Language: English

ISSN: 0028-5048

Abstract/Notes: Psikolojik dayanıklılık zorluklarla karşılaşan bireylerin mücadele etmesi ve bu mücadeleyi sürdürebilmesi adına önem taşımaktadır. Psikolojik dayanıklılığı yüksek olan bireyler karşılaştıkları zorluklardan kendilerine yarar sağlayabilen bireylerdir. Psikolojik dayanıklılık geliştirilebilen bir kişilik özelliğidir. Maria Montessori “Çocuğu çalıştım. Çocuğun bana verdiklerini aldım ve onları ifade ettim. İşte Montessori yöntemi budur.” cümlesi ile kendi adını verdiği yöntemini açıklamaktadır. Kendine has bir eğitim yaklaşımı olan Montessori felsefesi ile eğitim, çocuğu kendi kendine yetebilen bir birey olabilmesi için destekler. Bu araştırmada Montessori felsefesiyle eğitim alan çocukların psikolojik dayanıklılığı incelenmiştir. Bu çalışmada 24- 72 ay arasında 20 öğrenci gözlenmiş olup, psikolojik dayanıklılığı oluşturan etmenler incelenmiştir. Bu bağlamda Montessori felsefesi ile eğitim alan çocukların psikolojik dayanıklılıkları; girişkenlik- özgüven, yardım alabilme, öz-düzenleme, akran ilişkileri, sosyal yeterlilik, bağlanma, mutluluk, duygu kontrolü, doyum erteleyebilme ve problem çözme becerileri başlıkları altında incelenmiştir. Araştırma sonucunda Montessori felsefesiyle eğitim alan çocukların psikolojik dayanıklılıklarının daha yüksek olduğu gözlenmiştir. Ek olarak Montessori felsefesinin, çocukların kendi kararlarını verebilen, bu kararların sorumluluğunu alabilen, çalışma özgürlüğüne sahip, kendine yetebilen ve kendini ifade edebilen bireyler olmasına katkı sağladığı gözlenmiştir. / Psychological resilience is important for individuals who face difficulties and sustain struggle in their lives. Individuals with high psychological resilience are those who can benefit from the difficulties they face. Psychological resilience is a personality trait that can be developed. Maria Montessori describes the method which has its name from her as “I have studied the child; I have taken what the child has given me and expressed it, and that is what is called the Montessori Method” Montessori philosophy, which is a unique educational approach, supports the child to become a selfsufficient individual. In this study, it was aimed to investigate the effect of Montessori education philosophy on psychological resilience. This study was carried out by observing 20 students between 24-72 months and the factors that make up psychological resilience were examined. In this context, the psychological resilience of children who are educated with Montessori philosophy were discussed under these headings: assertiveness-selfconfidence, getting help, self-regulation, peer relationships, social competence, attachment, happiness, emotion control, satisfaction deferment and problem solving skills. As a result of the research, it was observed that children who were educated with Montessori philosophy had higher psychological resilience. In addition, it was observed that Montessori philosophy contributes to children being individuals who can make their own decisions, take responsibility for these decisions, have the freedom to work, are self-sufficient and can express themselves.

Language: Turkish

ISSN: 2717-9737

Abstract/Notes: This chapter will look at the purpose of education in the context of Indonesia’s past and present. I will draw on the philosophy of Ki Hajar Dewantara (1889–1959), who is regarded as the father of Indonesian education. In conceptualising education, he was influenced by his upbringing, local culture, and international influences from various educators and philosophers such as Rabindranath Tagore, Maria Montessori, and Friedrich Fröbel. This chapter is particularly timely because the Indonesian government has started to critically re-examine two of the educational concepts proposed by Dewantara, which are “pendidikan karakter” (character education) and “merdeka belajar” (independent learning). The chapter will start with a discussion on the purpose of education before introducing Dewantara and his background. I will then offer two comparisons; First, between Dewantara’s purpose of education and the aims of Dutch schools during the colonial period in Indonesia, highlighting the importance of imparting local wisdom and values in Dewantara’s school which were ignored by the colonial schools. Second, between Dewantara’s purpose of education and the current government’s policies. By doing so, I will highlight the different purposes articulated for education in various contexts, from the colonial era to present-day Indonesia. The conclusion of this chapter is that there have been profound changes to the very purpose of education in Indonesia. Nevertheless, Dewantara’s philosophy is still very much relevant today and thus, the Indonesian government should revisit its conceptualisation of the foundations of education. Dewantara’s thought is also likely to see increased interest in other countries due to a growing global demand for awareness of non-Western educational philosophies.

Language: English

Published: Singapore, Singapore: Springer Nature, 2023

Edition: 1st ed.

ISBN: 978-981-9901-39-5

Language: English

ISSN: 0956-1382

Language: English

ISSN: 0040-7887

Abstract/Notes: Anaokulları okul öncesi çocukların bilgi ve becerilerini destekleyen eğitim kurumlarıdır. Farklı eğitim sistemlerini benimsemiş olan anaokullarında aktivitelere göre alanlar oluşturulmaktadır. Algının ve çevrenin öneminin büyük olduğu bu dönemde çocukların hayal güçlerine ilham verecek mekanlar tasarlanmalıdır. Çocukların sözlü beceriden önce öğrenilen görsel dil ile yaratıcılıkları desteklenmektedir. Bunun yanında mekanda bulunan güvenli ve ulaşılabilir mobilyalar da çocukların özgürce hareket etmelerini ve sorumluluk bilinci kazanmalarını sağlamaktadır. Anadilin yanında farklı bir dilin de okul öncesi dönemde öğrenilmesi için mekanda kullanılan görseller ve bunları destekleyici yabancı dilde kelimeler ile görsel hafıza da yer etmesi sağlanabilmektedir. Bu sayede öğrenilen yabancı dildeki kelimeler ile hafızadaki ilişki kuvvetlenerek hatırlanması kolaylaşmaktadır. Bu makalenin amacı Montessori anaokullarında kullanılan mekan ihtiyaçlarını ve günümüz okullarında oluşturulan modern tasarımları araştırmaktadır. Sonuç olarak mekanda kullanılan eğrisel formlar ve donatı elemanlarının boyutlarının çocuklara göre tasarlanması ile çocuğun özgürce hareket edebileceği mekanlar eldeilmektedir. Bu mekanlar bir bütünlük içerisinde estetik bir uyum ile tasarlanmalıdır. Bir düzen içerisinde organize edilmiş az ve yeterli sayıda renk ve obje ile daha huzurlu bir mekan oluşturulmaktadır. Tasarımda ana unsuru yetişkinler ve çocuklar arasındaki olumlu ilişkiler oluşturmaktadır. Mekan tasarımı da bu ilişkiyi desteklemektedir. Doğal aydınlatma, uygun boyutta askılıklar, depolama alanlarının yeterli ve güvenli olması, dolaşım alanlarının yeterli olması da gerekmektedir. / Kindergartens are educational institutions that support the knowledge and skills of preschool children. In kindergartens in different education systems, areas are created according to the types of activities. In this period when perception and the environment are of great importance, spaces that will inspire children's imaginations should be designed. Children's creativity is supported by the visual language learned before verbal skills. In addition, safe furniture in the space allows children to move freely and gain a sense of responsibility. In addition to the mother tongue, it is possible to learn foreign languages in the pre-school period. Therefore, it can be ensured that the language is embedded in the memory with the visuals used in the space and the words in the foreign language supporting them. In this way, the relationship in the memory with the words in the learned foreign language is strengthened and the recall of the word becomes easier. This article aims to explore the space needs found in Montessori kindergartens and the modern designs created in today's schools. As a result, designing the dimensions of the furniture used in the space according to children ensures that children can move freely, implement their own decisions and receive an education without encountering obstacles. The kindergarten interior should be designed with an aesthetic harmony within a unity. Overmuch colors and toys cause a distraction for children. A more peaceful space is created with a sufficient number of colors and objects organized in order.

Language: Turkish

DOI: 10.29228/JASSS.52208

ISSN: 2148-4163

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-35-4

Series: Montessori Series , 11

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: Early results from a Montessori nursery program initiated by Toronto, Canada, in 1971, to help inner-city children prepare for formal education indicate that the mothers of the 15 three- and four-year-old children were pleased with the program. Specifically, they felt that the children had increased their verbal skills, preparedness for junior kindergarten, and social maturity. However, not all mothers were pleased with the increased independence shown by some of the children. A study of the children's characteristics suggested that caution should be exerted in extrapolating the findings from other so-called disadvantaged children to inner-city children in one's own city. Other data are useful but the needs of a particular population must be carefully observed. When isolating deficiencies or identity needs, wholesale generalizations from superficial measures should not be made. Precise and explicit definitions should be made for such terms as deficient in language, intellectual motivation, or conceptual ability. Otherwise inadequate solutions are likely to result. (JS)

Language: English

Published: Toronto, Canada, Nov 1971