Language: Italian

ISSN: 0042-7241

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-1-85109-296-3

Series: The Montessori Series , 15

Abstract/Notes: Okul öncesi eğitimde birçok alternatif eğitim yöntemi uygulanmaktadır. Bu eğitim yöntemlerinden biri de Montesori eğitimidir. Maria Montessori tarafından geliştirilen bu eğitim yaklaşımında çocuklar gerçek materyallerle birebir çalışabilmekte ve çocukların sosyal gelişim alanları desteklenebilmektedir. Bu araştırma, 2017-2018 eğitim öğretim yılında Adana ilinde Montessori eğitimi gören ve görmeyen 5-6 yaş grubu çocukların eğitim gördüğü türüne ve demografik değişkenlere bağlı olarak Yalnızlık ve Sosyal Memnuniyetsizlik düzeylerinin farklılık gösterip göstermediğini belirlemek amacıyla yapılmıştır. Araştırmanın çalışma grubunu, 2017-2018 eğitim öğretim yılında Adana ili Seyhan ilçesinde bulunan Milli Eğitim Bakanlığı'na bağlı bir okulda eğitim gören ve aynı ilin Çukurova ilçesinde Montessori eğitim yaklaşımına göre eğitim gören 5-6 yaş grubu toplam 62 çocuk oluşturmuştur. Örnekleme Yazıcı, Duyan ve Gelbal (2013) tarafından uyarlanan Yalnızlık ve Sosyal Memnuniyetsizlik Ölçeği uygulanmış ve sosyo-demografik özellikler ile ölçek puanı arasındaki farklılık incelenmiştir. Öğrencilerin ölçek puanlarının öğrencinin eğitim gördüğü program türüne göre farklılığın incelenmesinde t testi kullanılmıştır. Ayrıca Montessori eğitimi alan ve almayan çocukların ölçek puanlarının kardeş sayısı ve anne öğrenim durumuna göre tek yönlü varyans analizi (ANOVA) kullanılmıştır. Elde edilen verilerin analizi sonucunda öğrencilerin yalnızlık ve sosyal memnuniyetsizlik düzeylerinin eğitim gördüğü program türüne göre anlamlı farklılık gösterdiği tespit edilmiştir. Ayrıca Montessori eğitimi alan ve almayan öğrencilerin yalnızlık ve sosyal memnuniyetsizlik düzeylerinin diğer demografik özelliklere göre farklılık göstermediği görülmüştür. / The Pre-school education is applied in many alternative training method. This education is one of the montesori method of education. This education approach developed to children can work one on one with real materials and children could be supported of social development in the fields by Maria Montessori. This study was conducted to investigate the difference in levels of loneliness and social dissatisfaction of 5-6 year-old children who received Montessori education. The study group consisted a total of 62 children in the 5-6 age group studying at a school affiliated to the Ministry of National Education in the Seyhan district of the province of Adana, and at a school which provides education in accordance with the Montessori education approach in the Çukurova District of the same province in the 2017-2018 academic year. In the study, the relational screening model was used. In line with the corresponding model, Loneliness and Social Dissatisfaction Scale, adapted by Yazici, Duyan and Gelbal (2013) was applied to the sampling, and correlations between the scale scores and socio-demographic characteristics were analyzed. Students scale scores to examine differences according to the type of training program of the student's t tests were used. In addition the Montessori education of children and which are not of the scale scores, which also tiller number and mother's education level according to one-way analysis of variance (ANOVA) was used. As a result of the data obtained there, a significant difference was found between "loneliness and social dissatisfaction scale" scores depending on the students type of the education program. In addition, Montessori education which students and which are not significant relationship was found between student gender, number sisters and brothers, the mother education of the state variables and loneliness and social dissatisfaction scale scores.

Language: Turkish

Published: Yenice, Turkey, 2018

Language: Dutch

Language: Dutch

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: Kindergartens are socio-spatial organizations with their social and cultural as well as their spatial structures which prepare children to be responsible members of the society. In the ear ly years of the twentieth century, the issue of how to raise new generations was one of the primary research areas of many educational scientists, especially in Europe, and therefore different progressive pedagogical methods were generated. Among these views, the Waldorf pedagogical approach developed by Rudolf Steiner, Montessori pedagogical approach developed by Maria Montessori, and Reggio Emilia pedagogical approach developed by Loris Malaguzzi became prominent. Although these three pedagogical approaches have a common view that the child should be accepted as an individual with his/her rights, each of them involved different physical environment requirements in the context of their educational philosophies. The projects obtained in an architectural design studio course constitute the focus of this paper and it aims to decipher the semantic and syntactic characteristics based on twelve student projects. The semantic dimension of the study was revealed by coding the related themes through students' project reports while the syntactic dimension of the study demonstrated the prioritized social interaction area through isovist area and variance values. Considering the semantic results, it was revealed that the students not only comprehended the spatial requirements of a specific educational pedagogy but also grasped the transformative power of the methods, in terms of physical, social, and natural characteristics. Considering the syntactic results, the fact that the mean isovist area value was higher in Reggio Emilia schools showed that the piazza dominates the physical setting. The fact that the school cluster with the highest variance value emerged in Montessori draws attention to the changeability of isovist perimeter value within the interiors to orientate the individuals to the classroom units.

Language: English

Published: Bergen, Norway: Western Norway University of Applied Sciences, 2022

Pages: 25 p.

Language: Italian

ISSN: 0042-7241