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Article

✓ Peer Reviewed

Implementasi Pembelajaran di Kinderworld Montessori BSD Bagi Anak Usia Dini Selama Pandemi COVID-19 [Implementation of Learning at Kinderworld Montessori BSD for Early Childhood During the COVID-19 Pandemic]

Available from: Universitas Pendidikan Indonesia

Publication: Jurnal Paud Agapedia, vol. 6, no. 1

Pages: 1-14

Asia, Australasia, COVID-19 Pandemic, Indonesia, Montessori method of education, Southeast Asia

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Abstract/Notes: The Montessori method is a method of teaching children according to their childhood personality. This method focuses the attention of children individually (child/student focus), focuses on practical life skills, freedom, independence, and pays attention to the child's sensitive period. As a result of the Covid-19 pandemic, learning is carried out online using multimedia technology with an internet network with the flexibility of being able to hold meetings between teachers and children to carry out learning interactions. The purpose of this study was to describe the implementation of learning through the Montessori method during the covid-19 pandemic. Research subjects were selected using a non-probable sampling technique: target sampling (sampling with certain considerations). This study used five subjects at Kinderworld Montessori: the principal, two teachers at Kindergarten 1 and Kindergarten 2, and 2 parents. This research was analyzed by descriptive qualitative method. This study uses in-depth interviews and documentation to collect data with the analysis process using the Miles & Huberman method, namely, through four stages, namely data reduction, data display, conclusions and data verification. Based on the results of interviews with research subjects, it can be concluded that, during a pandemic learning activities using the Montessori method can be said to be relatively going well, but the percentage is not up to 100% as when learning is done offline, the reason is because the materials used when doing Montessori activities are substituted. or replaced with equipment that is relatively the same as the equipment available at home, even so the teacher still ensures that the learning outcomes of the Montessori Method are achieved well. Metode Montessori adalah metode mengajarkan anak sesuai dengan kepribadian masa kecilnya. Metode ini memfokuskan perhatian anak secara individual (fokus anak/siswa), memfokuskan kemampuan Practical life, kebebasan, kemandirian, serta memperhatikan Masa peka anak. Akibat dari Pandemi Covid-19 mengakibatkan pembelajaran dilaksanakan secara Daring menggunakan teknologi multimedia dengan jaringan internet yang fleksibilitas mampu melakukan pertemuan antara guru dan anak untuk melaksanakan interaksi pembelajaran. Tujuan penelitian ini untuk mendeskripsikan pelaksanaan pembelajaran melalui metode montessori selama pandemi covid-19. Subyek penelitian dipilih dengan menggunakan teknik non-probable sampling: target sampling (pengambilan sampel dengan pertimbangan tertentu). Penelitian ini menggunakan lima subjek di Kinderworld Montessori: kepala sekolah, dua guru di Kindergarten 1 dan Kindergarten 2, dan 2 orang tua Murid. Penelitian ini dianalisis dengan metode kualitatif deskriptif. Penelitian ini menggunakan wawancara mendalam dan dokumentasi untuk mengumpukan data dengan proses analisis menggunakan metode Miles&Huberman yaitu, melalui empat tahapan yaitu reduksi data, display data, kesimpulan serta verifikasi data. Berdasarkan dari hasil wawancara dengan subjek penelitian dapat disimpulkan bahwa, saat pandemic kegiatan pembelajaran Menggunakan metode Montessori bisa dikatakan relative berjalan dengan baik, namun presentase nya tidak sampai 100% seperti saat pembelajaran dilakukan secara Offline, alasannya adalah karena Material yang digunakan ketika berkegiatan Montessori di Subtitusi atau diganti dengan peralatan yang relative sama dengan peralatan yang tersedia dirumah, meski begitu guru tetap memastikan capaian pembelajaran Metode Montessori nya tercapai dengan baik.

Language: Indonesian

ISSN: 2580-9679, 2581-2823

Article

Montessori-Pädagogik und Pfadfindererziehung [Montessori pedagogy and scouting education]

Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 38, no. 3

Pages: 108-132

Montessori method of education, Scouting (Youth activity)

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Language: German

ISSN: 0944-2537

Book Section

La mujer como educadora de párvulos: La influencia de María Montessori en las Escuelas Municipales de Pamplona [Women as educators of young children: The influence of Maria Montessori in the Municipal Schools of Pamplona]

Book Title: Mujer y educación en España, 1868-1975

Pages: 467-473

Early childhood care and education, Early childhood education, Europe, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Southern Europe, Spain

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Language: Spanish

Published: Santiago de Compostela, Spain: Universidad de Santiago de Compostela, Departamento de Teoría e Historia de la Educación, 1990

ISBN: 84-404-7748-1 978-84-404-7748-4

Series: Coloquio de Historia de la Educación Universidad de Santiago , VI

Article

Special Education Featured at Montessori School in Philadelphia [New Path Montessori School]

Publication: The National Montessori Reporter, vol. 2, no. 1

Pages: 1, 6

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Language: English

Book

Montessori i hemmet: förskoleåldern [Montessori at Home: The Preschool Years]

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Language: Swedish

Published: Viken, Sweden: Replik, 1998

Edition: 2nd

ISBN: 91-88818-30-6 978-91-88818-30-0

Master's Thesis

Montessori yönteminin okul öncesi dönemdeki çocukların bilimsel süreç becerilerine etkisinin incelenmesi / The research of the Montessori method's efffects to pre-school term children's scientific process skills

Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)

Asia, Middle East, Montessori method of education, Preschool children, Science - Study and teaching, Turkey, Western Asia

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Abstract/Notes: In this research, exemined that the montesorri methods effects to pre-school childrens scientific process skills who educated 48-66 months. The dependent variable of this research is the scientfict process skills of childrens whom studying at pre-school education, the independent variable is the montessori method. The study group of this research is 3-6 years old children groups studying at health sciences faculty of Selçuk university İhsan Doğramacı application kindergarden at 2017-2018 education term in Konya Selçuklu whom chosen by impartial assigment and 3-6 years old children groups studying at Mevlana kindergarden in Konya Meram whom chosen by impartial assigment. 46 children included as 22 experimental groups and 26 control groups. In this research personal informations form which has demografic informations used as data collector tool and the main ability scale is used for designate pre-school childrens scientific process skills level. The data that collected from the scale which applied control groups and experimental groups is analized in spss package program. At the comparing of exprimental groups childrens pre test and post test avarage scores and at the comparing of control group childrens pre test and post tests avarage scores, t test is used for dependent groups. T test is used at independet groups for finding the differences of avarage scores betwen experimental group and control group. Mann-Whitney U test is used for comparing of experimental groups and control groups childrens scientific process skills avarage scores diferences as gender variable. As a consequence of the data analysis of study, the following findings are obtained: •There is no significant differences between the experimental groups childrens pre tests avarage scores and the conrol groups childrens pre tests avarage scores. •There is no significant differances between pre tests and post tests scores distrubition of control groups children. •The results of comparing experimental groups childrens post tests avarage scores are higher than control groups childrens post tests avarage scores significant degree. •There is no signficant differances when comparing of the exemination groups childrens pre tests avarage scores as gender variable. At the exemination of the post tests scores, male childrens avarage scores are more succesfull than female childrens avarage scores significant degree. •There is no significant differences as gender variable between The comparing of pre tests scores and post tests scores of control groups female children and control groups male children. At the results of this research that seen scientific process skills are positively effected by montessori education program.Montessori education program is efficient than mebs pre-school education programs as supporting and gaining of scientific process skills. / Bu araştırmada, Montessori Yöntemi'nin okul öncesi eğitimi alan 48-66 ay çocuklarının bilimsel süreç becerilerine etkisi incelenmiştir. Araştırmanın bağımlı değişkenini okul öncesi eğitime devam eden çocukların bilimsel süreç becerileri, bağımsız değişkeni ise Montessori Yöntemi'dir. Bu araştırmanın çalışma grubu 2017-2018 öğretim yılında Konya ili, Selçuklu ilçesi, Selçuk Üniversitesi Sağlık Bilimleri Fakültesi İhsan Doğramacı Uygulama Anaokulunda eğitim alan ve yansız atama ile seçilen 3-6 yaş grubu çocuklarından ve Meram İlçesi, Mevlana Anaokulunda eğitim alan ve yansız atama ile seçilen 3-6 yaş grubu çocuklarından oluşmaktadır. Araştırmaya 22 deneme, 24 kontrol grubu olmak üzere 46 çocuk dahil edilmiştir. Araştırmada veri toplama aracı olarak, demografik bilgileri içeren kişisel bilgi formu ve okul öncesi çocuklarının bilimsel süreç beceri düzeylerini belirlemek amacıyla Okul Öncesi Öğrencilerine Yönelik Temel Beceri Ölçeği kullanılmıştır. Deney ve kontrol grubuna uygulanan ölçekten toplanan veriler SPSS paket programında analiz edilmiştir. Deney grubunda yer alan çocukların ön test ve son test puan ortalamalarının karşılaştırılmasında ve kontrol grubunda yer alan çocukların ön test ve son test puan ortalamalarının karşılaştırılmasında, bağımlı gruplarda t testi kullanılmıştır. Deney grubu ve kontrol grubunun ön test ve son test sonuçları arasındaki ortalama puan farkını bulmak amacıyla da bağımsız gruplarda t testi yapılmıştır. Ayrıca deney ve kontrol grubunda yer alan çocukların, cinsiyet değişkenine göre, temel bilimsel süreç becerisi ortalama puanları arasındaki farkın karşılaştırılmasında Mann-Whitney U testi yapılmıştır. Veri analizleri sonucunda elde edilen araştırma bulguları şu şekilde sıralanmaktadır: • Deney grubu çocukların ön test puan ortalamaları ve kontrol grubu çocukların ön test puan ortalamaları arasında anlamlı bir fark olmadığı bulunmuştur. •Deney grubu çocukların son test puan ortalamaları ve kontrol grubu çocukların son test puan ortalamaları arasındaki fark anlamlıdır. Deney grubu çocukların son test puan ortalamaları, kontrol grubu çocukların son test puan ortalamalarından anlamlı düzeyde yüksektir. •Deney grubunda yer alan çocukların, ön test-son test puan ortalamaları arasındaki fark anlamlıdır. Son test puan ortalamaları, ön test puan ortalamalarından anlamlı düzeyde yüksektir. •Kontrol grubunda yer alan çocukların, ön test-son test puan ortalamaları arasında anlamlı bir fark olmadığı bulunmuştur. •Deney grubunda yer alan çocukların, cinsiyet değişkenine göre, ön test puan ortalamaları karşılaştırıldığı zaman cinsiyet değişkenine göre puan ortalamaları arasında anlamlı bir fark olmadığı bulunmuştur. Son test puan ortalamaları incelendiğinde erkek öğrencilerin puan ortalamalarının, kız öğrencilerin puan ortalamalarından anlamlı düzeyde yüksek olduğu görülmektedir. •Kontrol grubunda yer alan çocukların, cinsiyet değişkenine göre, ön test puan ortalamaları ve son test puan ortalamaları karşılaştırıldığında, cinsiyet değişkenine göre puan ortalamaları arasında anlamlı bir fark olmadığı bulunmuştur. Bu araştırma sonuçları doğrultusunda elde edilen sonuçlar; Montessori Eğitim Programının okul öncesi dönem çocuklarının bilimsel süreç becerilerinin geliştirilmesinde pozitif yönlü bir katkı sağladığı görülmüştür. Bilimsel süreç becerilerinin kazanımında ve desteklenmesinde ise Montessori Eğitim Programının MEB Okul Öncesi Eğitim Programına göre daha etkilidir.

Language: Turkish

Published: Konya, Turkey, 2019

Book

Die Relevanz der Montessori-Pädagogik für autistische Kinder [The relevance of the Montessori education for Autistic children]

Autism in children, Children with disabilities, People with disabilities

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Language: German

Published: [Wien, Austria]: [s.n.], 1996

Book Section

Freiarbeit im Montessori-Kinderhaus [Free work in the Montessori children's house]

Book Title: Montessori-Pädagogik das Kind im Mittelpunkt

Pages: 108-116

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Language: German

Published: Wien, Austria: Jugend & Volk, 2020

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

Article

✓ Peer Reviewed

Rates of Chronic Absenteeism in Montessori and Non-Montessori Title 1 Schools

Available from: Frontiers in Education

Publication: Frontiers in Education - Educational Psychology, vol. 8

Americas, Comparative education, Montessori method of education - Evaluation, North America, School attendance, United States of America

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Abstract/Notes: In this study, we asked whether Montessori schools, which tend to have high student engagement, are associated with lower average rates of chronic absenteeism and/or smaller racial disparities therein relative to non-Montessori schools. We use multilevel modeling to answer this question, following an approach proposed in Author et al., (in press) for analyzing racial disparities in count outcomes. We identified a sample of Title 1 Montessori and non-Montessori schools using propensity score matching and data from the Civil Rights Data Collection. We did not observe significant differences in average overall rates of chronic absenteeism across school types, nor in average racial disparities in the rates of chronic absenteeism between Black and White or Hispanic and White students, though Montessori schools had slightly lower average rates for White students. We discuss shortcomings in the way chronic absenteeism data is collected, and how these shortcomings do not allow researchers to answer questions about why students are chronically absent, thereby limiting intervention work.

Language: English

DOI: 10.3389/feduc.2023.1059071

ISSN: 2504-284X

Article

Montessori교육론에서 놀이와 작업의 통합 [Integration of Play and Work in Montessori Education]

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 7

Pages: 149-167

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Language: Korean

ISSN: 1226-9417

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