Abstract/Notes: Konsequent ausgehend von den Entwicklungsbedürfnissen in der Adoleszenz entwarf Maria Montessori für 12-18Jährige das Konzept eines 'Studien- und Arbeitszentrums auf dem Lande', das mit seinen Komponenten Modellbauernhof, Hofladen/ Geschäft, Bed & Breakfast und Schule Jugendlichen Gelegenheit gibt, die gesellschaftlichen Grundstrukturen von Produktion, Handel und Dienstleistungen in einem überschaubaren und zugleich geschützten Rahmen kennenzulernen und damit Praxis-Theorie-übergreifende Erfahrungen in konkreten Zusammenhängen zu sammeln. Das Buch stellt die Grundlagen von Maria Montessoris Konzept detailliert vor und gibt durch Berichte und Interviews mit Montessori-ExpertInnen und Jugendlichen spannende Einblicke in authentische Praxisumsetzungen des "Erdkinder"-Konzepts national und international. [Consistently based on the development needs of adolescence, Maria Montessori designed the concept of a 'study and work center in the country' for 12-18 year olds, which, with its components of model farm, farm shop/shop, bed & breakfast and school, gives young people the opportunity to learn about the basic social structures of production, trade and services in a manageable and at the same time protected framework and thus to gain practical and theoretical experience in concrete contexts. The book presents the basics of Maria Montessori's concept in detail and, through reports and interviews with Montessori experts and young people, provides exciting insights into authentic practical implementations of the "earth children" concept nationally and internationally.]

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2020

ISBN: 978-3-451-38375-5 3-451-38375-6

Series: Montessori-Praxis (Herder)

Language: German

ISSN: 0944-2537

Abstract/Notes: Specifična slika djeteta u Montessori pedagogiji utječe na značajke Montessori odgojitelja, njegovu osobnu i stručnu pripremu te njegovu unutarnju pripremu. U ovom se radu analiziraju specifičnosti navedene pedagogije glede djeteta, odgojitelja i pripremljene okoline. Montessori pedagogija računa s periodima ili razdobljima posebne osjetljivosti kod djece i pridaje im veliku razvojnu i odgojnu važnost, a da bi dijete uspješno prošlo svaki od perioda, potrebno je da odrasli slijede i odgovaraju na potrebe djeteta. Na kraju rada istaknut ćemo glavne specifičnosti razvoja i poimanja djeteta prema ovoj pedagogiji. [A specific picture of the child in Montessori pedagogy affects the qualities of Montessori educators, their personal and professional preparation and their internal preparation. This paper analyses the specifics of the mentioned pedagogy regarding the child, the educator and the prepared environment. Montessori pedagogy counts on periods or times of special sensitivity in children and attaches great developmental and educational importance to them, so that, should the child successfully pass each of the periods, it is necessary for adults to follow and respond to the needs of the child. At the end of the paper we will highlight the child’s main developmental characteristics and understanding of the child according to this pedagogy.]

Language: Croatian

ISSN: 0037-7074, 1849-1057

Language: English

Published: London, England: Philip & Tacey, [1930]

Edition: [13. ed]

Abstract/Notes: This study offers a contextualized understanding of the distance-learning experiences of Montessori educators and students in the spring of 2020 in the wake of the COVID-19 global pandemic. In this article, we build on results reported in a separate article published in this issue of the Journal of Montessori Research. First, we analyzed qualitative data from social media and national virtual gatherings designed to support teachers as they faced the challenges created by the abrupt shift to distance learning. Second, we employed a convergent mixed-methods design to integrate these qualitative findings with the survey results reported in the previous article to provide a richer and more complete perspective on the situation. In our results, we found substantial evidence to support the resilience and durability of the Montessori Method, even in the face of adverse conditions created by a global pandemic. Despite the challenges of adaptation, Montessori educators demonstrated a commitment to the key tenets of Montessori philosophy, such as following the child and employing a holistic perspective on learning and development. While serving the whole child’s growth and development remained front and center, Montessori teachers’ approach to academics looked very different under distance learning. Still, the ongoing attention to children’s social-emotional needs will benefit both teachers and children when they return to the classroom, undoubtedly with lasting effects from pandemic-related isolation and hardship.

Language: English

DOI: 10.17161/jomr.v7i1.15123

ISSN: 2378-3923

Abstract/Notes: mit Beiträgen zur Didaktik in Montessori-Grundschulen von Gerhard Brand, P. Drücke, Th. Helmle, Michael Klein-Landeck, G. Moskopp, S. Werner, Hans Wilms, P. Wöbcke-Helmle.

Language: German

Published: Baltmannsweiler, Germany: Schneider-Verlag Hohengehren, 2008

Edition: 2nd ed.

ISBN: 978-3-8340-0334-8 3-8340-0334-4

Series: Basiswissen Grundschule , 15

Abstract/Notes: This thesis begins by proposing that all five classical canons are an ideal theory for guiding any writing pedagogy. The majority of the thesis, then, details how Montessori writing instruction synergistically exploits these canons to create a powerful pedagogy. Devised by Maria Montessori in the late 1800s, her instruction displays standard and nonstandard applications of invention, arrangement, style, memory, and delivery. Because Montessori writing instruction begins in preschool, this thesis concludes with an exploration of the potential benefits of introducing a classical curriculum before college. DOI - 10.25777/9jc9-ft22 / ISBN - 9780591485677

Language: English

Published: Norfolk, Virginia, 1997

Language: German

Abstract/Notes: Bu araştırmada, Montessori yaklaşımı doğrultusunda gerçekleştirilen öğretmen eğitimi ve eğitim ortamının düzenlenmesi sonucu üç, dört ve beş yaş (36-72 ay) grubundaki (deney ve kontrol grubu) çocuklara verilen Montessori yaklaşımına dayalı eğitimin çocukların gelişim alanları üzerindeki etkisini saptamak amaçlanmıştır. Araştırmada, Montessori yaklaşımına dayalı eğitimin çocukların gelişim alanlarına olan etkisini belirlemek amacıyla ön test ve son test kontrol gruplu deneysel desen kullanılmıştır. Ankara Üniversitesi Uygulama Anaokulu 1’e devam eden çocuklar deney grubunu, okul yöneticileri ile öğretmen görüşleri doğrultusunda benzer özelliklere sahip olduğu düşünülen bir üniversite anaokuluna devam eden çocuklar ise kontrol grubunu oluşturmuştur. Araştırmada demografik verileri toplamak amacıyla “Genel Bilgi Formu”, çocukların gelişim alanlarını değerlendirmek için Alpern (2007) tarafından geliştirilen Gelişimsel Profil 3 ile Mardell and Goldenberg (1998) tarafından geliştirilen Öğrenmenin Değerlendirilmesi için Gelişimsel Göstergeler 4 kullanılmıştır. Montessori yaklaşımına dayalı eğitim öncesinde ilk olarak Montessori eğitim ortamı oluşturulmuş ve gelişimsel değerlendirme labratuvarı hazır hale getirilmiştir. Ardından öğretmenler “Montessori Uygulayıcıların Eğitimi” kapsamında eğitim almışlardır. Çalışma sonucunda öğretmen görüşüne göre Öğrenmenin Değerlendirilmesi için Gelişimsel Göstergeler 4’den elde edilen bulgular incelendiğinde, deney ve kontrol grubundaki çocukların öz bakım becerileri ile sosyal duygusal gelişim alt boyutu puanlarında, ebeveyn görüşlerine göre öz bakım becerileri alt boyutu ile toplam gelişim puanlarında deney grubu lehine anlamlı farklılık olduğu saptanmıştır. Gelişim Profil 3‘e ait sonuçlar incelendiğinde de deney ve kontrol grubundaki çocukların öğretmen görüşlerine göre uyumsal davranış boyutunda; ebeveyn görüşlerine göre fiziksel gelişim, bilişsel gelişim, iletişim alt boyutları ile toplam gelişim puanlarında deney grubu lehine anlamlı farklılık olduğu belirlenmiştir. / The present study was aimed at determining the development levels of children aged three, four and five (36-72 months) attending Ankara University Practice Preschool 1, and the effect of Montessori educational approach on their areas of development. A pretest, posttest, retention test experimental design with control group was adopted in the study to determine the effect of Montessori educational approach on children’s areas of development. The experimental group consisted of children attending Ankara University Practice Preschool 1, while the control group consisted of attending a randomly selected university preschool with similar qualifications. The General Information Form was used for data collection purposes, while the Developmental Profile 3 (DP-3) developed by Alpern (2007) and the Developmental Indicators for the Assessment of Learning 4 (DIAL-4) developed by Mardell and Goldenberg (1998) whose validity and reliability studies were used as assessment tools to evaluate children’s areas of development. Prior to the implementation of Montessori education, Montessori educational environment was prepared and a developmental assessment laboratory was set up. Thereafter, teachers received the Montessori Practitioner Training. DIAL-4 results according to teachers’ opinions revealed significant differences between the children in experimental and control groups in self-help skills and social emotional development subscale scores, while according to parents’ opinions, there were significant differences in the self-help skills subcale and overall development scores. DP-3 results revealed significant differences between the children in experimental and control groups in the adaptive behavior subscale according to teachers’ opinions, and physical development, cognitive development and communication subscale scores, as well as, overall development scores of the DP-3 according to parents’ opinions.

Language: Turkish

ISSN: 2458-777X

Abstract/Notes: Bu araştırmada Montessori günlük yaşam becerileri çalışmalarının zihinsel yetersizliği olan çocukların öz bakım becerilerine etkisi incelenmiştir. Araştırmanın deneklerini 2019-2020 eğitim-öğretim yılında Aksaray ili Sarıyahşi ilçesine bağlı bir ilkokuldaki özel eğitim sınıfına devam eden üç zihinsel yetersizliği olan çocuk (hafif, orta, ağır düzeyde) oluşturmaktadır. Denekler, seçkisiz (rastgele) olmayan örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılarak belirlenmiştir. Katılımcılar ölçüt olarak, farklı engel düzeylerinin olmasına göre belirlenmiştir. Araştırmada tek denekli araştırma desenlerinden ABA modeli kullanılmıştır. Araştırmanın nicel verilerini toplamak için "Öz Bakım Becerileri Değerlendirme Testi" kullanılmıştır. Nitel verileri toplamak içinse gözlemci sınıf öğretmenine uygulama sonunda sorular sorulmuştur. Elde edilen veriler, çizgi grafiğiyle sunulmuştur. Araştırmanın sonuçlarına göre Montessori günlük yaşam becerileri çalışmaları hafif ve orta düzey zihinsel yetersizliği olan çocukların öz bakım becerilerini olumlu yönde etkilemiştir. / In this research, the effect of Montessori practical life studies on the self care skills of children who have mental retardation was observed. The subjects of the study consist of three mentally disabled children (mild,moderate,severe) attending a special-ed class in a primary school in Sarıyahşi district of Aksaray province in the 2019-2020 academic year. The subjects were determined by using the criterion sampling method, which is one of the non-random sampling methods. Participants were determined according to the different levels of disability as a criterion. In the study, ABA(Applied Behavioral Analysis) model, which is one of the single-subject research designs, was used. The 'Self Care Assessment Test' was used to collect the quantitative data of the study. Questions were asked to the observer classroom teacher to collect qualitative data at the end of the application. The data acquired are presented with a line chart. According to the results of the study, Montessori practical life studies positively affected the self-care skills of children with mild and moderate mental retardation.

Language: Turkish

Published: Konya, Turkey, 2021