Abstract/Notes: The study investigates the impact of the Montessori-based individualized education program on the problem-solving skills of children who need special education. The study group consists of five children from the 4-7 age group, three of which have pervasive development disorder, and two, mental deficiency. The children attend Kayseri Melikgazi Special Education and Rehabilitation Center. The study employed a mixed research model, with an experimental pattern based on a single group employed in pre-test and post-test, without any control group,whereby the participants were subjected to the Montessori-based Individualized Education Program for 12 weeks. The data collection tool used in the study was the Problem Solving Skills Scale (PÇBÖ) 4-7 age group form, developed by Aydoğan, Ömeroğlu, Büyüköztürk and Özyürek (2012), and applied during the pre-test and the post-test, Child Observation Form and along with the Personal Information Sheet. Data analysis employed the wilcoxon signed rank test. The study led to the observation that a significant difference existed between the pre-test and post-test scores pertaining to the children with which the Montessori-based Individualized Education Program was implemented, along with perceived improvements in the children's self-care abilities, language and speaking skills, psycho-motor skills, and attention span for activity. / Araştırmada, Montessori temelli bireysel eğitim programının özel gereksinimli çocukların problem çözme becerilerine etkisinin incelenmesi amaçlanmıştır. Çalışma grubuna; Kayseri Melikgazi Özel Eğitim ve Rehabilitasyon Merkezine devam eden, dört-yedi yaşlar arasında yaygın gelişimsel bozukluğu olan üç ve zihinsel yetersizliği olan iki çocuk olmak üzere toplam beş çocuk dahil edilmiştir. Karma araştırma modelinin kullanıldığı araştırmada, deneme modellerinden tek grup öntest-sontest kontrol grupsuz deneysel desen kullanılmış ve katılımcılara 12 hafta süreyle Montessori Temelli Bireysel Eğitim Programı uygulanmıştır. Çalışmanın veri toplama aşamasında öntest ve sontest veri toplama aracı olarak Aydoğan, Ömeroğlu, Büyüköztürk ve Özyürek (2012) tarafından geliştirilen Problem Çözme Becerileri Ölçeği (PÇBÖ) 4-7 yaş formu, Çocuk Gözlem Formu ile Genel Bilgi Formu kullanılmıştır. Verilerin analizinde wilcoxon işaretli sıralar testi kullanılmıştır. Araştırmadan elde edilen bulgulara göre; Montessori Bireysel Eğitim Programı uygulanan çocukların öntest-sontest puanları arasında anlamlı farklılık olduğu ve deneysel işlemin özellikle çocukların öz bakım becerilerinde, dil ve konuşma becerilerinde, psiko-motor becerilerinde ve çocukların etkinliğe gösterdikleri dikkat süresinde artma olduğu gözlenmiştir.

Language: Turkish

Published: Bolu, Turkey, 2018

Language: English

ISSN: 2009-2113

Abstract/Notes: Curriculum management is a form of curriculum management in education to develop intelligence. Islamic Montessori-based curriculum management differs from curriculum management in general. The purpose of this study was to describe the curriculum of Budi Mulia Dua Sedayu Kindergarten in Yogyakarta and to describe the involvement of teachers, parents, school committees, and the surrounding community. The research uses an approach with a case study research design. The research subjects as data sources are : principals, teachers, parents, school educators, and the surrounding community. Data collection methods are : observation, interviews, and documentation. In addition, the research uses data collection, data reduction, data presentation, and concluding. The results of the study can be seen that an Islamic Montessori Curriculum management that starts from planning to evaluation. Planning that is adapted to the vision and mission of creating children who have good morals in this world and the hereafter. Organizing by developing indicators according to established themes. Implementation, and achievement of indicators with the Montessori method with an Islamic approach. Evaluations are carried out routinely every day and are held at monthly and annual meetings. The involvement of teachers, parents, school committees and the community looks good and has their respective roles. Manajemen kurikulum merupakan bentuk pengelolaan kurikulum dalam pendidikan untuk mengembangkan intelegensi. Manajemen kurikulum berbasis Islamic Montessori memiliki perbedaan dengan manajemen kurikulum sekolah secara umum. Tujuan dari penelitian ini adalah untuk menggambarkan manajemen kurikulum lembaga Taman Kanak-Kanak Budi Mulia Dua Sedayu Yogyakarta dan untuk menggambarkan keterlibatan guru, orang tua, komite sekolah, dan masyarakat sekitar.  Penelitian mengunakan pendekatan kualitatif dengan desain penelitian studi kasus. Subyek penelitian sebagai sumber data adalah : kepala sekolah, guru, orang tua, tenaga pendidik sekolah dan masyarakat sekitar. Metode pengumpulan data adalah : observasi, wawancara, dan dokumentasi. Selain itu penelitian menggunakan tahapan pengumpulan data, reduksi data, data penyajian dan penarikan kesimpulan. Validitas data menggunakan triangulasi teknik sumber dan triangulasi metode.  Hasil penelitian dapat dilihat bahwa Taman Kanak-Kanak Budi Mulia Dua Sedayu memiliki manajamen Kurikulum Islamic Montessori yang baik dimulai dari perencanaan hingga evaluasi. Perencanaan disesuaikan dengan visi dan misi yaitu menciptakan anak yang memiliki akhlak baik di dunia dan akhirat. Pengorganisasian dengan mengembangkan indikator sesuai tema yang ditetapkan. Pelaksanaan, mencapai indikator dengan metode Montessori dengan pendekatan Islamic. Evaluasi yang dilakukan rutin setiap hari dan dirapatkan pada rapat bulanan dan tahunan. Keterlibatan guru, orangtua, komite sekolah dan masyarakat terlihat baik dan mempunyai peran masing-masing.

Language: Indonesian

ISSN: 2580-9679, 2581-2823

Abstract/Notes: Translated from the Dutch by Verena Kiefer.

Language: German

Published: Darmstadt, Germany: Primus, 2000

ISBN: 3-89678-220-7 978-3-89678-220-5

Abstract/Notes: O presente trabalho busca a identificação de táticas e estratégias empregadas no processo de implantação do método montessori-lubienska no Colégio Sion de Curitiba, entre 1956 e 1959. A construção desta narrativa historiográfica apresenta como eixo teórico articulador o historiador francês Michel de Certeau, com seus conceitos de lugar, de estratégia e de tática, a partir do entrecruzar de fontes de tipologia diversa coletadas nos arquivos do Colégio e em instâncias externas; e do diálogo com publicações acadêmicas que abordam os temas e o contexto, no âmbito nacional e paranaense. Os resultados da pesquisa evidenciam que sob atmosfera marcada no Paraná por iniciativas anteriores relacionadas ao método Montessori, a opção e as iniciativas católicas pelo método montessori-lubienska como saída para o embate entre católicos e renovadores, aliadas à formação que Soeur Maria Cristina recebera de Lubienska na França, permitiram que as irmãs de Curitiba por meio de golpes de astúcia organizassem táticas para garantir o método montessori-lubienska como estratégia a partir do Colégio Sion. [The present dissertation seeks to identify tactics and strategies used in the process of implementing the montessori-lubienska method at Colégio Sion in Curitiba, between 1956 and 1959. The construction of this historiographic narrative presents the french theoretical Michel de Certeau as an articulating theoretical axis, with its concepts of place, strategy and tactics, from the intersection of sources of different types collected in the archives of the College and in external instances; and dialogue with academic publications that address the themes and the context, at the Brasil and state of Paraná. The research results show that under an atmosphere marked in Paraná by previous initiatives related to the Montessori method, the Catholic option and initiatives by the montessori-lubienska method as a way out of the clash between Catholics and renovators, combined with the training that Soeur Maria Cristina had received from Lubienska in France, they allowed the sisters of Curitiba by means of cunning strokes to organize tactics to guarantee the montessori-lubienska method as a strategy from Colégio Sion.]

Language: Portuguese

Published: Curitiba, Brazil, 2020

Abstract/Notes: Part of the data on this work relies on a doctoral research. The study aimed to problematize about Science Teaching in a Waldorf school, Montessori school and Escola da Ponte, having as guiding aspects the organization of spaces, knowledge and evaluation methods of each analyzed school. As a theoretical reference, we adopted the assumptions of differentiated pedagogy and simultaneously, the field of the curriculum. Methodologically, the article points as sources of research to three directions: a theoretical and systematic review in the light of the fields of science teaching and the field of the curriculum; documentary research around the websites of schools that are pedagogically oriented from the pedagogies under discussion; and finally, field journal data based on differentiated pedagogy observations in three schools. The results showed other ways of organizing spaces, different ways of evaluating and approaching school content, more specifically in the scope of Science Teaching. Finally, the work allows a reflection and awareness about the traditional teaching that still constitutes in the great majority in schools. / Este trabalho tem parte dos dados ancorados em uma pesquisa de doutorado. O estudo teve como objetivo problematizar sobre o Ensino de Ciências em uma escola Waldorf, uma escola Montessori e a Escola da Ponte, tendo como aspectos norteadores a organização dos espaços, saberes e métodos de avaliação de cada escola analisada. Como referencial teórico, adotamos os pressupostos da pedagogia diferenciada e, concomitantemente, do campo do currículo. Metodologicamente, o artigo toma como fontes de pesquisa, três caminhos: uma revisão teórica e sistematizada à luz dos campos do ensino de ciências e do campo do Currículo; pesquisa documental em torno dos sites de escolas que se orientam pedagogicamente a partir das pedagogias em discussão; e, por último, dados de diários de campo a partir de observações em três escolas sendo que cada uma delas se fundamenta numa das pedagogias diferenciadas apresentadas. Os resultados mostraram outras formas de organização dos espaços, formas diferenciadas de avaliação e abordagem dos conteúdos escolares, mais especificamente no âmbito do Ensino de Ciências. Por fim, o trabalho permite uma reflexão e conscientização acerca do tradicional ensino que ainda se constitui em grande maioria nas escolas.

Language: Portuguese

DOI: 10.33448/rsd-v9i8.6385

ISSN: 2525-3409

Language: English

Abstract/Notes: The purpose of this qualitative thesis was to find out whether Montessori pedagogy based Montessori day care center Aurinkoleijona supports the self-management of the child, and what kind of experiences the parents of children have in the subject area. The thesis is a case study, and in the theoretical part it raises the documents guiding the early childhood education as well as the history of Finnish early childhood education, and the alternative pedagogics. Further, the thesis immerses Montessori pedagogy and the development of self-regulation and self-management of the child. At present, children's learning and learning difficulties are topical themes. Finland has been in the elite of the Programme for International Student Assessment (PISA) for many years, but recently the results have weakened. Learning difficulties are influenced by many factors, but one factor that can be considered is the difficulties that are faced in self-management. In order for a child to have a good start in the development of self-management, attention should be paid to supporting it in early childhood education. With Finnish early childhood education being high quality, it provides a good foundation for the overall development of each child, including self-management. The thesis deals with the development of practical early childhood education in the Montessori day care center Aurinkoleijona by exploring potential development targets for supporting the child's self-management. The research questions are: "How does the Montessori pedagogy support the child’s self-management?" and "What kind of experiences do parents have with their child’s or children’s self-management?". Research methods were observation and a questionnaire for the parents of the child. Material was analyzed by utilizing content analysis. The results show that the operational environment of the Montessori day care center Aurinkoleijona has been created in a way that it supports the self-management of the child by many means. Versatile functions, calmness of the atmosphere, furniture that are in the child’s level, and the role of adults in the environment enable a good basis for supporting the self-management of the child. Parents’ experiences of day care center were positive. Children in the day care center are growing up to be independent, and self-directed future schoolchildren, who take others into consideration. / Tämän laadullisen opinnäytetyön tavoitteena oli selvittää, tukeeko montessoripedagogiikkaan pohjautuva Montessori-päiväkoti Aurinkoleijona lapsen oman toiminnan ohjausta sekä minkälaisia kokemuksia lasten vanhemmilla on tästä ohjauksesta. Opinnäytetyö on tapaustutkimus, jonka teoriaosiossa nostetaan esille varhaiskasvatusta ohjaavien asiakirjojen lisäksi suomalaisen varhaiskasvatuksen historiaa sekä vaihtoehto pedagogiikoita. Työssä syvennytään lisäksi tarkemmin Montessoripedagogiikkaan sekä lapsen itsesäätelyn ja oman toiminnan ohjauksen kehittymiseen. Tänä päivänä lasten oppiminen ja oppimisvaikeudet ovat ajankohtainen puheenaihe. Suomi on loistanut PISA-tutkimuksen kärjessä monia vuosia, mutta viime vuosina tulokset ovat heikentyneet. Oppimisvaikeuksien taustalla vaikuttavat monet tekijät, mutta yhtenä tekijänä voidaan pitää vaikeuksia oman toiminnan ohjauksessa. Jotta lapsi saa hyvän alun oman toiminnan ohjauksen kehittymiseen, on varhaiskasvatuksessa kiinnitettävä huomiota sen tukemiseen. Suomalaisen varhaiskasvatuksen ollessa laadukasta, se mahdollistaa hyvän pohjan jokaisen lapsen kokonaisvaltaiselle kehitykselle, sisältäen myös oman toiminnan ohjauksen. Opinnäytetyö kiinnittyy käytännön varhaiskasvatustyön kehittämiseen Montessori-päiväkoti Aurinkoleijonassa tutkimalla mahdollisia kehittämiskohteita lapsen oman toiminnan ohjauksen tukemisen osalta. Tutkimuskysymykset ovat: ”Millä tavoin Montessori-pedagogiikka tukee lapsen oman toiminnan ohjausta?” sekä ”Minkälaisia kokemuksia vanhemmilla on lapsensa/lastensa oman toiminnan ohjauksesta?”. Tutkimusaineiston keruumenetelminä käytettiin havainnointia ja lapsen vanhemmille suunnattua kyselylomaketta. Aineisto analysointiin sisällönanalyysia hyödyntämällä. Tutkimustulokset osoittavat, että Montessori-päiväkoti Aurinkoleijonan toimintaympäristö on luotu niin, että se tukee lapsen oman toiminnan ohjausta monin keinoin. Monipuoliset toiminnot, ilmapiirin rauhallisuus, kalusteiden lapsentasoisuus ja aikuisten rooli ympäristössä mahdollistavat hyvän pohjan lapsen oman toiminnan ohjauksen tukemiselle. Lasten vanhempien kokemukset päiväkodista olivat positiivisia. Lapsista kasvaa päiväkodissa itsenäisiä, omaohjautuvia ja toiset huomioon ottavia tulevia koululaisia.

Language: Finnish

Published: Turku, Finland, 2017

Language: Russian

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9