Abstract/Notes: Describes three projects: (1) the Laufenburg Ranch Project, a historical organic farm and agricultural and environmental education center; (2) the Hershey Montessori School's efforts to teach adolescents about the earth; and (3) the Lake Country School, which developed a farm campus and nature center as an integral part of its educational program.

Language: English

ISSN: 1522-9734

Abstract/Notes: Bu araştırma Montessori eğitim yöntemi ile okulöncesi eğitim alan ve anneleri "Montessori Anne Destek Programı"na katılmış deney grubu çocuklar ile "Pür Montessori" eğitimi alan 4-5 yaş kontrol grubu çocukların matematik ve günlük yaşam becerilerine etkisini incelemeyi amaçlamıştır. Çalışma grubunda, 2016-2017 öğretim yılında Konya ilinde bulunan Selçuk Üniversitesi, Sağlık Bilimleri Fakültesi, İhsan Doğramacı Uygulama Anaokuluna devam eden Montessori yöntemi ile okulöncesi eğitim alan, 8 deney, 11 kontrol olmak üzere toplam19 çocuk yer almıştır. Araştırmada deney ve kontrol gruplarından veri toplama aracı olarak Temel Okul Becerileri Envanteri Matematik ve Günlük Yaşam Becerileri alt Testi Uygulanmıştır. Testler çocuklara öğretmenleri tarafından deneme öncesi ve sonrası uygulanmıştır. Ayrıca deneme grubuna eğitim programı bittikten 12 hafta sonra tekrar uygulanmıştır. Araştırmada elde edilen verilerin analizinde Mann Whitney U ve Wilcoxon İşaretli Sıralar Testi uygulanmıştır. İncelenen bulgular deneme ve kontrol grubu arasında sontest puan ortalamaları arasındaMatematik de deneme grubu lehine anlamlı bir farklılaşma görülmüştür. Günlük Yaşam Becerileri sontest değerlendirmelerinde ise bir farklılaşma bulunamamıştır. Deneme grubu çocukların TOBEMAT ve TOBEGYBAT testi sontest ve izleme testi puan ortalamaları arasında anlamlı bir farklılaşma olmamıştır. / This research aimed to investigate the effects of Montessori education method on the mathematics and daily life skills of the children who took the preschool education and the mothers of the experimental group participated in the "Montessori Mother Support Program" and the children of the control group of 4-5 age "Pure Montessori". In the study group, 19th Montessori method, which took place in Selcuk University, Faculty of Health Sciences, İhsan Doğramacı Application Nursing School, located in Konya province in the 2016-2017 school year, took place. The Basic School Skills Inventory Mathematics and Daily Life Skills Sub-Test was applied as a data collection tool in the study. Tests were administered to children before and after the test by their teachers. In addition, the experimental group was reapplied 12 weeks after the end of the training program. Mann Whitney U and Wilcoxon Marked Ranks Test were applied in the analysis of the data obtained in the research. A significant difference was found in the mean scores of the post test scores between the findings and control groups examined in favor of the experimental group in Mathematics. In Daily Life Skills posttest evaluations, no differentiation was found. There was no significant difference between the BSSI-MAT and BSSI-DLS test posttest and follow-up test scores of the children in the experimental group.

Language: Turkish

Published: Konya, Turkey, 2018

Language: English

ISSN: 1071-6246

Abstract/Notes: The cover of this issue is incorrectly numbered "132" - this is issue number 134.

Language: French

Language: English

ISSN: 0027-0172

Abstract/Notes: This article highlights two women important for pedagogy. María Montessori was a medical doctor who initially carried out research to alleviate the tensions generated by the poor sanitary conditions the children of this society experienced and under which they were educated through traditional strategies that had to be changed. Giuseppina Pizzigoni was a teacher who imagined a new school where children, the offspring of a brutally industrialized society, could be happy while learning. For both women the children’s education, being the task of adults, parents and teachers alike, should be carried out with responsibility and new methodologies they themselves constructed and proposed. For them, the future of humanity lies in the success of this task.

Language: Spanish

DOI: 10.17227/pys.num58-17099

ISSN: 2500-6436, 0121-2494

Abstract/Notes: E se Maria Montessori fosse vissuta ancora nei decenni passati dalla sua morte a oggi? Avrebbe verosimilmente incontrato don Milani, Mario Lodi, Rodari, Bortolato, Malaguzzi, Rosenberg, la Pedagogia del bosco, l’Apprendimento cooperativo, l’Educazione diffusa, le Scuole Senza Zaino. E, viceversa, senza Maria Montessori, quante di queste esperienze non sarebbero ciò che sono? In dieci diversi dialoghi viene proposto in questo volume un dizionario pedagogico di incontri e di temi significativi, fraternità pedagogiche evidenti e suggestive. Sono incontri che Montessori non ha mai vissuto personalmente, ma che possiamo provare a immaginare trasformandoli non solo in riflessione educativa e didattica ma anche in pratica quotidiana. Percorsi possibili di apprendimento e di sviluppo, spunti operativi per raccontare come l’incontro pedagogico possa essere declinato nel fare scuola, affidato alla professionalità di docenti che, appassionati al metodo Montessori, abbiano il desiderio e la capacità di farlo vivere nel presente, senza timore che la contaminazione possa voler dire snaturare l’essenza e il valore del metodo.

Language: Italian

Published: Trento, Italy: Erickson, 2018

ISBN: 978-88-590-1642-7

Language: Japanese

Language: English

ISSN: 1054-0040

Abstract/Notes: This paper aims to inquire about the pedagogy of María Montessori in Argentina from the point of view of the history of education. In order to achieve this goal, the historical sources analyzed were two of the most critical journals in the first half of the 20th century: El Monitor de la Educación Común and La Obra. The first was the official review of the National Education Council, which oversaw Argentinian primary education as a government organ. The second was driven by a group of teachers and was formerly known as the official representation of the New School in Argentina. This investigation looks for marks and hints on the reception among Argentinean teachers of this pedagogy, internationalized since the second decade of the 20th century, over these two journals. As the main contribution, we learn about different ways of appropriation of Montessori’s pedagogy as well as the critics of her proposal and its usage to discuss positions of power in the local pedagogy field.

Language: Spanish

DOI: 10.17227/pys.num58-17331

ISSN: 2500-6436, 0121-2494