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Bachelor's Thesis
Ohjaajan rooli montessoripäiväkodissa [The role of the instructor in the Montessori kindergarten]
Available from: Theseus (Finland)
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Abstract/Notes: Opinnäytetyön tarkoituksena oli selvittää, millainen ohjaajan rooli on montessoripäiväkodissa ja mitkä tekijät siihen vaikuttavat. Lisäksi tutkittiin, millainen merkitys ohjaajan roolilla on lapsilähtöisyyteen sekä lapsen osallisuuden edistämiseen. Tutkimuksessa tarkasteltiin myös ohjaajan toimintaa montessoriympäristössä. Toimeksiantajana toimi kuopiolainen Pumpputorin päiväkoti, joka toteuttaa montessoripedagogiikkaa 3–6-vuotiaille lapsille. Tutkimus toteutettiin kvalitatiivisena tutkimuksena, jossa tiedonkeruumenetelmänä käytettiin teemahaastattelua ja havainnointia. Teemahaastattelu toteutettiin parihaastatteluna. Kohderyhmäksi valittiin neljä varhaiskasvatuksen opettajaa, joista kaksi on lisäksi suorittanut montessoriohjaajakoulutuksen. Haastattelun teemoina olivat lapsilähtöisyys, lasten osallisuuden edistäminen sekä montessoriympäristön vaikutus ohjaajan rooliin. Havainnointi suoritettiin päiväkodilla havainnoimalla ohjaajien vuorovaikutusta lapsiryhmässä. Havainnoinnin kohteena oli ohjaajien toiminta montessoriympäristössä, ohjaajien vuorovaikutus lasten kanssa sekä ohjaajien keskinäinen vuorovaikutus. Tutkimusaineisto analysoitiin teoriaohjaavalla sisällönanalyysilla. Tutkimusaineiston perusteella saatiin selville, että montessoripäiväkodissa ohjaus on lapsilähtöistä ja lapsi on toiminnan keskiössä. Ohjaaja toimii päiväkodissa roolimallina lapselle ja opettaa hänelle monipuolisesti erilaisia taitoja, joita lapsi tarvitsee elämässään. Montessoriympäristössä materiaalit ovat lapsen saatavilla, mikä tukee lapsen osallisuutta ja itseohjautuvuutta. Lapselle on tarjolla hänen herkkyyskauteensa sopivaa toimintaa, ja lapsi voi valita mieluisan tekemisen oman kiinnostuksensa perusteella. Tavoitteena on, ettei lapsi enää lopulta tarvitse ohjaajan apua. Ohjaaja antaa lapselle aikaa ajatella ja tehdä itse sekä auttaa lasta oppimaan itseohjautuvaa työskentelyä ja ongelmanratkaisutaitoja. Ohjaajien tehtävä on kasvattaa lapsesta omatoiminen yksilö, joka kunnioittaa toisia ihmisiä. Tutkimuksen tuloksista nousi esille, että ohjaaja on kuitenkin aina lähellä, läsnä ja saatavilla, kun lapsi tarvitsee hänen apuaan.
Language: Finnish
Published: Kuopio, Finland, 2020
Article
Maria Montessori: Vertrouwen op de kracht van kinderen
Publication: Pedagogiek in Praktijk, vol. 25
Date: 2005
Pages: 40-45
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Language: Dutch
ISSN: 1382-3272
Master's Thesis
Práticas com inspiração em Maria Montessori no jardim de infância: um estudo de caso [Practices inspired by Maria Montessori in kindergarten: a case study]
Available from: Escola Superior de Educação de Paula Frassinetti
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Abstract/Notes: O presente relatório foi desenvolvido no âmbito da Prática de Ensino Supervisionada em Educação Pré-Escolar, integrada no Mestrado em Educação Pré- Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este estudo realizou-se com um grupo de vinte e quatro crianças com 4 anos de idade e a respetiva educadora, de um jardim-de-infância do distrito do Porto. Enquadrouse numa abordagem qualitativa, através de um estudo de caso, sendo a questão de partida orientadora da investigação: De que forma o método de Maria Montessori está presente na organização do ambiente educativo, ao nível do espaço e dos materiais no jardim de infância? Decorrente desta pergunta foram definidos objetivos e mobilizadas técnicas e instrumentos de recolha de dados: a observação participante, a análise documental, as notas de campo, o portefólio reflexivo e a entrevista à educadora cooperante. Assim sendo, foi possível concluir, que na instituição onde decorreu a pesquisa, a educadora cooperante sustentava algumas das suas intervenções educativas em princípios de Maria Montessori, ainda que de forma não consciente. Recorria, designadamente, a materiais e imagens, as mais reais possíveis e utilizava alguns materiais com inspiração no método Montessori na organização do ambiente educativo. Promovia atividades para trabalhar a educação do silêncio, a educação sensorial e a autonomia das crianças. Estas intervenções valorizavam a participação da criança e atribuíam-lhe centralidade no processo de ensino aprendizagem. Na linha da investigação-ação a estagiária teve uma intervenção junto do grupo de crianças sustentada em princípios do método de Montessori que passaram pela organização do ambiente educativo, utilização de materiais diversificados Montessorianos, nas atividades e situações pedagógicas que desenvolveu. Essa ação promoveu o desenvolvimento de várias áreas e domínios de desenvolvimento da criança, nomeadamente: a educação dos sentidos; a coordenação óculo-manual; a motricidade fina e grossa; a aquisição de habilidades para a vida diária; o desenvolvimento de competências de matemática e de linguagem oral e abordagem à escrita. [This report was developed within the scope of the Practice of Supervised Teaching in Pre-School Education, integrated in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. This study was carried out with a group of twenty-four 4-year-old children and their teacher, from a kindergarten in the district of Porto. It was framed in a qualitative approach, through a case study, with the starting question guiding the investigation: How is Maria Montessori's method present in the organization of the educational environment, in terms of space and materials in kindergarten? As a result of this question, objectives were defined and techniques and instruments for data collection were mobilized: participant observation, document analysis, field notes, the reflective portfolio and the interview with the cooperating educator. Therefore, it was possible to conclude that in the institution where the research took place, the cooperating educator supported some of her educational interventions in Maria Montessori principles, even if not consciously. She resorted, namely, to materials and images, as real as possible and used some materials inspired by the Montessori method in the organization of the educational environment. She promoted activities to work on the education of silence, sensory education and children's autonomy. These interventions valued the child's participation and attributed centrality to the teaching-learning process. In the line of action-research, the intern had an intervention with the group of children based on the principles of the Montessori method, which went through the organization of the educational environment, use of diverse Montessori materials, in the activities and pedagogical situations that she developed. This action promoted the development of several areas and domains of child development, namely: education of the senses; eye-hand coordination; fine and gross motor skills; the acquisition of skills for daily life; the development of math and oral language skills and approach to writing. Keywords: Method of Maria Montessori; Montessori educational environment; Child conception; Kindergarten in the activities and pedagogical situations he developed. This action promoted the development of several areas and domains of child development, namely: education of the senses; eye-hand coordination; fine and gross motor skills; the acquisition of skills for daily life; the development of mathematics and oral language skills and approach to writing. Keywords: Method of Maria Montessori; Montessori educational environment; Child conception; Kindergarten in the activities and pedagogical situations he developed. This action promoted the development of several areas and domains of child development, namely: education of the senses; eye-hand coordination; fine and gross motor skills; the acquisition of skills for daily life; the development of math and oral language skills and approach to writing.]
Language: Portuguese
Published: Porto, Portugal, 2021
Book Section
Erdkinder: An Educational Approach for Adolescents Ages 12-15
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 157-166
Erdkinder, High school students, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Secondary education
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Abstract/Notes: This chapter describes Maria Montessori’s expansion of her educational approach–initially created for young children–into adolescence. Montessori named her program for adolescents Erdkinder (children of the earth) because she believed that learning how to engage in work related to the functions of society, especially through agriculture, allowed for relevant social and economic experiences. Erdkinder programs are often farm school or similar settings which incorporate hands-on work that facilitates learning about resource allocation, scarcity, conflict, technology, and human impact on the world in context. In this way, history, geography, and hard sciences come to life. This chapter provides detailed profiles of three exemplary Erdkinder settings.
Language: English
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks
Book
Wie Kinder zu Konzentration und Stille finden
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Language: German
Published: Freiburg im Breisgau, Germany: Herder, 1999
Edition: 4. Aufl
ISBN: 3-451-04597-4
Series: Herder-Spektrum
Book
Kinder, die in der Kirche leben: die religionspädagogischen Schriften
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Language: German
Published: Freiburg im Breisgau, Germany: Herder, 1964
Edition: [1st edition German]
Book
Het geheim van het kinderleven
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Language: Dutch
Published: Amsterdam, The Netherlands: Van Holkema en Warendorf, 1950
Edition: 2nd ed.
Book
Montessori hatte Recht: die Bedürfnisse von Kindern aus neurobiologischer Sicht [Montessori was right: the needs of children from a neurobiological point of view]
Montessori method of education, Montessori method of education - Criticism, interpretation, etc., Neurobiology
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Language: German
Published: Norderstedt, Germany: Books on Demand, 2004
ISBN: 3-8334-1492-8 978-3-8334-1492-3
Book
Het geheim van het kinderleven
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Language: Dutch
Published: Amsterdam, The Netherlands: Van Holkema en Warendorf, 1953
Edition: 3rd ed.
Book
Het geheim van het kinderleven
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Language: Dutch
Published: Amsterdam, The Netherlands: Van Holkema en Warendorf, 1958
Edition: 4th ed.