Language: English

Language: English

ISSN: 0519-0959

Abstract/Notes: La presente investigación plantea como problema ¿Cuál es la relación entre el método “Montessori” y el aprendizaje de la lectoescritura en niños de 5 años de la institución educativa Nº 437 del distrito de Santo Domingo de Acobamba 2019? La hipótesis, existe relación entre el método “Montessori” y el aprendizaje de la lectoescritura en niños de 5 años de la institución educativa Nº 437 del distrito de Santo Domingo de Acobamba 2019, el objetivo general fue determinar la relación entre el método “Montessori” y el aprendizaje de la lectoescritura en niños de 5 años de la institución educativa Nº 437 del distrito de Santo Domingo de Acobamba 2019. La investigación se desarrolló de acuerdo al método científico, como método específico al descriptivo estadístico. La investigación es no experimental, y su diseño correlacional. Considera una muestra censal de 36 alumnos entre varones y mujeres de cinco años. La técnica empleada fue la encuesta, se aplicaron dos instrumentos; un cuestionario sobre el método Montessori, y un test de lectoescritura. El método “Montessori presenta tres dimensiones; etapa de conversación, pre lectura, pre escritura. La variable lectoescritura estudia las dimensiones: habilidades de lenguaje, habilidades de lectura y habilidades de escritura. Aplicado los instrumentos de investigación, se realizó el procesamiento de datos mediante la prueba t de student para muestras relacionadas La investigación permitió determinar que existe diferencia significativa (p= 0.000) según el método Montessori en el aprendizaje de la Lectoescritura pretest y el aprendizaje de la Lectoescritura postest en los niños de 5 años de la institución educativa N° 437 del distrito de Santo Domingo de Acobamba 2019. [The present research poses as a problem: What is the relationship between the “Montessori” method and the learning of literacy in 5-year-old children of the educational institution No. 437 of the district of Santo Domingo de Acobamba 2019? The hypothesis, there is a relationship between the "Montessori" method and the learning of literacy in 5-year-old children of the educational institution No. 437 of the district of Santo Domingo de Acobamba 2019, the general objective was to determine the relationship between the "Montessori" method and the learning of literacy in 5-year-old children of the educational institution No. 437 of the Santo Domingo de Acobamba district 2019. The research was developed according to the scientific method, as a specific method to the statistical descriptive. The research is non-experimental, and its design correlational. Consider a census sample of 36 five-year-old boys and girls. The technique used was the survey, two instruments were applied; a questionnaire about the Montessori method, and a literacy test. The “Montessori method has three dimensions; stage of conversation, pre reading, pre writing. The literacy variable studies the dimensions: language skills, reading skills, and writing skills. Applying the research instruments, the data processing was carried out using the student's t test for related samples The research allowed to determine that there is a significant difference (p = 0.000) according to the Montessori method in the learning of Pretest Literacy and the learning of the Post-test literacy in 5-year-old children from educational institution No. 437 of the district of Santo Domingo de Acobamba 2019.]

Language: Spanish

Published: Trujillo, Peru, 2019

Abstract/Notes: Penelitian ini bertujuan untuk mengetahui pengembangan kecerdasan fisik motorik anak usia dini menurut konsep Montessori. Latar belakang penelitian ini adalah pentingnya menegetahui pengembangan kecerdasan fisik motorik anak usia dini menurut konsep Montessori. Pengembangan fisik motorik bermanfaat untuk tumbuh kembang anak secara keseluruhan. Saat anak mampu mengkoordinasikan gerakan-gerakan otot di tubuhnya dengan optimal maka anak memiliki perkembangan kecerdasan fisik motorik yang baik. Konsep Montessori yang merupakan sebuah metode pendidikan oleh Maria Montessori. Montessori sebagai seorang ilmuwan, dokter dan juga seorang pendidik, menciptakan sebuah metode pendidikan yang memberikan kebebasan kepada anak didiknya. Penelitian ini menggunakan penelitian kepustakaan (library research). Sumber data pada penelitian kepustakaan ini terdiri dari sumber primer, sekunder dan tersier. Teknik pengumpulan data adalah dokumentasi. Teknik analisis data yang digunakan adalah teknik analisis isi (content analysis). Hasil penelitian ini menunjukkan bahwa pengembangan fisik motorik anak usia dini merupakan salah satu kecerdasan yang harus dikembangkan dalam diri anak dan konsep Montessori merupakan sebuah metode yang efektif untuk dilaksanakan. Dapat disimpulkan bahwa urgensi pengembangan kecerdasan fisik motorik anak usia dini menurut konsep Montessori merupakan hal yang penting bagi pendidikan anak usia dini. Pengembangan fisik motorik anak bermanfaat untuk tumbuh kembang anak secara keseluruhan, dengan konsep Montessori pengembangan kecerdasan Fisik Motorik anak usia dini hasilnya akan optimal sesuai dengan standar tingkat pencapaian perkembangan anak.

Language: Indonesian

Published: Pekanbaru City, Indonesia, 2022

Abstract/Notes: Montessori constituiu, em 1907, em Roma, uma escola pública para crianças em situação de risco, a Casa dei Bambini, embasada numa educação integral alicerçada na liberdade, na atividade e na individualidade. Durante aproximadamente quatro décadas, Montessori realizou pesquisas sobre o desenvolvimento infantil, cujos resultados foram difundidos transnacionalmente, configurando práticas e pensamento educacional inovadores fundamentados na relação entre o professor, o aluno e um ambiente de aprendizagem promotor da paz, da autoeducação, da autonomia, do respeito ao outro e do espírito científico e crítico. Com isso, também empreendeu uma didática para professores e a venda em série dos materiais que idealizou. O objeto desta narrativa historiográfica respaldada em Certeau (2014), Chartier (2010) e Magalhães (2004) foi a institucionalização do Método Montessori no Brasil, no âmbito cronológico das cinco primeiras décadas do século passado. Objetivou: reconhecer as formulações teóricas que permitiram identificar a origem do Método Montessori e cotejá-las com os projetos brasileiros desenvolvidos entre 1914-1952 apontando permanências e contribuições à educação brasileira; historicizar o processo de institucionalização da Pedagogia montessoriana no Brasil; problematizar a sua forma de apropriação na Educação Infantil e Ensino Primário, identificando por que o método é relacionado principalmente ao uso de materiais didáticos específicos e de mobiliário adequado ao tamanho das crianças. Foi constatado que a primeira escola montessoriana no Brasil, proveniente da vertente educacional estadunidense, atendeu ao público infantil, em São Paulo, no ano de 1915, num investimento particular de Ciridião Buarque e Mary Buarque. Esta pedagogia se irradiou por intermédio das apropriações realizadas pelos docentes da Escola Normal da Praça, em São Paulo, estado que possuía, desde 1924, legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada dos princípios pedagógicos. No Paraná, a educação montessoriana foi institucionalizada na legislação educacional da Pré-escola em 1915 e investimentos foram realizados em 1924, quando Lysímaco Costa adquiriu os ?enxovais montessorianos? para quatro Jardins de Infância. Em Curitiba, em 1927, durante a Primeira Conferência Nacional da Associação Brasileira de Educação (ABE) foram apresentadas teses com base montessoriana. Ainda no Paraná, no final da década de 1940, a utilização do método ocorreu no ensino público no Programa da Pré-escola e do Ensino Primário e em 1952 foi inaugurada a Escola Experimental Montessoriana Rural para crianças do Ensino Primário, por iniciativa de Eny Caldeira. Ela e Piper de Lacerda Borges, presidente da Associação Montessori do Brasil, fizeram curso com Montessori, na Itália, em 1951. Já na Bahia, em 1927, efetivaram-se cursos de férias para formação de professores durante os quais foram disseminadas pelos docentes da Escola Normal de Salvador concepções montessorianas e a ressignificação dos materiais, tanto para a Pré-escola como para o Ensino Primário. O teor destes cursos foi divulgado por revistas pedagógicas. No mesmo local, em 1924, Alípio Franca traduziu o Livro Pedagogia Científica. No Rio de Janeiro, materiais e frações do método montessoriano se disseminaram para a Educação Infantil por meio da legislação educacional, em 1921 e em 1929. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos realizados por Mary Buarque, em São Paulo, a partir de 1936; no vínculo do método com a assistência social e teosófica, na década de 1950, disseminado por Piper de Lacerda Borges; no reuso dado ao método pelo lusitano Agostinho da Silva, também nos anos 1950, na criação de algumas universidades. Conclui-se que, entre 1914 e 1952, o processo de institucionalização do método Montessori no Brasil foi capitaneado por diversos sujeitos, em diferentes lugares do país, com apropriações e representações. [Abstract : Montessori established, in 1907, in Rome, a public school to children at risk, The Casa dei Bambini, which since then preserve the Montessori method characteristics, advocating the integral education based on freedom, action and on the individuality. For approximately four decades, Montessori researched about Children development, whose results were spread abroad, defining practices and innovative educational thoughts grounded on the relationship between teacher, the student and the learning environment advancing peace, self-education, self-correction with autonomy in sight, mutual respect, critic and the scientific spirit. The Objective of this study is the Montessori method establishment in Brazil, on the chronologic aspect along the first five decades from the last century. It?s a biographical research and documentary with a historical focus. The analysis is grounded in Certeau (2014), Chartier(2010) e Magalhães(2004). Objective: Recognize the formulation of the Montessori method in projects of its establishment in Brazil between 1914-1952; To Problematize political conditions, social, economical and cultural to set up the Montessori method in Brazil and its Educational applicability, questioning the reductionist mode relating to its use as specific materials and its adequate child-sized furniture. It has been verified that The First Montessori-based in Brazil served the children?s audience, in São Paulo, in the year of 1915, coming from the American strand, in a private enterprise of Ciridião Buarque e Mary Buarque. Such pedagogy irradiated by the mediation of these appropriation and representations made by teachers of the Escola Normal da Praça. São Paulo possessed, since 1924, laws that indicated the use of Montessori and Froebel?s course-ware, mas in a inarticulate way to the pedagogical principles. In Paraná, the Montessori-based education was established in the child education legislation in 1915 and investments were performed in 1924, when Lysímaco Costa acquired the ?montesorri layettes? to 4 Kindergarden. In Curitiba, in 1927, at the First National Conference of The Brazilian Association of Education (ABE), were presented thesis with Montessori bases. Still in Paraná, at the end of 40s, the method utilization occurred in the public education in the Preschool Program and Primary School and in 1952 was opened in Curitiba The Rural Montessori Experimental School to primary school, by the enterprise of Eny Caldeira.Piper Borges de Lacerda and Eny Caldeira speeches, whom realized in 1950 a course with Montessori in Perugia.In 1927, in Bahia, were realized vacation courses to teachers complementary training which were disseminated by the teacher of the Normal School of Salvador the Montessori concepts and the course-ware new meanings to the child education such as primary education. The matters discussed in these courses were spread by pedagogical magazines. In 1924, Alípio Franca translated The Method of Scientific Pedagogy applied to the Child Education at the Boys? House. In Rio de Janeiro, course-wares and parts of Montessori method were spread to Children education by education law, in 1921 and in 1929. Evidences of the Montessori use in perspective non-restricted to materials were found in children radio shows performed by Mary Buarque, in São Paulo, from 1936, whereupon self-education, the independence, the knowledge of child development phases, the singers freedom movement and the minimal intervention of the adult tutor made part of the proposal. In a mystic perspective, there was a link with the method and the social and theosophic assistance, in the 50 decade, disseminating in Rio de Janeiro and Paraná, by Piper Lacerda Borges and his husband. In the reuse given to the Agostinho da Silva method, also in the 1950, were present in the some universities creations, such as the Federal University of Santa Catarina as well from Paraíba and The University of Brasilia. Concluded that between 1914 and 1952, the establishment process of the Montessori method in Brazil was lead by several different individuals, from different parts of the country, with appropriations and personal representations.]

Language: Portuguese

Published: Florianópolis, Brazil, 2017

Abstract/Notes: This article discusses the developmental importance of Montessori didactic materials in the mental, physical, intellectual development of preschool children. / Annotatsiya Ushbu maqolada maktabgacha tarbiya yoshidagi bolalarni ruhiy, jismoniy, aqliy rivojlantirishda Mariya Montessori didaktik materiallarining rivojlantiruvchi ahamiyati haqida yoritilgan. / В данной статье описывается развивающая роль дидактических материалов Марии Монтессорив умственном, физическом и интеллектуальном развитии дошкольников.

Language: Uzbek

Abstract/Notes: La educación multicultural ha estado en el punto de mira durante décadas desde finales del siglo pasado. El fenómeno de la inmigración y los asentamientos masivos en determinados puntos de nuestro país, obligaron a las autoridades a cubrir las necesidades de estos nuevos núcleos poblacionales. De este modo, surgieron nuevas escuelas que poco a poco iban transformándose en guetos de un alumnado inmigrante que desconocía tanto la cultura como la lengua del país de destino. Estos centros educativos, focos de controversia, se han convertido en un reto para sus docentes que, implicados/as en su labor, han ido transformando la realidad para conseguir mejorar la calidad. En este contexto, situamos la “buena práctica” en educación infantil, donde una profesora con un alumnado en riesgo ha hecho realidad su sueño de trasladar la metodología Montessori a su clase. / Multicultural Education has been in the spotlight for ages. During the last decades of last century, the phenomenon of immigration and the development of massive settlements of immigrant communities in certain parts of Spain led political and educational authorities to confront and help in assisting the needs of these growing social groups. In this way, new school communities emerged but they slowly became into ghettos of immigrant students who, in many occasions, did know little or nothing about the target language or culture of their new country. These schools may have been seen as spots of controversy and they have indeed been a challenge for their teachers, who have been able to improve the quality of education through their daily work. Considering this context, we place the concept of ‘good practice’ in young children education at the core of this article by making reference to the experience of a female teacher who has made true her dream of implementing Montessori Methodology in a risk group of Infant students.

Language: Spanish

ISSN: 2255-0666

Language: German

Language: German

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X