Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: Alternative education methods which occured as a reaction to the traditional education systems are approaches that are child centered and that focus on practical learning and accept each child as a unique individual. Montessori Method, one of the alternative education approaches, differs from other alternative education methods by being an approach giving maximum freedom to the child, reflects the education principles not only to the education method but also to the physical environment of the child, and advocates that the strongest relationship in education is established between the child and the environment. This study, in which the main principles of Montessori Method were determined via conceptual analysis, aims to examine the effects and reflections of generated concepts on space organization. For this purpose, five Montessori schools from different countries, designed by different architects in different years, which can be reached through visual, written, and drawn documents are discussed. / Geleneksel eğitim sistemine tepki olarak ortaya çıkan alternatif eğitim metotları, özgürlükçü, çocuk odaklı, deneysel öğretimi esas alan ve her çocuğu ayrı bir birey olarak kabul eden yaklaşımlar olarak dikkat çekmektedir. Bu alternatif eğitim yaklaşımlarından biri olan Montessori Metodu ise, çocuğa maksimum bağımsızlık veren, eğitim ilkelerini sadece eğitim yöntemine değil, çocuğun fiziksel çevresine de yansıtan ve eğitimdeki en güçlü ilişkinin çocuk ile ortam arasında kurulduğunu savunan bir yaklaşım olmasıyla diğer alternatif eğitim metotlarından ayrılmaktadır. Montessori Metodu’nun temel değerlerinin kavramsal analiz yoluyla belirlendiği çalışma kapsamında, oluşturulan kavramların mekân örgütlenmesi üzerindeki etkilerinin ve yansımalarının irdelenmesi hedeflenmiştir. Bu amaçla alanyazında yer alan, görsel, yazılı ve çizili belgelerine ulaşılabilen, farklı ülkelerde bulunan, farklı yıllarda ve mimarlar tarafından yapılmış olan beş adet Montessori okulu ele alınmıştır. Çalışmada elde edilen kavramların bu okullar üzerinden okuması yapılarak eğitim yöntemi ile eğitim mekânı arasında güçlü bir ilişkinin olduğu ortaya konulmuştur.

Language: Turkish

DOI: 10.20488/sanattasarim.830694

ISSN: 2146-9059

Language: Spanish

Published: Barcelona, Spain, 1958

Abstract/Notes: Dynamic changes taking place in the contemporary social reality pose new challenges for Polish schools. The necessity to depart from a deep-rooted educational tradition and a school model which does not suit the current conditions prompts the search for alternative solutions. Consequently, for several years there has been an increase in interest in various educational offers, and education in line with the assumptions of Maria Montessori’s pedagogical concept has an important place among them. The educational process realized in Montessori institutions based on the child’s activity, subjective treatment of the pupil, respect for his individual needs, abilities and interests, support for his versatile development become a catalyst for self-development, self-education and self-training, which are so much expected from the contemporary generation of students. However, the growing popularity of Montessori institutions raises the question of how much their choice is the result of parents’ rational decision and real conviction about the value of the Montessori education system. The analysis of the empirical material gathered for this study revealed the surveyed parents’ motives for selecting a kindergarten facility for their child, as well as their expectations and opinions about education in the kindergarten working on the basis of Maria Montessori pedagogy. / Dynamiczne zmiany zachodzące we współczesnej rzeczywistości społecznej stawiają nowe wyzwania przed polskim szkolnictwem. Konieczność odejścia od głęboko zakorzenionej tradycji edukacyjnej i niedostosowanego do obecnych warunków modelu szkoły skłania do poszukiwania alternatywnych rozwiązań. W związku z tym od kilkunastu lat obserwuje się wzrost zainteresowania różnorodnymi ofertami edukacyjnymi, wśród których ważne miejsce zajmuje kształcenie zgodne z założeniami koncepcji pedagogicznej Marii Montessori.Oparcie realizowanego w placówkach montessoriańskich procesu edukacyjnego na aktywności dziecka, podmiotowe traktowanie wychowanka, respektowanie jego indywidualnych potrzeb, możliwości i zainteresowań, wspieranie jego wszechstronnego rozwoju staje się katalizatorem samorozwoju, samokształcenia i samowychowania, których tak bardzo oczekuje się od współczesnego pokolenia uczniów. Rosnąca popularność placówek montessoriańskich skłania jednak do postawienia pytania, na ile ich wybór jest efektem racjonalnej decyzji rodziców i faktycznego przekonania o wartości systemu pedagogicznego Montessori. Analiza materiału empirycznego zgromadzonego na potrzeby niniejszego opracowania ujawniła motywy, jakimi kierowali się badani rodzice, dokonując wyboru placówki przedszkolnej dla swojego dziecka, a także ich oczekiwania i opinie na temat edukacji realizowanej w przedszkolach wykorzystujących pedagogikę Marii Montessori.

Language: Polish

DOI: 10.17951/lrp.2018.37.1.75-94

ISSN: 0137-6136

Language: Hungarian

Published: Budapest, Hungary, 2007

Abstract/Notes: Mendalami ilmu pendidikan anak usia dini tidak dapat dilakukan apabila hanya mengkaji pemikiran satu tokoh saja. Tujuan penelitian ini adalah mengetahui (1) pemikiran, (2) persamaan dan perbedaan pemikiran Ki Hajar Dewantara dan Maria Montessori tentang pendidikan anak usia dini. Metode yang digunakan kualitatif dengan jenis penelitian kepustakaan yang mengkomparasikan pemikiran kedua tokoh. Data dianalisis dengan pendekatan deskriptif. Penelitian dilaksanakan selama dua bulan mulai januari sampai februari 2020. Sumber data terdiri dari data primer dan sekunder. Hasil penelitian menunjukkan (1) pemikiran pendidikan anak usia dini menurut Ki Hajar Dewantara adalah pendidikan yang diberikan pada anak 0-7 tahun dengan pemberian pendidikan yang memperhatikan unsur alami anak dengan materi melatih panca indera menggunakan metode lahiriah dan batiniah dilakukan di lingkungan keluarga, sekolah dan masyarakat dengan tujuan mengembangkan cipta, rasa dan karsa pada anak. Menurut Maria Montessori pendidikan anak usia dini adalah pendidikan yang diberikan untuk anak 0-6 tahun dilakukannya dilingkungan sekolah dengan materi keterampilan sehari-hari menggunakan metode lahiriah dan batiniah yang memberikan kebebasan anak untuk memilih aktivitas dan media yang ingin digunakan. (2) persamaan dan perbedaan pemikiran Ki Hajar Dewantara dan Maria Montessori tentang anak usia dini terletak dari aspek nama dan filosofi sekolah, setting lingkungan, dasar pemikiran PAUD, metode dan tugas pendidik. [The science of early childhood education cannot be understood from one’s thought. This research intended to know (1) the thoughts (2) the similarities and differences of early childhood education thoughts by Ki Hajar Dewantara and Maria Montessori. The method used was qualitative with library research which compared two experts’ thoughts. The data was analyzed by descriptive approach. This research was done within two months, january to february 2020. The data were from primary and secondary data. The results revealed (1) Ki Hajar Dewantara states that early childhood education is an education given to 0-7 year old children and emphasizes on natural factors by training five senses through outward and inward method around family, school and community environments to develop creativity, feeling and intention. While Maria Montessori says that early childhood education is an education given to 0-6 year old children through daily skills in school environment and uses outward and inward method which let them choose activity and media they want. (2) the similarities and differences of Ki Hajar Dewantara and Maria Montessori thoughts were school’s name and philosopy, environment, ECE basic thoughts, learning method and educator’s duties.]

Language: Indonesian

DOI: 10.26877/paudia.v9i1.5610

ISSN: 2598-4047, 2089-1431

Abstract/Notes: Froebel and Montessori are compared in their approaches for teaching preschool children the concept of number, numerical calculation, vulgar fraction and geometrical concepts. Froebel's approach is largely metaphysical whereas Montessori's is largely sensorial. But their approaches are not diametrically opposed to each other but rather cmoplementary to each other from the educational view point. Their different claims or views should be closely studied and objectively evaluated through various experiments, before any of them are seriously incorporated in our educational practices.

Language: Korean

Abstract/Notes: En didáctica de la matemática se ha realizado diversos estudios que buscan mejorar el proceso de enseñanza-aprendizaje; un sistema escolar alternativo como el método Montessori, tiene sólidos resultados socioemocionales y académicos en los niños, prácticamente no ha cambiado en más de un siglo, puede aplicarse en todos los años de la educación primaria y secundaria. La presente investigación tuvo como objetivo general implementar el Ambiente Montessori para el aprendizaje de cuerpos tridimensionales. Se enmarcó en una metodología cuantitativa. La muestra fue de 9 estudiantes y el instrumento fue una encuesta de satisfacción estudiantil. En los resultados más relevantes se observó que según una categoría de Sobresaliente el entorno cumple con las características del ambiente Montessori, de igual forma los materiales para el aprendizaje de cuerpos tridimensionales. En conclusión, el ambiente Montessori mejoró el rendimiento académico de los estudiantes, esto en contradicción con algunas investigaciones que ven al sistema como formador de un ser asocial, el mismo permite fortalecer relaciones interpersonales y con la naturaleza. / In didactics of mathematics, various studies have been carried in order to improve the teaching-learning process; an alternative school system such as the Montessori method, it has strong socio-emotional and academic results in children, it has not changed for more than a century practically, it can be applied in all years of primary and secondary education. The present investigation has as general objective to implement the Montessori Environment for the learning of three-dimensional bodies. It was supported in a quantitative methodology. The sample was constituted by nine students and the instruments were a participant observation sheet and a student satisfaction survey. In the most relevant results, it was observed according to a category of Outstanding, the environment complies with the characteristics of the Montessori environment, in the same way the materials for learning three-dimensional bodies. In conclusion, the Montessori environment improved the academic performance of the students, this research is in contradiction with some investigations that see the system as a trainer of an asocial human being, it allows to strengthen interpersonal relationships and with nature.

Language: English

DOI: 10.36260/rbr.v10i11.1527

ISSN: 2256-1536

Abstract/Notes: Bu çalışmada eğitim felsefesinde adı çokça zikredilen Fransız filozof Jean-Jacquez Rousseau’nun, Maria Montessori tarafından kurulan ve kendi adıyla anılan Montessori eğitim yöntemi üzerindeki etkisi incelenecektir. Rousseau’nun meşhur Emile kitabı, eğitimin amacı ve işlevi meselesine dair ayrıntılı bir izah içerir. Onun eğitim konusuna yaklaşımı kimi zaman sert tartışmalara sebep olmuş kimi zaman da ilham kaynağı olmuştur. İtalya’nın ilk kadın doktoru olarak da bilinen Maria Montessori onun fikirlerinden olumlu yönde etkilenen bir isimdir. Montessori, yaşama uzanan yardım eli yaklaşımına indirgediği eğitim meselesini aldığı tıp, felsefe ve antropoloji eğitimi sayesinde geniş bir bakış açısıyla inceler. Bu sayede daha sistemli ve bilimsel temeli olan bir eğitim modeli sunar. Rousseau ise kelimenin tam anlamıyla sistematik olmaktansa doğal gidişata göre hareket etmeyi ve kendi gözlemlerinden faydalanmayı tercih eder. Bu tercihinden dolayı kendisine ağır eleştirilerin yapıldığı da bir gerçektir. Rousseau’nun ve Maria Montessori’nin eğitim alanındaki fikirleri pek çok tartışmayı beraberinde getirse de her iki ismin pedagoji alanındaki etkisi görmezden gelinemez. Ancak Rousseau’nun bu alandaki düşüncelerinin bir eğitim tasarısı ya da eğitime dair yapılan bir yorum düzeyinde kaldığı söylenebilir. Rousseau’nun aksine Maria Montessori’nin fikirlerinin ise pek çok ülkede benimsendiği ve bu fikir doğrultusunda pek çok eğitim kurumunun açıldığı görülür. Her ne kadar somut alanda aralarında bu denli fark olsa da çıkış noktaları ve eğitim alanındaki bazı tasavvurları benzerlik göstermektedir. Bu çalışmada söz konusu benzerlik kavramsal bir çerçeve doğrultusunda ele alınacaktır. Böylece Rousseau’nun Maria Montessori üzerindeki etkisi irdelenip onun eğitim alanında bir romandan fazlasını yazdığı sonucuna ulaşılacaktır. / In this study, the effect of the French philosopher Jean-Jacquez Rousseau, whose name is mentioned a lot in educational philosophy, on the Montessori education method established by Maria Montessori and named after her will be examined. Rousseau’s famous book Emile contains a detailed explanation on the goal and function of the education. Sometimes, his approach to education caused very significant discussions and sometimes it was a source of inspiration. Maria Montessori, who is also known as Italy’s first female doctor was one of the names who was affected from his opinion in a positive way. Montessori examines the issue of education considered as helping hand approach to life from a wide perspective thanks to her education in medicine, philosophy and anthropology. In this way, she presents a more systematic and scientific based education model. On the other hand, Rousseau prefers to act according to the natural course and uses his own observations rather than being systematic in the strictest sense of the world. It is a fact that he was heavily criticized for this preference. Even though Rousseau and Maria Montessori’s ideas on the education field bring a lot of debate, the effect of both names in pedagogy cannot be ignored. However, it can be noted that Rousseau’s ideas in the field stayed only as an education design or a comment made on education. Unlike Rousseau, it is seen that Maria Montessori’s ideas were adopted in many countries and a lot of educational institutions were established in the direction of this idea. Although there is such a difference between them in the concrete field, their starting points and some of their imaginations in the field of education are similar. These similarities in the direction of a conceptual frame will be addressed in the study. Thus, Rousseau’s influence on Maria Montessori will be examined and it will be concluded that he wrote more than a novel in the field of education.

Language: Turkish

DOI: 10.29228/JASSS.50020

ISSN: 2148-4163

Language: English

ISSN: 0519-0959