая новация Паркхерст получила одобрение со стороны вначале педагогов США, а затем повсюду в мире. В СССР в 1920-1930-х гг. этот метод также активно использовался, правда, без особого успеха. Применение Дальтон-плана в советской школе нашло отражение в ряде произведений художественной литературы (М. Г. Розанов, Н. И. Кочин). Методические идеи Хелен Паркхерст в наши дни крайне востребованы и активно используются в современной образовательной практике многих стран мира, в том числе в России. В то же время их позитивный потенциал еще не вполне изучен и освоен, поэтому наследие Х. Паркхерст заслуживает дальнейшего внимательного исследования дидактами и историками педагогики. / The problem of raising the level of teaching in the field of general and vocational education is one of the most significant in modern pedagogy. In this regard, modern didactic students are carefully studying the legacy of their outstanding predecessors, teachers of the past. The American teacher Helen Parkhurst (1886-1973) is one of these scientists who left an inimitable mark on pedagogical science and practice. The article was written in connection with the 135th anniversary of the birth of H. Parkhurst. The American teacher-innovator Helen Parkhurst, along with Maria Montessori, violated the monopoly of men on the right to be considered a major scientist in the field of pedagogy. Her pedagogical activity included the desire for constant professional self-improvement, the search for new ways in solving the pedagogical problems that confronted her. Her main methodological achievement was the development of the Dalton Plan, according to which she successfully restructured work in one of the American schools. The methodical innovation of Parkhurst was approved first by educators in the United States, and then all over the world. In the USSR in the 1920-1930s. this method was also actively used, however, without much success. The use of the Dalton plan in the Soviet school was reflected in a number of works of fiction (M. G. Rozanov, N. I. Kochin). The methodological ideas of Helen Parkhurst are extremely in demand these days and are actively used in modern educational practice in many countries of the world, including Russia. At the same time, their positive potential has not yet been fully explored and mastered, so the legacy of Helen Parkhurst deserves further careful study by didactics and historians of pedagogy.

Language: Russian

DOI: 10.32744/pse.2022.2.31

ISSN: 2307-2334

Language: English

ISSN: 1071-6246

Abstract/Notes: The educational philosophies of Maria Montessori and Jiddu Krishnamurti are compared and contrasted in this paper. The discussion is based on texts by both educators and direct observation of some of the schools (United States, Australia and India) where these ideas are being implemented. First, general principles of each educator are discussed. Both are said to have condemned traditional approaches to education and to have objected to the record of state involvement in education. The next three sections describe their ideas regarding: (1) how children learn and the role children should take in their own education; (2) the attributes, characteristics, and training of teachers, and the teacher-child relationship; and (3) the proper education environment, with focus on discipline, competition, evaluation, and the use of methods. In conclusion, it is said that Montessori's and Krishnamurti's philosophies have more similarities than differences. Children love being at both kinds of school. Their schools have successfully deinstitutionalized the learning process and made the teacher-pupil relationship a caring and loving one. The major difference between the two types of education is the approach to method: Krishnamurti scorns adopting a particular method while Montessori tried to design a method that was based on her observation of the "natural" child.

Language: English

Published: Bundoora, Victoria, Australia: Centre for Comparative and International Studies in Education, 1983

Abstract/Notes: In this research, the effectiveness of Montessori Method in acquiring color and texture knowledge of pre-school children has been examined. The dependent variable of this study is the color and texture knowledge of the children, the independent variable is Montessori Method. The study is planned both quantitative and qualitative, and experimental as well. 40 students are included in study group as experiment and control group.The experiment group consisted of 20 children aged between 4-5 years, who were trained in Montessori Method in Konya Selçuk University Health Sciences Faculty İhsan Doğramacı Practice Kindergarden in 2016-2017 academic year and selected by neutral assignment. The control group consisted of 20 children aged 4-5 years who were educated in Meram Gündoğdu Private Kindergarden School by the Ministery of Education’s pre-school education program. In the study, the “Color and Texture Knowledge Assessment Test” was used, which was prepared by the researcher of this paper and approved by an expert. These tests are applied as pre-test, post-test and tracking test. In the analysis of the data, Mann Whitney U Test and Wilcoxon Marked Ranks Test were applied. Results; ● There is no significant difference between the color knowledge pre-test rank averages of the experiment and control groups (p>0.05). ● There is no significant difference between the experiment and control group’s texture knowledge pre-test rank averages. (p>0.05). ● The color knowledge of the experiment group’s post-test rank averages are notably higher than the pre-test rank averages [Z=3.55; p< 0.05]. ● The texture knowledge of the experiment group’s post-test rank averages are notably higher than the pre-test rank averages. (Z=3.83,p<0.05). ● Although there is no notable difference between the post-test rank averages of both the experiment and the control groups, the experiment group’s color information is higher (p˃0.05). ● The texture information of the experiment group’s post-test rank averages are notably higher than the control group (p<0.05). ● There is no reasonable difference between the experiment group’s color information post-test and the tracking test rank averages (Z=0.27, p>0.05). ● There is no reasonable difference between the experiment group’s texture information post test and the tracking test rank averages (Z=0.24, p>0.05). The general conclusion is that the Montessori Method contributes positively to the acquisition of color and texture knowledge of preschool children and it is more effective than the Pre-School Education Program of the Ministry of Education / Bu araştırmada, Montessori Yöntemi’nin okul öncesi çocuklarının renk ve doku bilgilerini edinmelerine etkililiği incelenmiştir. Araştırmanın bağımlı değişkeni çocukların renk ve doku bilgileri, bağımsız değişkeni ise Montessori Yöntemi’dir. Araştırma nicel ve nitel, aynı zamanda deneysel olarak planlanmıştır. Çalışma grubuna deney ve kontrol grubu olarak toplam 40 çocuk dâhil edilmiştir. Deney grubunu, 2016-2017 öğretim yılında Konya Selçuk Üniversitesi Sağlık Bilimleri Fakültesi İhsan Doğramacı Uygulama Anaokulunda Montessori yöntemi ile eğitim alan ve yansız atama ile seçilen 4-5 yaş grubu 20 çocuk; kontrol grubunu Meram Özel Gündoğdu Koleji Anaokulu’nda MEB Okul Öncesi Eğitim Programı ile eğitim alan 4-5 yaş grubu 20 çocuk oluşturmaktadır. Araştırmada, araştırmacı tarafından hazırlanan ve uzman onayı alınan” Renk ve Doku Bilgilerini Değerlendirme Testi” kullanılmıştır. Testler ön test, son test ve izleme testi olarak uygulanmıştır. Verilerin analizinde; Mann Whitney U Testi ve Wilcoxon İşaretli Sıralar Testi uygulanmıştır. Bulgular: ● Deney ve kontrol grubu renk bilgisi ön test sıra ortalamaları arasında anlamlı bir fark yoktur (p>0.05). ● Deney ve kontrol grubu doku bilgisi ön test sıra ortalamaları arasında anlamlı bir fark yoktur (p>0.05). ● Deney grubunun renk bilgisi son test sıra ortalamaları ön test sıra ortalamalarından anlamlı düzeyde yüksektir [Z=3.55; p< 0.05]. ● Deney grubunun doku bilgisi son test sıra ortalamaları ön test sıra ortalamalarından anlamlı düzeyde yüksektir (Z=3.83,p<0.05). ● Deney ve kontrol grubu renk bilgisi son test sıra ortalamaları arasında anlamlı düzeyde fark olmamasına rağmen deney grubununki daha yüksektir (p˃0.05). ● Deney grubu doku bilgisi son test sıra ortalamaları, kontrol grubu doku bilgisi son test sıra ortalamalarından anlamlı düzeyde yüksektir(p<0.05). ● Deney grubu renk bilgisi son test ve izleme testi sıra ortalamaları arasında anlamlı bir farklılaşma bulunmamıştır (Z=0.27, p>0.05). ● Deney grubu doku bilgisi son test ve izleme testi sıra ortalamaları arasında anlamlı bir farklılaşma bulunmamıştır (Z=0.24, p>0.05). Ulaşılan genel sonuç, Montessori Yöntemi’nin okul öncesi çocuklarının renk ve doku bilgilerini edinmelerine olumlu katkı sağladığı ve MEB Okul Öncesi Eğitim Programına göre daha etkili olduğudur.

Language: Turkish

Published: Konya, Turkey, 2018