Abstract/Notes: Dieses Buch beinhaltet eine wissenschaftliche Auseinandersetzung der Reformpädagogik Emmi Piklers und Maria Montessoris im Bereich des freien Spiels. Ziel der Untersuchung ist es, die von Emmi Pikler und Maria Montessori entwickelten Richtlinien einer optimalen Erziehung darzustellen, miteinander zu vergleichen und anhand wissenschaftlicher Untersuchungen zu beurteilen. Die grundlegende Frage ist, auf welche Details Eltern und Erzieher im kindlichen freien Spiel achten müssen, um eine ideale Entwicklung des Kindes ermöglichen zu können und welche Vorteile eine solche Erziehung für das Kind bringen kann. Anhand der Methode einer Inhaltsanalyse wird versucht, die entsprechenden Konzepte zur Darstellung der pädagogischen Annahmen einzubringen. Desweiteren wird über die Parallelen und Unterschiede in den erzieherischen Theorien Piklers und Montessoris diskutiert. Bei jenen Annahmen, in denen Pikler und Montessori differenzierte Ansichten vertreten, sollen wissenschaftliche Untersuchungen zeigen, welche Theorie tatsächlich im Interesse des Kindes ist. Anhand mehrerer empirischen Studien werden die Konzepte der beiden Pädagoginnen verglichen und beurteilt. Anhand eines Literaturreviews werden die sechs Studien und ihre Forschungsergebnisse zusammengefasst. Der Leser erhält dadurch einen Überblick über Art und Vorgehensweise der Untersuchung was die Interpretation der Ergebnisse nachvollziehbar macht. Weiter bietet das Buch einen Überblick über Gestaltung und Organisation von Pikler- beziehungsweise Montessorispielgruppen, das freie Spiel aus Entwicklungspsychologischer Sicht und biographischen Angaben der beiden Reformpädagoginnen. [This book contains a scientific examination of Emmi Pikler's and Maria Montessori's reform pedagogy in the area of ​​free play. The aim of the study is to present the guidelines for optimal upbringing developed by Emmi Pikler and Maria Montessori, to compare them and to assess them on the basis of scientific studies. The basic question is which details parents and educators have to pay attention to in children's free play in order to enable ideal development of the child and what advantages such an upbringing can bring to the child. Using the method of content analysis, an attempt is made to introduce the appropriate concepts for the presentation of the pedagogical assumptions. Furthermore, the parallels and differences in the educational theories of Pikler and Montessori are discussed. In the case of those assumptions in which Pikler and Montessori represent differentiated views, scientific studies should show which theory is actually in the interest of the child. Based on several empirical studies, the concepts of the two teachers are compared and evaluated. The six studies and their research results are summarized using a literature review. This gives the reader an overview of the type and procedure of the investigation, which makes the interpretation of the results comprehensible. The book also offers an overview of the design and organization of Pikler and Montessori play groups, free play from a developmental psychological point of view and biographical information from the two reform educators.]

Language: German

Published: Hamburg, Germany: Diplomica, 2009

Edition: 1st ed.

ISBN: 978-3-8366-7299-3 3-8366-7299-5

Language: Korean

ISSN: 1226-9417

Abstract/Notes: The purpose of this Bachelor's thesis is to find out children's satisfaction with day care in montessori kindergarten Aurinkoleijona. This study is part of Verkonkutoja-project conducted at Turku University of Applied Sciences. The objective of this research is to create a patern to collect and process customers' feedback. It focuses on five to six years old children in Aurinkoleijona Salo Unit. ”Quality Game” adapted to the children's needs and abilities was used to collect the data. It contained 24 questions considering six themes related to day care: empathy, educational work, circumstances, reliability, responsiveness and assurance. The total of 11 children played the ”Quality Game for Children”: the test group of 3 children in Halikko Unit and 8 children in Salo Unit. The theoretical frame of reference for this thesis was defined in accordance with the quality of day care. It consisted of the facts collected from different sources. The quality of day care is comprised of the experiences of both clients – children and parents – and day care - workers. The quality of day care can be called intersubjective. According to the results, most of the children are satisfied with day care in montessori kindergarten Aurinkoleijona according to the results. Children are especially satisfied with the staff of Aurinkoleijona and its action. All the corresponders can depend on day care adults. Some of the children think that the adults do not have enough time for them. They also give criticism of the day care assignments. The present time and events has an influence on children's satisfaction. There are occasional events in the background of dissatisfaction. Concentration on the game and other children's opinions have an influence on the results. The results show that children are fond of day care theme days, but there is room for improvement. The results of the thesis and the ”Quality Game for Children” will be used in Verkonkutoja-project during next year. / Opinnäytetyöni tarkoituksena oli selvittää lasten tyytyväisyyttä päivähoitoon montessori-päiväkoti Aurinkoleijonassa. Työni on osa Turun ammattikorkeakoulun Verkonkutoja -hanketta, jossa kehitetään asiakaspalautteen keruu- ja käsittelymallia kunnille ja yrityksille. Kohderyhmänä oli Salon yksikön 5 – 6 -vuotiaat lapset. Aineistonkeruumenetelmänä käytin Stakesin Laatupeliä, josta olin muokannut lapsille oman version. Lasten laatupelissä lapsille esitettiin 24 kysymystä liittyen päivähoidon eri osa-alueisiin: empatia, kasvatustyö, olosuhteet, luotettavuus, vastaavuus ja varmuus. Lasten laatupeliä pelasi yhteensä 11 lasta: testipelissä 3 lasta Halikossa ja varsinaisessa pelissä 8 Salossa. Teoreettinen viitekehys työssäni oli päivähoidon laadun määrittely. Se koostui eri lähteistä keräämästäni tiedosta. Päivähoidon laatu muodostuu niin asiakkaiden – lasten ja vanhempien – kuin päivähoidon työntekijöidenkin kokemuksista. Päivähoidon laatua voidaankin kuvailla intersubjektiiviseksi. Tulosten mukaan suurin osa lapsista on tyytyväisiä päivähoitoon montessori-päiväkoti Aurinkoleijonassa. Erityisen tyytyväisiä lapset ovat henkilökuntaan ja sen toimintaan. Kaikki vastanneista kertoo luottavansa päiväkodin aikuisiin. Kritiikkiä herättää aikuisten ajankäyttö ja päiväkodin tehtävien tekeminen. Lasten tyytyväisyyteen vaikuttaa juuri käsillä oleva hetki. Varsinkin tyytymättömyyden taustalla on yksittäiset tapahtumat. Lisäksi peliin keskittyminen ja muiden lasten mielipiteet vaikuttavat tuloksiin. Tuloksista ilmenee, että lapset pitävät päiväkodin teemapäivistä, mutta niissä on kehittettävää. Opinnäytetyöni tuloksia ja Lasten laatupeliä käytetään Verkonkutoja-hankkeessa ensi vuoden aikana.

Language: Finnish

Published: Tampere, Finland, 2009

Language: Russian

Abstract/Notes: Little humans have great potential, develop optimally by involving teachers, parents and children. Teachers and parents contribute to early childhood education (PAUD) services applying various lessons and curricula according to their basis. In this study, it examines the idea of ​​existentialism according to Maria Montessori in Early Childhood Education. This study used a library research method which refers to the data sources on Montessori existentialism in early childhood education. Research is empirical and theoretical by examining theories on objects and phenomena that are the focus of research from rational expressions of ideas. The results of the study describe the thoughts of children that have an impact on the training of daily life skills, sensory training, and children's language development. then in the concept of PAUD existentialism according to Maria Montessori emphasizes learning and curriculum through children's experiences that naturally involve the roles of teachers, students, and parents. The impact of Montessori existentialist thinking is respect for the child, the mind that absorbs the child, and the environment that is ready. This has an impact on the substance of Montessori-based existentialism.

Language: Indonesian

ISSN: 2985-3915

Abstract/Notes: ...For teachers of the Montessori Method of Education in the science of man building, Balboa Park, June 15 up to and including the first week in September. For further information address Chas. B. McCoy, Attorney, Central Mortgage Building, President San Diego Montessori Educational Association. Telephone Main 589.

Language: English

Abstract/Notes: La investigación propuesta a continuación se enmarca en el ámbito de la educación preescolar, donde se investigó una alternativa a la educación tradicional existente en Chile, adentrándose en la propuesta Montessori que tiene la Sala Cuna y Jardín Infantil El Roble, ubicado en la comuna de la Pintana, donde se trabajó con las niñas y niños de la sala heterogénea (3 a 5 años), con sus guías y directivos. Para conocer la implementación del método, en un contexto como este. En el marco teórico se presentan los antecedentes fundamentales de la creación de la educación preescolar en nuestro país, haciendo un recorrido histórico respecto a su implementación, además se indagan las políticas publicas en esta materia. La primera concepción teórica que se revisa es el Método Montessori, donde se describe su metodología, principios y conceptos fundamentales. Luego se profundiza en la teoría constructivista, revisando algunos de sus principales autores como Jean Piaget y Jerome Bruner. La metodología utilizada para la investigación fue el enfoque cualitativo, el cual se caracteriza por ser flexible, ya que lo relevante es el contexto en el cual ocurre el fenómeno a investigar. Las técnicas utilizadas para la recolección de información fue la entrevista en profundidad y la observación participante. El análisis de resultados se hizo a través del análisis de contenido por categoría.

Language: Spanish

Published: Santiago, Chile, 2011

Abstract/Notes: Montessori pedagogy is a pedagogical concept that was created by Maria Montessori, and is based on anthropology and scientific observation of the natural learning process of children. It is recognizable by its prepared environment with didactic shaped material that provide children an independent realization of knowledge. Although the concept was formed at the beginning of the 20th century, it is a pedagogical approach that still adequately responds to the developmental needs of children and overcome the disadvantages of the traditional educational system focused on the teacher. The aim of this study was to determine the opinions that students of teaching studies have on Montessori pedagogy considering their study. The study was conducted on an intentional sample of students from the Faculty of Philosophy in Split, the department of teacher education and the department of pedagogy. The results showed that students, dependent on their study, differ in knowledge about Montessori pedagogy and valuation of the desirability of the traditional education, while there is no difference in attitudes towards Montessori pedagogy and in valuation of the desirability of the education based on independence, play and the satisfaction of knowledge. Pedagogy students had several courses where they gained knowledge about Montessori pedagogy and had experience visiting Montessori institutions where they experienced the application of these pedagogical principles in practice, while students from the department of teacher education haven't had such experiences and they were less familiar with the Montessori pedagogy during their study. That reflected on some of their attitudes. The existing of a positive attitude towards Montessori pedagogy regardless of the level of knowledge about this conception leads to the conclusion that the connotations they have about the Montessori pedagoy are positive, which supports the hypothesis of a positive image of the concept not only among many experts, but also among lay people. / Montessori pedagogija je pedagoška koncepcija koju je osmislila Marija Montessori, a temelji se na antropologiji i znanstvenom promatranju prirodnog procesa učenja djece. Prepoznatljiva je po pripremljenoj okolini s didaktički oblikovanom materijalu koji djeci omogućuju samostalan dolazak do spoznaje. Iako je koncepcija ponuđena početkom 20. stoljeća i danas se smatra pedagoškim pristupom koji primjereno odgovara na razvojne potrebe djece te prevladava nedostatke tradicionalnog odgojno-obrazovnog sustava usmjerenog na učitelja. Cilj ovog istraživanja je utvrditi razlikuju li se studenti nastavničkih studija u stavovima o Montessori pedagogiji s obzirom na studij. Istraživanje je provedeno na namjernom uzorku studenata učiteljskog studija i studija pedagogije Filozofskog fakulteta u Splitu. Rezultati su pokazali da se studenti s obzirom na studij razlikuju u znanjima o Montessori pedagogiji te u procjeni poželjnosti tradicionalnog odgoja, dok se ne razlikuju u stavovima o Montessori pedagogiji i u procjeni poželjnosti odgoja utemeljenog na samostalnosti, igri i zadovoljstvu spoznajom. Studenti studija pedagogije u okviru više kolegija stjecali su znanja o Montessori pedagogiji te imali iskustva posjeta Montessori ustanovama u kojima su doživjeli primjenu tih pedagoških načela u praksi, dok studenti učiteljskog studija nisu imali takva iskustva te su o Montessori pedagogiji tijekom studija bili slabije upoznati što se odrazilo i na neke njihove stavove. Postojanje pozitivnog stava o Montessori pedagogiji neovisno o razini znanja o toj koncepciji upućuje na zaključak da su konotacije koje imaju vezano za Montessori pedagogiju pozitivne, što ide u prilog tezi o pozitivnoj slici o toj koncepciji ne samo među mnogim stručnjacima, nego i među laicima.

Language: Croatian

Published: Split, Croatia, 2016

Language: Catalan

Language: Italian

ISSN: 2637-5400