Language: English

ISSN: 1071-6246

Language: English

Language: English

Published: Amherst, Massachusetts: Comparative and International Education Society, 1979

Pages: 119-126

Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1966

Language: German

ISSN: 0944-2537

Abstract/Notes: In this research, the effectiveness of Montessori Method in acquiring color and texture knowledge of pre-school children has been examined. The dependent variable of this study is the color and texture knowledge of the children, the independent variable is Montessori Method. The study is planned both quantitative and qualitative, and experimental as well. 40 students are included in study group as experiment and control group.The experiment group consisted of 20 children aged between 4-5 years, who were trained in Montessori Method in Konya Selçuk University Health Sciences Faculty İhsan Doğramacı Practice Kindergarden in 2016-2017 academic year and selected by neutral assignment. The control group consisted of 20 children aged 4-5 years who were educated in Meram Gündoğdu Private Kindergarden School by the Ministery of Education’s pre-school education program. In the study, the “Color and Texture Knowledge Assessment Test” was used, which was prepared by the researcher of this paper and approved by an expert. These tests are applied as pre-test, post-test and tracking test. In the analysis of the data, Mann Whitney U Test and Wilcoxon Marked Ranks Test were applied. Results; ● There is no significant difference between the color knowledge pre-test rank averages of the experiment and control groups (p>0.05). ● There is no significant difference between the experiment and control group’s texture knowledge pre-test rank averages. (p>0.05). ● The color knowledge of the experiment group’s post-test rank averages are notably higher than the pre-test rank averages [Z=3.55; p< 0.05]. ● The texture knowledge of the experiment group’s post-test rank averages are notably higher than the pre-test rank averages. (Z=3.83,p<0.05). ● Although there is no notable difference between the post-test rank averages of both the experiment and the control groups, the experiment group’s color information is higher (p˃0.05). ● The texture information of the experiment group’s post-test rank averages are notably higher than the control group (p<0.05). ● There is no reasonable difference between the experiment group’s color information post-test and the tracking test rank averages (Z=0.27, p>0.05). ● There is no reasonable difference between the experiment group’s texture information post test and the tracking test rank averages (Z=0.24, p>0.05). The general conclusion is that the Montessori Method contributes positively to the acquisition of color and texture knowledge of preschool children and it is more effective than the Pre-School Education Program of the Ministry of Education / Bu araştırmada, Montessori Yöntemi’nin okul öncesi çocuklarının renk ve doku bilgilerini edinmelerine etkililiği incelenmiştir. Araştırmanın bağımlı değişkeni çocukların renk ve doku bilgileri, bağımsız değişkeni ise Montessori Yöntemi’dir. Araştırma nicel ve nitel, aynı zamanda deneysel olarak planlanmıştır. Çalışma grubuna deney ve kontrol grubu olarak toplam 40 çocuk dâhil edilmiştir. Deney grubunu, 2016-2017 öğretim yılında Konya Selçuk Üniversitesi Sağlık Bilimleri Fakültesi İhsan Doğramacı Uygulama Anaokulunda Montessori yöntemi ile eğitim alan ve yansız atama ile seçilen 4-5 yaş grubu 20 çocuk; kontrol grubunu Meram Özel Gündoğdu Koleji Anaokulu’nda MEB Okul Öncesi Eğitim Programı ile eğitim alan 4-5 yaş grubu 20 çocuk oluşturmaktadır. Araştırmada, araştırmacı tarafından hazırlanan ve uzman onayı alınan” Renk ve Doku Bilgilerini Değerlendirme Testi” kullanılmıştır. Testler ön test, son test ve izleme testi olarak uygulanmıştır. Verilerin analizinde; Mann Whitney U Testi ve Wilcoxon İşaretli Sıralar Testi uygulanmıştır. Bulgular: ● Deney ve kontrol grubu renk bilgisi ön test sıra ortalamaları arasında anlamlı bir fark yoktur (p>0.05). ● Deney ve kontrol grubu doku bilgisi ön test sıra ortalamaları arasında anlamlı bir fark yoktur (p>0.05). ● Deney grubunun renk bilgisi son test sıra ortalamaları ön test sıra ortalamalarından anlamlı düzeyde yüksektir [Z=3.55; p< 0.05]. ● Deney grubunun doku bilgisi son test sıra ortalamaları ön test sıra ortalamalarından anlamlı düzeyde yüksektir (Z=3.83,p<0.05). ● Deney ve kontrol grubu renk bilgisi son test sıra ortalamaları arasında anlamlı düzeyde fark olmamasına rağmen deney grubununki daha yüksektir (p˃0.05). ● Deney grubu doku bilgisi son test sıra ortalamaları, kontrol grubu doku bilgisi son test sıra ortalamalarından anlamlı düzeyde yüksektir(p<0.05). ● Deney grubu renk bilgisi son test ve izleme testi sıra ortalamaları arasında anlamlı bir farklılaşma bulunmamıştır (Z=0.27, p>0.05). ● Deney grubu doku bilgisi son test ve izleme testi sıra ortalamaları arasında anlamlı bir farklılaşma bulunmamıştır (Z=0.24, p>0.05). Ulaşılan genel sonuç, Montessori Yöntemi’nin okul öncesi çocuklarının renk ve doku bilgilerini edinmelerine olumlu katkı sağladığı ve MEB Okul Öncesi Eğitim Programına göre daha etkili olduğudur.

Language: Turkish

Published: Konya, Turkey, 2018

Abstract/Notes: Mathematics is a school subject which causes students the greatest problems, sometimes throughout their entire school experience. Unsatisfactory learning outcomes in mathematics have been observed worldwide for a number of years, and the lack of or poor mathematical skills make it impossible for many students to cope with the ever increasing demands of modern life. In view of this alarming situation, constant attempts are being made to modify and reform mathemati­cs education curricula in order to improve their effectiveness. The present study explores the difficulties faced by students in learning mathematics. Attention is given to the types and effects of failures in mathematics education. In the context of these problems, the Montessori method is recommended as an alternative. The main assumptions of the Montessori pedagogy are presented, with a special emphasis on the development material. The greatest prominence is given to sensory and mathematical materials, providing their brief characterization and pointing to their high educational effectiveness. In order to bring the characteristics of Montessori’s organizational forms closer (forms of students’ work) the three-stage-lesson is presented. The lesson involves presenting the names connected with the typical developmental Montessori method with the use of Golden Bead Material. The concluding section highlights the didactic effectiveness of Montessori pedagogy in the domain of mathematics education. It is stressed that students who have been educated in Montessori schools work eagerly with mathematical materials and independently. They achieve educational success, acquire new skills and see that mathe­matics can be easy and pleasant to learn. / Matematyka jest przedmiotem, który sprawia uczniom najwięcej problemów nieraz przez całe życie szkolne. Od lat obserwuje się na całym świecie niezadawalające wyniki nauczania tego przedmiotu, a brak lub zbyt niski poziom umiejętności matematycznych nie pozwala wielu uczniom sprostać rosnącym wymaganiom życiowym. Taka niepokojąca sytuacja implikuje podejmowanie ustawicznych prób modyfikacji i reformowania programów edukacji matematycznej zmierzających w kierunku większej ich skuteczności. W pracy podjęto problem trudności dzieci w uczeniu się matematyki. Zwrócono uwagę na rodzaje i skutki niepowodzeń w edukacji matematycznej. W kontekście tych zagadnień, jako alternatywę zakomenderowano edukację metodą M. Montessori. Omówiono główne założenia pedagogiki montessoriańskiej ze szczególnym uwzględnieniem materiału rozwojowego. Największą uwagę poświęcono materiałom sensorycznym i matematycznym, dokonując krótkiej ich charakterystyki oraz wskazując wysoką skuteczność edukacyjną. W celu przybliżenia specyfiki montessoriańskich form pracy ucznia przedstawiono trzystopniową lekcję nazw dotyczącą charakterystycznej dla metody Montessori pomocy rozwojowej, zwanej „złotym materiałem”. W zakończeniu wskazano efektywność dydaktyczną pedagogiki Montessori w obszarze edukacji matematycznej. Podkreślono, że uczniowie w placówkach montessoriańskich chętnie i samodzielnie pracują z materiałami matematycznymi. Doświadczają sukcesów, nabywają nowe umiejętności i przekonują się, że matematyka może być łatwa i przyjemna.

Language: Polish

DOI: 10.14632/eetp.2017.13.47.163

ISSN: 1896-2327, 2353-7787

Language: English

DOI: 10.2307/30062902

ISSN: 2009-0978

Abstract/Notes: It is aimed in this study to analyze the effects of the Montessori education method on children with Down syndrome and autism having special training who have received and not received Montessori education through the Eurofit test batteries selected for motor skills and physical fitness. A total of 20 male children with Down syndrome and autism in the age range of 12 to 16 and receiving and not receiving Montessori education at two different special education and rehabilitation centers in Kayseri were included in the study. The treatment group included a total of 10 children, 5 with Down syndrome and 5 with autism, and the control group of 10 children, 5 with Down syndrome and 5 with autism. While the volunteers included in the treatment group received Montessori education, those included in the control group received a traditional education. In the study, the volunteers performed the selected Eurofit tests including flamingo balance, plate tapping, sit and reach, handgrip and standing long jump tests. When the results of the Eurofit test batteries of the treatment and control groups were examined, plate tapping and standing long jump test results were found significant in the comparison of the pretest and posttest of the treatment group (p < 0.05). In the pretest and posttest comparison of the control group students, a significant difference was determined in the sit and reach test (p < 0.05). In the posttest comparison of the control and treatment groups, a statistically significant difference was determined between the pretest and posttest measurements of the plate tapping and between the pretest and posttest measurements of the standing long jump (p < 0.05). In the pretest comparison of the control and treatment groups, no statistically significant difference was found between the pretest and posttest of flamingo balance, pretest and posttest of plate tapping, pretest and posttest of sit and reach, pretest and posttest of standing long jump and pretest and posttest of handgrip measurements of the control and treatment groups (p > 0.05). Consequently, the use of Montessori education materials supports the big and small muscle groups of children with disabilities since most of them learn about an object through touch. In our study, when some activity and motor skills of the children with down syndrome and autism in the special rehabilitation school that uses the Montessori education method were analyzed, it was observed that there was an improvement in their physical activities and some motor skills according to the results of plate tapping, standing long jump and sit and reach tests. It is recommended that education programs can be prepared by using Montessori Approach as part of the education programs applied in preschool education institutions and that they can be used more widely together with traditional education programs.

Language: English

DOI: 10.30918/AERJ.104.22.074

ISSN: 2354-2160

Language: English

ISSN: 1522-9734