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Article
The Comparison of the Intuitive Mathematic Skills of Preschool Children Who Take Education According to Ministry of National Education Preschool Education Program and Montessori Approach
Available from: IISTE - International Knowledge Sharing Platform
Publication: International Journal of Scientific and Technological Research, vol. 6, no. 6
Date: 2020
Pages: 167
Asia, Comparative education, Mathematics education, Middle East, Montessori method of education, Preschool children, Preschool education, Turkey, Western Asia
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Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.
Language: Turkish
DOI: 10.7176/JSTR/6-06-12
ISSN: 2422-8702
Article
Achieving Inclusive Education in Early Childhood: From the Viewpoint of an Affinity Between Inclusive Education and Montessori Education
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 49
Date: 2016
Pages: 100-113
Asia, East Asia, Inclusive education, Japan, Montessori method of education
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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
Language: Japanese
ISSN: 0913-4220
Article
Une éducation pour une ère nouvelle: le congrès international d’éducation de Calais (1921) [Education for a new era: the international congress of education in Calais (1921)]
Available from: CAIRN
Publication: Les Études Sociales, vol. 163, no. 1
Date: 2016
Pages: 43-77
Europe, France, New Education Fellowship, New Education Movement, Theosophical Society, Theosophy, Western Europe
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Abstract/Notes: Renouant avec les pratiques d’échanges intellectuels d’avant 1914, des spécialistes de l’éducation d’une quinzaine de pays, appartenant à l’enseignement public comme au secteur privé, tiennent un congrès original, durant deux semaines, à Calais. Au-delà du thème qui les rassemble, « l’expression créatrice de l’enfant », éducateurs théosophes, pédologues et psychologues de l’enfant, praticiens des écoles nouvelles et représentants de l’institution scolaire débattent d’une conception de l’éducation pertinente pour l’ère nouvelle de l’humanité qu’ils appellent de leurs vœux. Conscients d’ouvrir un chantier immense, les personnalités majeures du rassemblement calaisien (B. Ensor, O. Decroly, A. Ferrière) mettent à profit le congrès pour fonder une organisation durable qui poursuivra la réflexion : la Ligue internationale pour l’éducation nouvelle. [Reviving the practices of intellectual exchange that began before 1914, education specialists from some fifteen countries, belonging to public and private school organizations, gathered for an original congress held over two weeks in Calais. Beyond the matter that brought them together, dedicated to “the creative expression of children,” educators, theosophists, pedologists and child psychologists, practitioners of New Education and school officials, discussed what could be the significant educational concepts for the new age of humanity they expected. Conscious of launching a huge project, the prominent personalities of the Calais gathering (Béatrice Ensor, Ovide Decroly, and Adolphe Ferrière) built on that project to create a sustainable organization that could carry on discussions: The New Education Fellowship.]
Language: French
ISSN: 0014-2204
Article
Montessori Preschool Education: 유아교육에 관하여 [Montessori Preschool Education: About Early Childhood Education]
Available from: RISS
Publication: 人間理解 / Journal of Human Understanding and Counseling, vol. 3
Date: 1981
Pages: 23-31
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Language: Korean
ISSN: 2005-0860, 2671-5821
Article
Dr. Maria Montessoris Opdragelsesmetode [Dr. Maria Montessori's Method of Upbringing]
Publication: Nordisk Ugeblad for Katholske Kristne [Nordic Weekly for Catholic Christians], vol. 74
Date: 1926
Pages: 365-370
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Language: Norwegian
Book
Montessori Paddhati / મોંતેસૂરિ પદ્ધતિ / Montessori Method
Asia, Early childhood care and education, Early childhood education, Education, India, South Asia
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Abstract/Notes: Translation of Maria Montessori's seminal work, The Montessori Method, into the Gujarati language.
Language: Gujarati
Published: India, 1926
Edition: 1st ed.
Article
Türkiye’de Montessori Yöntemi ile İlgili Yapılan Çalışmaların İncelenmesi / Investigation of Studies on Montessori Method in Turkey
Available from: DergiPark Akademik
Publication: Yaşam Becerileri Psikoloji Dergisi / Life Skills Journal of Psychology, vol. 5, no. 10
Date: Dec 2021
Pages: 101-118
Asia, Literature reviews, Middle East, Montessori method of education - Criticism, interpretation, etc., Turkey, Western Asia
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Abstract/Notes: Montessori Yöntemi, bir eğitim sistemidir ve Maria Montessori tarafından oluşturulmuştur. Maria Montessori İtalyan bir pedagog ve ülkesinin ilk kadın doktorudur. Montessori sistemi çocuğu merkeze alır ve çocuğa görelik ilkesiyle hareket ederek, çocuğa uygun oluşturulmuş bir çevreye dayanır. Çocuğun ilgi alanları ve yetenekleri dikkate alınarak, bireysel öğrenme hızının olduğunu kabul eder ve bunu temel alan esnek bir eğitim süreci oluşturur. Montessori yöntemi bir sentezdir; çocukların içlerindeki potansiyeli fark edip keşfetmelerini ve karakterlerini oluşturmalarını amaçlar. Ayrıca çocuğun içindeki potansiyele ulaşması için düzenlenmiş bir alana ve özgürlüğe ihtiyacı olduğunu savunur. Ülkemizde Montessori konusu ile ilgili bilimsel çalışmalara önem verildiği ve çalışmalarının son yıllarda arttığı gözlemlenmektedir. Bu araştırmada, ülkemizde Montessori metodu ve uygulamaları ile ilgili, 2010-2021 yılları arasında yazılan tez ve makaleler, belirlenen ölçütlere göre incelenerek, hem bu metodun güvenilirlik ve geçerliliğini görmek hem de yapılacak yeni araştırmalara fikir vermek amaçlanmıştır. Bu çalışma nitel bir araştırma olup, amaçsal öğrenme stratejilerinden ölçüt öğrenme yöntemi ve doküman tarama (analizi) tekniği kullanılmıştır. Google Akademi, Dergipark ve Ulusal Tez Merkezi veri ortamlarından “montessori” kelimeleri ile kaynaklar taranmış ve 48 tez çalışması, 36 makale çalışması olmak üzere toplam da 84 çalışmaya ulaşılmıştır. Araştırmadan elde edilen bulgulara bakıldığında; ülkemizde Montessori metoduna yönelik çalışmalarının yoğunluğunun son 5 yıla ait olduğu saptanmıştır. Araştırmaların büyük bir bölümünün okul öncesi kademesinde yapıldığı söylenebilir. Yapılan çalışmaların tamamına yakınının sonuç bölümlerinde, Montessori yöntemi ile eğitim alan çocukların lehine değişim gözlendiği belirtilmiştir. / The Montessori Method is an education system and was created by Maria Montessori. Maria Montessori is an Italian pedagogue and the first female doctor in her country. The Montessori system puts the child in the center and, acting on the principle of relative to the child, is based on an environment created suitable for the child. Considering the interests and abilities of the child, it accepts the individual learning speed and creates a flexible education process based on this. The Montessori method is a synthesis; It aims for children to realize and discover the potential within them and to create their characters. He also argues that the child needs a regulated space and freedom to reach their potential. It is observed that scientific studies on the subject of Montessori are given importance in our country and their studies have increased in recent years. In this study, it is aimed to see the reliability and validity of this method and to give an idea for new researches by examining the theses and articles written between 2010-2021 about the Montessori method and its applications in our country, according to the determined criteria. This study is a qualitative research and criterion learning method and document scanning (analysis) technique, which are purposeful learning strategies, were used. Sources were scanned with the words "montessori" from Google Academy, Dergipark and National Thesis Center data environments, and a total of 84 studies, including 48 thesis studies and 36 article studies, were reached. Considering the findings obtained from the research; It has been determined that the intensity of the studies on the Montessori method in our country belongs to the last 5 years. It can be said that most of the studies were conducted at the preschool level. In the conclusion sections of almost all of the studies, it was stated that a change was observed in favor of the children who received education with the Montessori method.
Language: Turkish
ISSN: 2587-1536
Article
La Metodología Montessori en la Educación Inicial Ecuatoriana / The Montessori Methodology in Ecuadorian Initial Education
Available from: Revista Horizontes
Publication: Horizontes: Revista de Investigación en Ciencias de la Educación, vol. 6, no. 26
Date: 2022
Pages: 2228-2237
Child development, Classroom environment, Early childhood care and education, Early childhood education, Learning environments, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori materials, Montessori method of education, Prepared environment, Sensitive periods
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Abstract/Notes: In Ecuador, early education is relatively new and since 2014 with the approval and publication of the Early Education Curriculum organized by axes and areas of development and learning, it seeks the development of skills by age with the application of learning experiences and play work where play and art are a fundamental part of it. This article is based on the review of literature on Montessori experiences in children from 3 to 5 years old in Ecuador; for its development, 25 bibliographic sources on Montessori methodology and practical proposals applied in early education in Ecuador were reviewed; in addition, grade projects and institutional educational projects were analyzed under the approach of the theoretical, scientific and pedagogical bases that support the applicability of this methodology. It is concluded that the Montessori methodology remains active in Ecuadorian early education and it is part of the teaching and learning process directly or indirectly, with the application of materials, organization of the physical space, role of educators and sensory development from experience. / En Ecuador la educación inicial es relativamente nueva y desde el 2014 con la aprobación, publicación del Currículo de Educación Inicial organizado por ejes y ámbitos de desarrollo y aprendizaje busca el desarrollo de destrezas por edades con la aplicación de experiencias de aprendizaje y juego trabajo en donde el juego y el arte son parte fundamental del mismo. El presente artículo se fundamenta en la revisión de literatura sobre experiencias Montessori en niños de 3 a 5 años en Ecuador; para su desarrollo se revisaron 25 fuentes bibliográficas sobre la metodología montessoriana y propuestas prácticas aplicadas en la educación inicial en Ecuador, además se analizaron proyectos de grado y proyectos educativos institucionales bajo el enfoque de las bases teóricas, científicas y pedagógicas que sustentan la aplicabilidad de esta metodología. Se concluye que la metodología montessoriana permanece activa en la educación inicial ecuatoriana y ésta, forma parte del proceso de enseñanza y aprendizaje de forma directa o indirecta, con la aplicación de materiales, organización del espacio físico, rol de los educadores y el desarrollo sensorial desde la experiencia. / A educação precoce no Equador é relativamente nova e desde 2014, com a aprovação e publicação do Currículo de Educação Precoce organizado por eixos e áreas de desenvolvimento e aprendizagem, busca o desenvolvimento de habilidades por idade com a aplicação de experiências de aprendizagem e de trabalho lúdico e artístico onde o jogo e a arte são uma parte fundamental. Este artigo é baseado em uma revisão da literatura sobre experiências Montessori para crianças de 3 a 5 anos de idade no Equador; 25 fontes bibliográficas sobre a metodologia Montessori e propostas práticas aplicadas na educação precoce no Equador foram revisadas, e projetos de notas e projetos educacionais institucionais foram analisados sob a abordagem das bases teóricas, científicas e pedagógicas que apóiam a aplicabilidade desta metodologia. Conclui-se que a metodologia Montessori permanece ativa na educação precoce equatoriana e que faz parte do processo de ensino e aprendizagem direta ou indiretamente, com a aplicação de materiais, a organização do espaço físico, o papel dos educadores e o desenvolvimento sensorial a partir da experiência.
Language: Spanish
DOI: 10.33996/revistahorizontes.v6i26.487
ISSN: 2616-7964
Master's Thesis
Montessori eğitim yönteminin okul öncesi (36-66 ay) çocuklarının günlük yaşam becerilerine ve ebeveyn tutumlarına etkisinin incelenmesi / Research of the effect of the Montessori education method on the daily life skills and parents' attitude of preschool (36-66 months) children
Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)
Asia, Life skills, Middle East, Montessori method of education, Parent attitudes, Practical life exercises, Preschool children, Turkey, Western Asia
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Abstract/Notes: In this study, it was aimed to determine the effect of learning levels of daily life skills on the attitudes of the Montessori children's parents. For this purpose, a questionnaire was applied to 414 children of 3-6 age group and their parents in 9 Montessori schools in Izmit, Istanbul, Antalya and Nevsehir. The "Daily Life Skills Scale" developed by us and the " Parent Attitude Scale " developed by Şendil ve Karabulut (2008) were used to collect the data. In the study, frequency analysis was used to show the demographic information of the participants. Parametric tests were used in the analyzes."One Way ANOVA " and "Independent Sample T Test" were used for the analysis of independent variables in terms of scale scores. Dependent sample t test was used for the analysis of the pre and post scores of the questionnaire. The relationship between independent variables was examined by Pearson correlation coefficient. The relationship between independent variables was examined by pearson correlation coefficient. As a result of the research, it was determined that there is an improvement in daily life skills of preschool students. In terms of pre-test and post-test evaluations, it was seen that there was an increase in parental permissive attitude, authoritarian attitude and excessive protection attitude, while a decrease in democratic attitude was observed. / Çalışmamızda Montessori eğitimi alan çocukların günlük yaşam becerilerini öğrenme seviyelerinin ebeveynlerinin tutumlarına etkisinin tespit edilmesi amaçlanmıştır. Bu amaç doğrultusunda İzmit, İstanbul, Antalya, Nevşehir illerine bağlı Montessori eğitimi veren 9 kurumda eğitime devam etmekte olan 3-6 yaş grubu 414 çocuğa ve ebeveynlerine anket uygulanmıştır. Verilerin toplanmasında tarafımızca geliştirilen "Günlük Yaşam Becerileri Ölçeği" ve Şendil ve Karabulut (2008) tarafından geliştirilen "Ebeveyn Tutum Ölçeği" kullanılmıştır. Çalışmada katılımcıların demografik bilgilerini göstermek için frekans analizine başvurulmuştur. Analizlerde parametrik testler kullanılmıştır. Bağımsız değişkenlerin ölçek puanları bakımından analizleri için "Tek Faktörlü Varyans Analizi " ve "Bağımsız Grup T Testi" kullanılmıştır. Uygulama öncesi ve sonrası ölçek puanlarının karşılaştırılması "Bağımlı Grup T Testi" ile yapılmıştır. "Bağımsız değişkenler arası ilişki pearson korelasyon katsayısı ile incelenmiştir". Araştırma sonucunda okul öncesi öğrencilerin günlük yaşam becerilerinde gelişme olduğu tespit edilmiştir. Ön test-son test değerlendirmeleri açısından ebeveynlerin izin verici tutum, otoriter tutum ve aşırı koruyu tutumda artış meydana gelirken demokratik tutumda azalma olduğu görülmüştür.
Language: Turkish
Published: Istanbul, Turkey, 2020
Article
O Método Montessori na educação básica: Uma revisão sistemática da literatura sobre sua influência para o desenvolvimento da criança nos anos iniciais [The Montessori Method in basic education: A systematic review of the literature on its influence on child development in the early years]
Available from: RSD Journal
Publication: Research, Society and Development, vol. 10, no. 5
Date: May 2021
Pages: Article e48010515300
Literature reviews, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation
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Abstract/Notes: Objetivou-se apresentar reflexões acerca das contribuições do Método de Maria Montessori em um contexto atual, considerando o desenvolvimento da autonomia da criança nos anos iniciais da Educação Básica. Quanto ao método, realizou-se uma pesquisa do tipo revisão bibliográfica levando em conta as contribuições de diversos autores, observando as características da Padagogia de Montessori e suas reflexões metodológicas e didáticas no desenvolvimento da autonomia da criança na educação básica e sua atuação no Brasil, sucedendo com abordagem teórica e metodológica da Pedagogia Tradiconal e da Pedagogia de Waldorf para subsidiar a análise reflexiva do modelo montessoriano. Com os resultados, percebeu-se que a Pedagogia de Montessori se faz presente em 62 unidades educacionais distribuídas em todas as regiões brasileiras, podendo ser compreendida como uma alternativa pedagógica alinhada aos princípios reguladores da BNCC e PCN, e constatou-se a falta de estudos que apontem o desenvolvimento da Pedagogia de Montessori em escolas públicas que prestam serviços à Educação Infantil e Ensino Fundamental. Pode-se concluir que a Pedagogia de Montessori vem contribuindo de forma significativa para a aprendizagem da criança em seu desenvolvimento educacional com autonomia e liberdade, e através das abordagens lúdicas e aplicação do modelo em ciclos por faixa etária estimula a construção do conhecimento e melhor interação no ambiente educacional. [The objective was to present reflections on the contributions of the Maria Montessori Method in a current context, considering the development of the child's autonomy in the early years of Basic Education. As for the method, a bibliographic review research was carried out, taking into account the contributions of several authors, observing the characteristics of Montessori Padagogy and its methodological and didactic reflections on the development of children's autonomy in basic education and its performance in Brazil, succeeding with the theoretical and methodological approach of Traditional Pedagogy and of Waldorf Pedagogy to support the reflective analysis of the Montessori model. With the results, it was noticed that Montessori Pedagogy is present in 62 educational units distributed in all Brazilian regions, which can be understood as a pedagogical alternative aligned with the regulatory principles of BNCC and PCN, and there was a lack of studies that point to the development of Montessori Pedagogy in public schools that provide services to Early Childhood Education and Elementary Education. It can be concluded that Montessori Pedagogy has been making a significant contribution to the learning of children in their educational development with autonomy and freedom, and through playful approaches and application of the model in cycles by age group, stimulates the construction of knowledge and better interaction in the educational environment.]
Language: Portuguese
ISSN: 2525-3409