Language: English

ISSN: 1071-6246

Abstract/Notes: A growing number of schools across the globe have implemented design thinking (DT) as an instructional approach to increase student engagement, motivate creative thinking, and teach students to problem solve. Although offering significant opportunity to students, implementing DT can involve pushing against the traditional “grammar of schooling.” Drawing on in-depth qualitative case study data, we present findings on a previously low-performing, underenrolled middle school that underwent a dramatic shift when becoming a magnet school focused on DT. We explain the intentional leadership actions that facilitated structural and cultural changes, including building a collaborative leadership structure. Interactions between the principal and the teachers led to the emergence of practices that supported innovation schoolwide. At the same time, internal and external challenges rooted in the grammar of schooling arose, requiring educators to respond to sustain the momentum for change. Implications for policy and practice are discussed.

Language: English

DOI: 10.1086/709510

ISSN: 0195-6744, 1549-6511

Abstract/Notes: The objective of this study is to investigate the Montessori teaching method to improve students’ interest, and to create outstanding young children who are independent, discipline, responsible, and creative by providing a type of learning system called Montessori. It is the learning approach types that provides attractive set of educational as materials and books, creative teachers and supporting environment. The investigation used the qualitative and observational methods. The sample for the study comprised 20 kindergarten pupils from Gifted Kids Montessori School located in Pontianak. The instruments that the writer used for collecting data were questionnaires, interviews, and the observations. Based on the study the writer concluded that kids (under age six) have intern desire to learn and explore, with the help of parent, peers way and environment which supporting they can achieve quality of learning well. This study offers suggestion to future researchers on alternative learning methods, especially for the parents of very young children. The findings of this research could be used as a model for learning other subjects.  Keywords:  Montessori, Learning, Teaching, Sensory

Language: English

ISSN: 2656-0518

Abstract/Notes: A mentoria como práxis desejada nas organizações de ensino chegou à frente das discussões sobre aprendizagem e ensino nas últimas décadas. A mentoria como conceito em teoria educacional na tradição europeia está ligada ao que foi chamado de Método Socrático. O mestre-professor é uma pessoa de experiência com quem os jovens podem conversar. Perguntas e reflexões devem desenvolver a curiosidade e o engajamento dos estudantes na busca de novos conhecimentos. Esse entendimento de conhecimento e aprendizagem corresponde a um modelo de aprendizagem em que a atividade prática é a base para aprender. Contradições entre perspectivas sobre formas de aprender são uma questão central em nossa época. Neste artigo, discutese essa problemática no contexto do trabalho científico de John Dewey, Célestin Freinet, Paulo Freire, Maria Montessori e Lev Vygotsky. [Mentoring as a desired praxis in educational organizations has come to the forefront in discussions about learning and teaching in recent decades. Mentoring as a concept in educational theory in the European tradition is connected to what has been called The Socratic Method. Master-teacher is a person of experience with whom young people can converse. Questions and reflections should develop student’s curiosity and engagement in the search for new knowledge. This understanding of knowledge and learning corresponds with an apprenticeship model of learning where “hands-on activity” is the basis for learning. Contradictions between outlooks on ways of learning are a central issue in our times. This article discusses this problematic here in light of the scientific work of John Dewey, Célestin Freinet, Paulo Freire, Maria Montessori, and Lev Vygotsky.]

Language: English, Portuguese

DOI: 10.26849/bts.v46i2.828

ISSN: 2448-1483

Abstract/Notes: It is important that people who want to perform their duties in a global and uncertain reality are prepared for changes. Therefore, education can play a significant role in supporting the development of active, competent citizens. The superior task of the contemporary school is to provide an educational environment which would be a source of various experiences with the material, social and cultural world (Todd et al. 2019). The model solution in this regard is offered by the school environment organized according to Maria Montessori’s pedagogical principles. The guiding standard for such an environment is support of the individual’s potential. This is also the key rule on which the lifelong learning paradigm is based (Fleming, 2021). The aim of the paper is to evidence that the Montessori environment favors the development of skills necessary for lifelong learning and to verify empirically the affective significances of the educational experiences of Montessori school graduates. In order to discover the emotional significance of school experiences, the partly modified Hermans’s Confrontation With Yourself method was applied (Hermans, Hermans-Jansen, 2000). The educational experiences of Montessori school graduates are characterized by one type of emotional climate – strength and union (+HH) – in which the fulfilment of both basic motives of human behavior (of self-enhancement and contact with others) evokes positive feelings. Montessori school former pupils possess intra- and interpersonal skills, necessary in lifelong learning. The Montessori model of education supports the development of the ability to harmonize one’s interests with the goals of other people as well as personal and social responsibility. / Ważne jest, aby ludzie, którzy chcą wykonywać swoje obowiązki w globalneji niepewnej rzeczywistości, byli przygotowani na zmiany. Dlatego edukacja może odegrać znaczącąrolę we wspieraniu rozwoju aktywnych i kompetentnych obywateli. Nadrzędnym zadaniemwspółczesnej szkoły jest zapewnienie środowiska edukacyjnego, które byłoby źródłemróżnorodnych doświadczeń, nabywanych w kontaktach ze światem materialnym, społecznymi kulturowym. Modelowym rozwiązaniem w tym zakresie jest środowisko szkolne zgodne z zasadamipedagogiki Marii Montessori. Ideą przewodnią jego organizacji jest wspieranie potencjałujednostki. Jest to również kluczowa zasada, na której opiera się paradygmat uczenia sięprzez całe życie. Celem artykułu jest wykazanie, że środowisko szkoły Montessori sprzyja rozwojowiumiejętności niezbędnych w procesie uczenia się przez całe życia oraz empiryczna weryfikacjaafektywnych znaczeń doświadczeń edukacyjnych absolwentów szkoły Montessori. W celu określenia afektywnych znaczeń doświadczeń szkolnych zastosowanoczęściowo zmodyfikowaną Metodę Konfrontacji z Sobą Huberta J.M. Hermansa.Wyniki: Doświadczenia edukacyjne absolwentów szkoły Montessori charakteryzuje jeden typklimatu emocjonalnego – siły i jedności (+HH), w którym zaspokojenie obydwu motywówpodstawowych ludzkiego działania (umacniania siebie oraz kontaktu i jedności z innymi) wywołujeuczucia pozytywne. Absolwenci szkoły Montessori posiadają umiejętności intra- i interpersonalne, niezbędnew procesie uczenia się przez całe życie. Model edukacji Montessori wspiera rozwój zarównoumiejętności harmonizowania własnych interesów z celami innych ludzi, jak i odpowiedzialnościosobistej i społecznej.

Language: English

DOI: 10.17951/lrp.2023.42.4.113-130

ISSN: 0137-6136

Abstract/Notes: Contextual influences on private speech were examined in two preschools differing in the learning environments they provide for children. Observations of 3- to 5-year-olds were made during free-choice periods in a Montessori and a traditional (play-oriented) program. Consistent with Vygotsky's theory that make-believe play serves as a vital context for the development of self-regulation, the incidence of private speech was much higher during open-ended activities, especially fantasy play, that require children to determine the goal of the task, than during closed-ended tasks with predetermined goals. In line with previous research, the more direct involvement, or external regulation, teachers displayed, the lower the rate of children's private speech. In addition, transitions (as opposed to involvement in activities) were linked to reduced private speech, whereas engagement with peers, in the form of associative play, predicted greater self-directed language. Diminished make-believe play, greater teacher direct involvement, and heightened time spent in transitions largely accounted for the lower incidence of private speech in the Montessori compared with the traditional preschool. Contextual factors also contributed to a drop in private speech at age 5. Implications for fostering children's verbal self-regulation during early childhood are considered.

Language: English

DOI: 10.1016/S0885-2006(99)80065-9

ISSN: 0885-2006, 1873-7706

Abstract/Notes: This article shares the learning ecosystem of a project-based embedded systems course, identifying course elements that support self-directed learning and how assignments guide students toward becoming adaptive experts. The technology advances while the fundamentals of electrical engineering remain static. Educators can increasingly prepare students to identify what they need to know to solve problems and avail themselves of resources to learn. This article seeks to further understand ways that a project-based learning approach in an undergraduate embedded systems course can facilitate students' self-directed learning. In what ways can a project-based learning approach in an undergraduate embedded systems course facilitates the self-directed learning amongst students? This article, conducted in the context of an existing embedded systems design (ESD) course, relied on interviews of students, teaching assistants, and faculty along with document analysis and a mixed inductive-deductive thematic analysis. Findings: A learning ecology of the course is presented. This includes descriptions of space and facilities that influence student motivation, means by which the pedagogical intent of the instructor impacts the student experience, how the course builds on project-based learning knowledge, how the content is distributed using knowledge sharing, how Making supported the ecosystem, how students and instructor occupy similar roles, how the curricular design process was conducted, and how the open ecology promotes student self-direction.

Language: English

DOI: 10.1109/TE.2020.2975358

ISSN: 1557-9638

Abstract/Notes: Maqolaning asosiy mazmuni bolalarni erkin, mustaqil va baxtiyor qilib tarbiyalashga qaratiladi. Bu jarayonda dunyoning eng tajribali pedagoglaridan biri  Mariya Montessori texnologiyasidan foydalanish juda o’rinli. Mariya Montessori o’z tajribasida bolani erkin, mustaqil va faol bo’lishi uchun barcha imkoniyatlarni yaratib berish muhimligini ta’kidlaydi va o’z qoidalarini ko’rsatib o’tadi. Zero bolalarni erkin va mustaqil bo’lishi, ularni kelajakda mustaqil qaror qabul qilishi, jamiyatning faol a’zosi bo’lishiga zamin yaratadi. / The main content of the article focuses on raising children to be free, independent and happy. In this process, it is very appropriate to use the technology of Maria Montessori, one of the most experienced pedagogues in the world. In her experience, Maria Montessori emphasizes the importance of creating all opportunities for the child to be free, independent and active, and shows her rules. Because it creates a foundation for children to be free and independent, make independent decisions in the future, and become active members of society.

Language: Uzbek

Language: English

ISSN: 1071-6246

Abstract/Notes: Since comprehensive evaluation of academic skills cannot be extensively conducted in early childhood, specific learning disabilities cannot be diagnosed in preschool-aged children. To evaluate academic skills, children must be school-aged and interventions cannot begin in the preschool period. However, specific learning disabilities in children may also be noticed during preschool. Preschool teachers need to determine which kids are at risk of having specific learning disabilities so that they can be detected early and an intervention provided. Preschool teachers need to be aware of the early signs of specific learning disabilities to distinguish between typically developing children and those at risk of having specific learning disabilities. In this review, studies describing the preschool characteristics of students at risk of having specific learning disabilities are examined, and the early signs of specific learning disabilities and early intervention processes are described based on the literature. Research suggests that the signs of specific learning disabilities can be seen in early childhood. The need for preschool teachers and families to be sensitive to the characteristics of children at risk of specific learning disabilities in the context of early intervention is discussed.

Language: English

DOI: 10.20489/intjecse.722383

ISSN: 1943-023X