Abstract/Notes: Dit onderzoek vond plaats in het buitengewoon lager onderwijs van het Nisansala Special Training Centre in Tudella, Sri Lanka. Het onderzoeksonderwerp ‘fijne motoriek’ werd mee bepaald door de inbreng van de leerkrachten tijdens een brainstormsessie. Nadien vond het eigenlijke onderzoek plaats in Groep A. We ontwikkelden een pre- en postmeting met kwantitatieve en kwalitatieve observaties tijdens enkele activiteiten en twee specifieke oefeningen, namelijk duim- en pincetgreep en oog- handcoördinatie. Tegelijkertijd maakten we veertien spelletjes en activiteiten om de fijne motoriek te trainen. Deze werden na de premeting ingezet in Groep A. Door onvoorziene omstandigheden vielen veel oefenmomenten weg en kon de postmeting niet uitgevoerd worden. Hierdoor konden we de evolutie van de leerlingen niet onderzoeken. De algemene conclusie van dit onderzoek was dat er verschillende spelletjes en activiteiten om fijne motoriek te trainen bestaan, maar dat deze niet allemaal even efficiënt, eenvoudig om te maken noch als fijn ervaren werden door de leerlingen. Daarom werd een opsomming gemaakt van de interessantste spelletjes en activiteiten. Vervolgens toonden de onderzoeksresultaten uit de premeting aan dat de leerlingen van Groep A reeds over een behoorlijke fijne motoriek beschikten, maar dat dit niet altijd tot uiting kwam doordat ze aan een traag tempo werkten en gevoelig waren voor afleidende stimuli in de klas.

Language: Dutch

Published: Heverlee, Belgium, 2016

Language: English

ISSN: 1054-0040

Abstract/Notes: In preparation for the centennial of Montessori education, school leaders have a unique responsibility--not only to the communities, but also to Dr. Montessori's memory--to revise the educational practices in a manner that is both respectful of her theories and responsive to a changing educational landscape. This article outlines one example of Whitby School's attempt to live up to the challenge of being an authentic Montessori school, as laid down by its founder, Nancy McCormick Rambusch. The author focuses on determining the characteristics, goals, and structure of the Second Plane of Development and addresses the needs of the children. The responsibilities of the leader of an authentic Montessori school to facilitate the thoughtful interpretation of Montessori philosophy and to foster respectful dialogue about Montessori practice, in the same manner so ardently championed by Nancy McCormick Rambusch. These are, as they always have been, the "inevitable tasks" required of authentic leaders in Montessori education. (Contains 9 figures.)

Language: English

ISSN: 1054-0040

Abstract/Notes: The subject of practice-based thesis was children’s emotional skills and emotional education in early childhood education. The mandator of the research, Montessori Daycare of Lahti had a need for tailored emotional education material for their daily life in the daycare. The aim of thesis was to produce functional material for emotional education and a guide for the use of the material to the mandator, Montessori Daycare of Lahti. The needs from Montessori Daycare’s daily life guided the planning process and it was developed by implementing short functional lessons on emotions with a small group of children. The purpose of the thesis was to give tools for emotional education for early childhood educators. The end product of thesis was emotional education -package, which contains puppets made by hand, some essential equipment for drama and a guide for implementing emotional education lessons. The package was designed so that it can be easily handled and carried around, which enables having lessons also outside of the daycare environment. The exterior of the package is designed to be in line with its contents and as a whole the material follows the guiding principles of Montessori education. Based on the trial use of the material and the following evaluation, the emotional education -package was found to be well functioning and the material can be used in the daily life of the daycare in addition to emotional education lessons. This shows that the aim and purpose of the thesis, producing tools for emotional education for early childhood educators, has been achieved. / Toiminnallisen opinnäytetyön aiheena oli tunnetaidot sekä tunnekasvatus varhaiskasvatuksessa. Aihe tuli toimeksiantajalta Lahden Montessori-leikkikoululta, jolla oli selkeä tarve heille räätälöityyn tunnekasvatusmateriaaliin. Työn tavoitteena oli tuottaa tunnekasvatuksen toiminnallinen opas ja siihen liittyvä materiaali Lahden Montessori-leikkikoululle. Materiaali suunniteltiin päiväkodin arjesta nousseiden tarpeiden mukaan, ja sitä kehitettiin toteuttamalla toiminnallisia tunnehetkiä päiväkodin lapsiryhmälle. Opinnäytetyön tarkoituksena oli antaa varhaiskasvattajien käyttöön lisää työkaluja tunnekasvatukseen, tunteiden tunnistamiseen, nimeämiseen ja käsittelyyn lasten kanssa. Opinnäytetyön tuotoksena valmistui tunnekasvatussalkku, joka sisältää itse valmistetut käsinuket, tarvittavat draamavälineet sekä oppaan tunnehetkien toteuttamista varten. Salkku on suunniteltu niin, että sitä on helppo käsitellä ja se on kätevästi mukaan otettavissa, jolloin tunnehetki on mahdollista toteuttaa myös päiväkodin ulkopuolella. Salkun ulkoasu on suunniteltu yhteneväiseksi sisällön kanssa, ja se on Montessori-oppien mukainen valmisteltu kokonaisuus. Kokeilun ja arvioinnin pohjalta voidaan todeta, että tunnekasvatussalkku on toimiva kokonaisuus, ja materiaalia voidaan hyödyntää myös päiväkodin arjessa varsinaisten tunnehetkien ulkopuolella. Tämän perusteella voidaan todeta, että työn tavoite ja tarkoitus tuottaa varhaiskasvattajille käytännön työkaluja tunnekasvatuksen toteuttamista varten, ovat toteutuneet.

Language: Finnish

Published: Lahti, Finland, 2019

Language: English

Language: English

Published: Johannesburg, South Africa, 2002

Language: English

Language: Dutch

Abstract/Notes: There have been two distinct phases of the Montessori method of education in New Zealand. The first began in 1912 and continued into the 1950s. The second phase, starting in 1975, has resulted in over one hundred Montessori early childhood centres being established throughout the country. In this thesis I examined the historical evolution and contemporary status of Montessori schooling in New Zealand, as an adaptation of an alternative educational ideal to a particular national context. To situate this study, the history of the Montessori movement was investigated, taking into consideration the particular character and personality of its founder, Dr. Maria Montessori (1870-1952). It is argued that the apparent contradictions of Montessori, who claimed to be both a scientific educator and a missionary, help explain the endurance of her method. The thesis further maintains that Montessori became a global educator whose philosophy and pedagogy transcends national boundaries. The middle section of this thesis examines the Montessori movement in New Zealand during the first phase and the second phase, highlighting the key role that individuals played in spreading Montessori's ideas. The major aim was to examine how Montessori education changes and adapts in different cultures and during different time frames. The thesis concentrates on New Zealand as a culturally specific example of a global phenomenon. The final section of the thesis is a case study of a Montessori early childhood centre examining the influence of Government policy and how the development of the centre supports the ongoing implementation of Montessori's ideas. The perceptions of Montessori teachers, former parents and students regarding the nature and value of Montessori education are also considered. Finally, observations carried out as part of the case study are analysed to further demonstrate the ways in which the original ideas of Montessori have been reworked to suit a different historical and societal context. It is concluded that Montessori is a global educator whose philosophy and pedagogy transcends national boundaries. Nonetheless, the integration of Montessori education within any country, including New Zealand, does result in a culturally specific Montessori education.

Language: English

Published: Palmerston North, New Zealand, 2004

Language: English