Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-36-1

Series: The Montessori Series , 21

Language: English

ISSN: 0164-8527

Language: English

Published: New York, New York: Duffield, 1913

Edition: 1st

Language: English

Published: London, England: Chapman Publishing Ltd., 1992

ISBN: 1-85396-171-X

Abstract/Notes: In the thesis we study the visibility of good manners in children’s everyday activities within the Montessori Pedagogy frame of reference. The aim of our thesis is to study if the instructors’ objectives are realized and how good manners show in children’s everyday activities. This study was conducted using qualitative methods, we aimed to gather an in-depth understanding of the benefits of Montessori pedagogy. We collected the material by inter-viewing kindergarten teachers and video-recording children in their everyday activities at the kindergarten. The interviews were analyzed using theory-oriented content analysis and the observation matrix was created on the basis of the results of the interview analysis. The observation data were analyzed using the observation matrix. The interviews revealed the importance of adult exemplary behavior, common rules, respect for others and for the environment, settling disputes by discussing and practicing good manners. Calm behavior of the groups can easily be detected from the observations. The adult’s consistent behavior is a model for the children. Children are given time and opportunities to solve disputes by themselves. Adults are continuously observing children’s activities and helping them when needed. The children’s way to interact with each other and their daily activities often includes respect for each other in addition to supporting, advising and helping each other. Caring for the environment is commonly noticeable in the children’s daily activities. The adults aim to practice Montessori pedagogy in their daily activities and encourage the children to practice good behavior and manners. Children practice good manners sponta-neously, without the adult guidance. Especially in the presence of adults children strive to practice the learned behavior-models. Continuous quality evaluation is important when developing early childhood education. From a quality perspective it is highly important to evaluate the teacher’s activities and behaviors and their relevance when working with children. It is also advisable to ponder the significance of early childhood education for the child’s future. / Opinnäytetyössä tutkitaan hyvien käytöstapojen näkymistä lasten arjessa montessoripedagogiikan viitekehyksessä. Opinnäytetyön tarkoituksena on selvittää, toteutuvatko ohjaajien määrittelemät kasvatustavoitteet tapakasvatuksen osalta leikkikoulun toiminnassa ja miten hyvät tavat näkyvät lasten arjen toiminnassa. Opinnäytetyön yhteistyökumppaneina ovat kaksi pääkaupunkiseudun Montessori-leikkikoulua. Opinnäytetyö on kvalitatiivinen eli laadullinen tutkielma. Aineisto on kerätty haastattelemalla leikkikoulujen työntekijöitä ja havainnoimalla lapsista kuvattuja videoita heidän arkisissa toiminnoissaan. Haastatteluaineisto on analysoitu käyttäen teoriaohjaavaa sisällönanalyy-simenetelmää. Havainnointirunko on laadittu haastatteluanalyysin tulosten pohjalta. Videomateriaalin analyysin tukena on käytetty havainnointirunkoa. Haastatteluissa tuli esille aikuisen esimerkin tärkeys, yhteiset säännöt, toisten huomioiminen, ympäristön kunnioittaminen, ristiriitatilanteiden selvittäminen keskustelemalla sekä hyvien tapojen harjoitteleminen. Havainnointituloksista näkyy hyvin ryhmien rauhallisuus. Aikuiset käyttäytyvät tilanteissa johdonmukaisesti ja ovat käytöksellään mallina lapsille. Lapsille pyritään antamaan aikaa ja tilaisuuksia selvittää tilanteita itse. Aikuiset seuraavat jatkuvasti lasten toimintaa ja ohjaavat heitä tilanteissa, joissa lapset tarvitsevat tukea. Lasten välisessä toiminnassa ja vuorovaikutuksessa näkyy usein toisten huomioon ottamista, tukemista, neuvomista ja auttamista. Lasten toiminnassa näkyy monella tavalla ympäristöstä huolehtiminen. Aikuiset pyrkivät pääsääntöisesti toteuttamaan toiminnassaan montessoripedagogiikan mukaista tapakasvatusta ja kannustavat lapsia käyttäytymään hyvien käytöstapojen mukaisesti. Lasten spontaanissa toiminnassa näkyy ainakin osa leikkikoulun ohjaajien välittämästä tapakasvatusmallista. Lapset pyrkivät erityisesti aikuisten läsnä ollessa toteuttamaan opittuja käyttäytymismalleja. Hyvän varhaiskasvatuksen kehittämiseen kuuluu jatkuva laaduntarkastelu. Laadukkaan varhaiskasvatuksen kannalta on tärkeää tarkastella varhaiskasvattajien toiminnan ja mallin merkitystä lasten kanssa työskennellessä. On hyvä myös pohtia sitä, kuinka merkittävä rooli varhaiskasvatuksella on lapsen myöhemmän elämän kannalta.

Language: Finnish

Published: Helsinki, Finland, 2013

Abstract/Notes: This study aims to investigate the relationship between parental attitude and children's playfulness and to highlight the importance of it. The subjects of this study are 147 children aged 4 and 5, their father or mother, and their teachers from educational institutions located in Daejeon. The questionnaire for parental attitude is Schaefer's "Maternal Behavior Research Instrument", translated by Wonyoung Lee (1983). For children's playfulness, Children's Playfulness Scale(CPS) is used, which was invented with the concept of playfulness defined by Barnett (1991) & Lieberman (1977). The research results are as followings: First, there is significant differences of parental attitude between fathers and mothers in all the categories of parental attitudes: loving, refusing, autonomous, and controlling attitudes. Second, there is significant difference of parental attitude by children's gender, in particular in the refusing attitude, while there is not any significant difference of parental attitude by children's age. However, in the loving attitude, 4-aged group gained significantly higher marks than 5-year group. Third, there is significant difference of children's playfulness by children's gender and age. Particularly in physical playfulness as one of sub-category of children's playfulness, boys show better physical spontaneity than girls significantly. There is significant difference of children's playfulness by children's age. For cognitive spontaneity as one of sub-category of children's playfulness, 5 aged children show higher marks than 4 aged children while 4 aged children show statistically higher marks in happiness expression than 5 aged children. Fourth, there is significantly positive relationship between father's loving attitude and children's social spontaneity. As father's controlling attitude is higher, physical, social, and cognitive spontaneity of children is higher. There is significantly positive relationship between mother's controlling attitude and children's physical spontaneity while there is negative relationship between mother's refusing attitude and children's cognitive spontaneity. However, overall there is not significant relationship between father and mother's parenting attitude and children's playfulness. / 본 연구에서는 만 4, 5세 유아의 아버지와 어머니의 양육태도가 연령과 성별에 따라 어떻게 다른지, 또한 부모의 양육태도와 유아의 놀이성과의 관계는 어떠한지에 대해 알아보았다. 연구의 대상은 교육 및 보육기관에 재원중인 만 4, 5세 유아 147명과 그들의 부모인 아버지 147명과 어머니 147명 총 441명이다. 본 연구의 결과는 다음과 같다. 첫째, 아버지와 어머니의 양육태도는 차이가 있는 것으로 나타났다. 둘째, 유아의 성별에 따른 아버지와 어머니의 양육태도는 아버지와 어머니 둘 다 거부적 태도에서 유의미한 차이를 보였다. 유아의 연령에 따른 아버지와 어머니의 양육태도는 차이가 없었다. 셋째, 유아의 성별과 연령에 따라 유아의 놀이성은 차이가 있었다. 넷째, 아버지의 애정적 태도가 높을수록 유아의 사회적 자발성이 높게 나타났다. 그리고 아버지의 통제적 태도가 높을수록 신체적 자발성, 사회적 자발성, 인지적 자발성이 높게 나타났다. 다섯째, 어머니의 통제적 태도가 높을수록 유아의 신체적 자발성이 높으며, 어머니의 거부적 태도가 높을수록 인지적 자발성이 낮은 것으로 나타났다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: V magistrski nalogi smo obravnavali področje razvoja glasbenih sposobnosti s poudarkom na ritmičnih sposobnostih v povezavi z glasbenimi dejavnostmi in izhodiščem pedagoškega koncepta montessori. Želeli smo proučiti učinek glasbeno-gibalnih dejavnosti po konceptu pedagogike montessori na razvoj glasbenih sposobnosti predšolskih otrok iz vrtca montessori. Na podlagi relevantne literature s področja gibanja ob glasbi po konceptu pedagogike montessori smo oblikovali dva eksperimentalna programa. Zanimalo nas je, kakšen bo učinek teh programov in ali bodo otroci teh dveh eksperimentalnih skupin bolje razvili ritmične sposobnosti kot kontrolna skupina ter kakšne bodo razlike med napredki skupin. Uporabili smo neslučajnostni namenski vzorec 59 predšolskih otrok druge starostne skupine iz treh enot vrtca montessori iz osrednjeslovenske regije ter za potrebe raziskave prilagodili tri teste ritmičnih sposobnosti, ki smo jih povzeli po že oblikovanih testih. Najprej smo s testiranjem razvitosti ritmičnih sposobnosti v začetnem stanju ugotovili, da med skupinami ni statistično pomembnih razlik, nato sta obe eksperimentalni skupini tri mesece po trikrat tedensko izvajali eksperimentalna programa. Po koncu eksperimenta smo ponovili testiranje in zaznali statistično pomembne razlike med skupinami v razvitosti ritmičnih sposobnosti. Izvajanje obeh eksperimentalnih programov je imelo pozitiven učinek na razvoj ritmičnih sposobnosti predšolskih otroknajvečji učinek smo opazili pri eksperimentalni skupini 1, pri kontrolni skupini pa učinka neaktivnosti nismo zaznali. [In the master thesis the development of musical abilities with emphasis on rhythmical abilities in connection with musical activities based on the Montessori pedagogy was discussed. The study focused on the effect of music-movement activities that are based on the concept of the Montessori educational method on the development of musical abilities of children from the Montessori preschool. In accordance with the relevant literature from the field of musical movement based on the concept of Montessori pedagogy two experimental programs were developed. The interest of the thesis lies in the effect of these programs, if the children of the two experimental groups would develop better rhythmical abilities than the control group and what the difference in development between the groups would be. A non-probability sample, in which 59 second-age-group preschool children from three Montessori preschool units from Central Slovenia were selected, was used. For the purposes of the study, three rhythmical- ability tests, which had been adapted from previously created tests, were adjusted. An initial test of rhythmical abilities established that there are no major statistical differences between the two groups. Following this, the two experimental groups carried out the workshops of the experimental program, three times per week for a period of three months. After ending the experiment, the testing was repeated and crucial statistical differences in the development of rhythmical abilities were noted between the two groups. The implementation of both experimental programs had a positive effect on the development of rhythmical abilities of preschool children. The biggest effect was noticed in the experimental group 1, while an effect of nonactivity was not detected in the control group.]

Language: Slovenian

Published: Maribor, Slovenia, 2020

Abstract/Notes: This study investigates the moral development of thirty 5-year-old children in Montessori and traditional preschools. Data for the study were derived from five sources: an intelligence test; a perspective taking task; an altruism/helping task; an altruism/sharing task; and an interview for exploring moral reasoning. Two 30 to 45 minute sessions were used for data gathering. Comparisons were made between school type and across the total sample in regard to altruistic behavior, specifically helping and sharing; moral judgement, specifically positive justice reasoning; and cognitive perspective taking. Positive justice reasoning and altruistic behavior were not found to be affected by exposure to a Montessori or traditional school environment. Rather, results indicated that developmental influences alone determined reasoning and behavior, thus confirming developmental theories of moral growth, and suggesting as well that direct intervention or teaching may be more effective than environment in spurring moral growth.

Language: English

Published: [S.I.]: [s.n.], 1979

Language: English

ISSN: 0009-3920, 1467-8624

Language: English

Published: Cambridge, Massachusetts, 1970