Abstract/Notes: explosion into reading at home

Language: English

ISSN: 1178-6213, 2744-662X

Abstract/Notes: Instead of showing mathematics as a lesson Montessori helps children to see the mathematics that it is the most essential part of life. Generally, in our country people have prejudice about the mathematics that it is very difficult and it cannot be learned easily. The reason of this prejudice is teaching mathematisc with abstract examples. Montessori, teaches mathematics by using concrete materials. The aim of this study is, to evaluate the effects of Montessori program in teaching mathematic to 5 and 6 year old children. Hence, of the 40 preschool participants of this research 20 of them were going to school were Montessori method was utilized while not so at the school where the other 20 were going. The interview form composed by the researcher and the data analysed with Nvivo program. / Montessori, matematiği çocukların hayatına bir ders olarak sunmayıp, daha çok hayatı basitleştiren bir bilgi, hayatın bir parçası olarak sunmaktadır. Genel olarak ülkemizde matematik öğrenimine, çok zor olduğu, asla öğrenilemeyeceği şeklinde olumsuz bir ön yargı ile yaklaşılmaktadır. Bu yargının nedeni matematik öğrenim tarzının, genel olarak soyut uygulamalarla öğretilmeye çalışılmasından kaynaklanmaktadır. Montessori matematik eğitimi, yıllarca oynamaktan büyük bir haz duyduğu somut bazı materyalleri kullanarak verilmektedir. Araştırmanın amacı 5-6 yaş çocuklara Montessori matematik dersinin öğretilmesinde Montessori eğitim programının etkisini değerlendirmektir. Bu anlamda araştırmacı tarafından oluşturulan mülakat formu ile elde edilen veriler Nvivo programı ile analiz edilmiştir. Bu araştırmanın örneklemini Montessori eğitimi almış (deney) ve almamış (kontrol) 5-6 yaş arası 40 çocuktan oluşan gruplar oluşturmuştur.

Language: Turkish

Published: Istanbul, Turkey, 2019

Abstract/Notes: Maria Montessori est entrée dans l’histoire avec l’élaboration d’une méthode qui s’appuie sur une vision de l’éducation comme ensemble de pratiques basées sur les ressources de l’élève et son élan vers l’exploration et la compréhension du monde. Cette éducation, capable, d’une part, de répondre aux besoins spécifiques et aux centres d’intérêts de l’enfant et, d’autre part, de respecter son rythme de développement, suppose de repenser entièrement les rôles traditionnels d’enseignant et d’élève. Quelles sont les conditions historiques et culturelles qui ont favorisé l’émergence de la pédagogie montessorienne? Quels obstacles ont rencontré la circulation de la méthode montessorienne et sa mise en œuvre dans les écoles? Quelle est la contribution de l’approche montessorienne à l’idée contemporaine d’éducation et d’école? L’article explore l’expérience montessorienne et son héritage, afin de proposer quelques réponses à ces questions. [Maria Montessori went down in history with the development of a method that is based on a vision of education as a set of practices based on the student's resources and his drive towards the exploration and understanding of world. This education, capable, on the one hand, of meeting the specific needs and centers of interest of the child and, on the other hand, of respecting its pace of development, involves completely rethinking the traditional roles of teacher and student. What are the historical and cultural conditions that favored the emergence of Montessorian pedagogy? What obstacles have encountered the circulation of the Montessorian method and its implementation in schools? What is the contribution of the Montessorian approach to the contemporary idea of ​​education and school? The article explores the Montessorian experience and its heritage, in order to offer some answers to these questions.]

Language: French

DOI: 10.4000/ries.7162

ISSN: 1254-4590

Abstract/Notes: "Pre-Katrina" and "Post-Katrina" are common terms for time frames these days in New Orleans, often reminding me of the BCE/CE timeline distinctions. You hear "Pre-Katrina" and "Post-Katrina" on the news, in the paper, and in everyday conversations. Although more and more people have moved back to New Orleans, businesses and restaurants are open, the St. Charles streetcar is running again, and normal life is continuing, Hurricane Katrina is still an everyday topic of conversation. In the midst of the constant reminders of the storm, Montessori education proved to be a stabilizing force in our school community. This is the story of how one public Montessori survived and redefined itself after Hurricane Katrina. (Contains 1 footnote.)

Language: English

ISSN: 1054-0040

Language: Dutch

Language: Italian

Published: Roma, Italy: Comitato italiano dell'OMEP, 1967

Language: German

Language: English

ISSN: 0519-0959

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This study examined the impact of Montessori training provided to Assistants in authentic Montessori schools that are operating as licensed childcare centers. The study looked at correlations between the implementation of a Montessori specific training program for Assistants and how that impacted the active engagement of the children throughout the morning work cycle. The Lead Teacher in the participating classroom was asked to take a time sampling of the students' engagement levels every 30 minutes during the morning work cycle for a 2 week period of time. This quantitative analysis was completed to determine how many children were wandering, actively engaged, disengaged or actively disengaged in their work. After the data collection period ended, Assistants were given training that focused on the Montessori method and philosophy, classroom management, and feedback/expectations in their role. Post-training, the goal was to conduct another 2 week round of time sampling to analyze if the engagement level of the children increased. However, during the training period, turnover at the participating school increased from 3% to 33%, leaving the researcher unable to fully complete the training before conducting another round of time sampling. Interviews during and after this period of time indicated that the reason for the turnover was due to an inauthentic Montessori classroom feel (55% of respondents) and/or personal reasons (45% of respondents.) With further research, the root causes of the "inauthentic classroom feel" were narrowed down to difficult child behaviors, transitions of children moving from the toddler room to the children's house room, and, overwhelmingly, a lack of Assistant training. While the original research project was unable to be completed due to the staff turnover, the root cause of the turnover pointed to the necessity of implementing an Assistant Training program in the future. Not only would this potentially decrease Teacher and Assistant turnover in the Montessori classroom, but better retention and more highly trained staff would most certainly have a positive impact on child engagement in the classroom.

Language: English

Published: River Falls, Wisconsin, 2019