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499 results

Article

Kankaku kyōgu to kodomo no deai / 感覚教具と子どもの出会い [Sensorial Education: Encounter with the Child]

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 19

Pages: 30-36

Asia, East Asia, Japan

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Language: Japanese

ISSN: 0913-4220

Book

The Child, Society and the World: Unpublished Speeches and Writings

Maria Montessori - Writings

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Language: English

Published: Oxford, England: Clio, 1998

ISBN: 978-1-85109-112-6 1-85109-112-2

Series: The Clio Montessori series

Article

Parenting Resources: Redirecting Children's Behavior: A Parenting Course by Kathryn Kvols

Publication: Tomorrow's Child, vol. 7, no. 1

Pages: 22

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Language: English

ISSN: 1071-6246

Article

Nutrition and the Young Child

Publication: Tomorrow's Child, vol. 11, no. 2

Pages: 25–28

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Language: English

ISSN: 1071-6246

Article

Widening the Commitment to the Child in Today's Global World: Montessori Principles Contribute to an International Movement of Social Reform

Publication: Montessori Articles (Montessori Australia Foundation)

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Language: English

Article

✓ Peer Reviewed

Criticizing Montessori’s Method of Early Childhood Education using Islamic Psychology Perspective

Available from: Universitas Islam Negeri Sunan Gunung Djati Bandung (Indonesia)

Publication: Jurnal Pendidikan Islam, vol. 5, no. 2

Pages: 133-148

Montessori method of education

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Abstract/Notes: This study examined critically Montessori’s concepts on early childhood education through Islamic Psychology perspective. This research used qualitative methodology with a literature approach. The results showed that (1) Montessori’s method pays more attention to the cognitive aspect of children development while children potential doesn’t only consist of cognitive, affective, and psycho-motoric aspects, but also spiritual one; (2) Reinforcement are not needed in Montessori’s method, while in Islamic Psychology, rewards can increase children's learning and punishment is needed to make children become disciplined in carrying out the rules; (3) Learning environment should be structured, in order, realistic and natural. This concept is suitable for upper class educational institutions but it would be difficult for middle-low income groups since the materials required by Montessori’s method is expensive enough. (4) Parents and teachers are required to become observers and interpreters. This role may pose problem on the part of parents and teachers since not all parents and teachers have criteria to act as is it expected by Montessori’s method.

Language: English

DOI: 10.15575/jpi.v5i2.5835

ISSN: 2460-8149

Article

Kids Korner [poems by children]

Publication: The National Montessori Reporter, vol. 24, no. 2

Pages: 8–9

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Language: English

Book

The acquisition of written narrative discourse competence: the emergent literacy of young children writing to read in Montessori and kindergarten classrooms

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Language: English

Published: [S.I.]: University of California, 1992

Article

The Effect of Vegetable gardening Activities on 4-years-old Children's Science-Related Attitude and Scientific Exploration / 채소 기르기 활동이 만 4세 유아의 과학 관련태도 및 과학적 탐구능력에 미치는 영향

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 14, no. 2

Pages: 1-32

Asia, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea

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Abstract/Notes: The purpose of this study was to examine the effect of vegetable gardening activities for 4-years-old children. For this purpose, this study is focused on learning how effect vegetable gardening activities on 4-years-old children's science-related attitude and scientific exploration ability. To examine this purpose, the following research questions were investigated: 1. How effects does vegetable gardening activity make on 4-years-old children's science-related attitudes? 2. How effects does vegetable gardening activity make on 4-years-old children's scientific exploration ability? The Subjects were fifty children from 2 classes of B kindergarten in Jung-gu, Daejeon. The subject were experimental group consisted of 25 children, while control group consisted of 25 children whose average age 4 years 10 weeks. Measuring tools for this study included the science-related attitude test and the scientific process skills test. For the science-related attitude test researcher modified 'Instrument for science-related attitude test' which Che,Jung-yeon had made in 2003 on the basis of Kim, Hyo-nam's Chung, Wan-ho's Jeong, Jin-Woo's national assessment system of science-related affective domain in 1999. And for the scientific exploration ability test researcher modified 'Instrument for scientific exploration ability test' which Lee, Kyoug-min had made in 2000 on the basis of Martin's scientific exploration ability evaluation benchmark in 1997. To verify young children's science-related attitude, after coming up with score's difference of pretest and posttest of science-related attitude, executed t-test. To verify young children's scientific exploration ability, after coming up with frequency and percentage of scientific exploration ability, executed X2-test. The result of study are as follows. First, vegetable gardening activity theory exerted positive effects on 4-years-old children's science-related attitude. there was also a positive effect as the children's interest in science, desire to learning more about science, science-related jobs and science-related problems issues increased. However, there was no positive effect on science-related activities. Other positive effects on attitudes to science 4 year old children did vegetable gardening, it increased sense of curiosity, ability critically think, ability to cooperate and ability to volunteer. However, there were no effects on the children's openness to new ideas, patience and creativity. Second, vegetable gardening activity theory exerted positive effects on 4-years-old children's scientific exploration ability. this had positive effect as the children's ability to predict, classify, measure, and discuss improved, but there were no effects on their ability to observe. / 본 연구에서는 채소기르기 활동이 만4세 유아의 과학관련태도 및 과학적 탐구능력에 미치는 영향에 대해 알아보았다. 연구의 대상은 대전광역시 중구에 소재한 B유치원의 만 4세 연령 학급 유아 50명으로, 25명은 실험집단으로 채소 기르기 활동을 실시하고 25명은 통제집단으로 하였다. 본 연구의 결과는 다음과 같다. 첫째, 채소 기르기 활동은 만 4세 유아의 과학관련태도 향상에 긍정적인 영향을 준다. 과학관련 태도의 하위영역별로 살펴보면, 채소기르기 활동은 흥미의 요소 중 과학에 대한 흥미, 과학학습에 대한 흥미, 과학과 관련된 직업에 대한 흥미, 과학에 대한 불안에 긍정적인 영향을 주었으나, 과학과 관련된 활동에 대한 흥미에는 긍정적인 영향을 주지 않았다. 과학적 태도에서는 호기심, 비판성., 협동성, 자진성에서는 긍정적인 영향을 주었으나. 개방성, 끈기성, 창의성에서는 긍정적인 영향을 주지 않았다. 또한 과학에 대한 인식에는 전체적으로 긍정적인 영향을 주지 않는다. 둘째, 채소 기르기 활동은 과학적 탐구능력에는 긍정적인 영향을 준다. 구성 요소에 따라 살펴보면, 예측하기. 분류하기, 측정하기, 토의하기에는 긍정적인 영향을 주었으나, 관찰하기에서는 긍정적인 영향을 주지 않았다.

Language: Korean

ISSN: 1226-9417

Article

Montessori in McGregor, Texas [Montessori Children's House]

Publication: Montessori Observer, vol. 6, no. 4

Pages: 3

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Language: English

ISSN: 0889-5643

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