Abstract/Notes: Education is the business of adults to prepare children to be able to live independently and is able to perform the duties of his life as well as possible. The toddler years are a golden period for the growth and development of children. Development of each child must be observed, education and teaching needs to be ailored to the child’s development. Montessori is early childhood education leaders who opened the eyes of their sensitive period in children, Montessori asserted that education is self-education. Montessori then use the freedom and liveliness of the child with the best in the method, so that each child had the opportunity to evolve according to the nature and talent. In Islam, God entrusted the child is to be protected and educated with the best. Therefore, addressing the development and early childhood education, the need for an educational program that is designed in accordance with the child’s developmental level. This study aims to describe and analyze the Montessori concept of early childhood education in the perspective of Islamic education. Data collection through literature study is based on primary and secondary data. Data analysis using analytic descriptive with inductive thinking patterns. The results showed: 1) Montesssori shift from teacher-education center central (teachers as a source of learning) be child-central (protégé as a center of learning); 2) Sensitive Periods expressed early age is a sensitive period; 3) The freedom and independence according to the Montessori system is not real freedom, but freedom is limited; 4) Child’s Self-Construction stating that children construct their own development of his soul; 5) At the time of early childhood have a soul absorbent range of knowledge and experience in his life. Montessori concept in Islamic educational perspective, the emphasis is on the child’s intellectual is right. However, it should pay attention to other aspects such as emotional aspects and skills.

Language: Indonesian

DOI: 10.14421/jpai.2014.111-03

ISSN: 2502-2075

Abstract/Notes: This chapter examines Maria Montessori’s text, Education and Peace (1972) which was first published in 1949 in Italian. The text is a series of speeches she gave throughout Europe during the Interwar period of 1932-1939 and is divided into three parts. Part I is an introduction to Montessori’s vision for peace education. Part II collects the lectures from the Sixth International Montessori Congress in Copenhagen, 1937. Part III focuses on the lecture, “The Importance of Education in Bringing about Peace,” from an address to the International School of Philosophy in Amersfoort, 1937. The final section contains Montessori’s “Address to the World Fellowship of Faiths” in London, 1939. Montessori’s works assume a worldview where peace is the most natural state of consciousness and express her belief that humans can concretely address the fact that humanity seems to be devolving into greater forms of violence instead of advancing toward peace.

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

Language: German

ISSN: 0949-2682

Abstract/Notes: This research revolved around Johnson's (2013) definition of early childhood science, technology, engineering, and math (STEM) education, emphasizing the integration of science and math instruction with scientific inquiry, engineering design, mathematical analysis, and 21st-century interdisciplinary skills. Johnson recommended using an approach called integrated STEM, which aims to create a meaningful integration of STEM disciplines in the context of real-world challenges and problems. Given the swift advancements in science and technology, early exposure to STEM concepts is crucial for children. Research has indicated introducing STEM in preschool equips children with foundational skills to explore complex concepts in elementary school. Early childhood experiences have a substantial impact on cognitive and academic development, fostering brain development and enhancing lifelong cognitive and academic outcomes. Young children naturally exhibit qualities like prediction, hypothesizing, analysis, and curiosity. They actively engage with their surroundings, constructing scientific and mathematical understanding through hands-on STEM activities, and developing competence, knowledge, and problem-solving skills. This study employed narrative inquiry and autoethnography to explore early childhood educators' needs, talents, and challenges in integrating STEM curricula. It addressed critical questions about STEM education, such as its ideal form, optimal introduction timing, and ensuring equitable access for all preschoolers. The research examined educators' STEM knowledge and identified implementation barriers that affect STEM self-efficacy. This research underscores the importance of introducing STEM education early in childhood and highlights the need for comprehensive policies and equitable funding. The study's results bridge the knowledge–doing gap and emphasized the significance of adequately preparing educators to provide STEM-related curricula.

Language: English

Published: San Francisco, California, 2023

Abstract/Notes: The aim of the thesis was to map what media education is like in Montessori-pedagogical early childhood education. The purpose was to examine how Montessori pedagogy developed more than a hundred years ago meets children's digitized growth environment and media culture. The research was qualitative. The theoretical basis of the work was research on children's media use and media education, the national foundations of the early childhood education plan and the principles of Montessori pedagogy. The data collection method was a semi-structured thematic interview. The interviewees were six early childhood education teachers who worked in Montessori kindergartens for 3-6 year olds in the capital region. The transcribed material was analyzed using theory-driven content analysis. In the research questions, I clarified the Montessori educators' views on media education and its challenges, as well as the special features of Montessori pedagogical media education. In addition, it was mapped how different media content and information and communication technology were utilized in the pedagogical practices of Montessori kindergartens. The key result was that the Montessori educators had a positive attitude towards media education and were more aware than before, but there was also a need for development. The goals of teaching media literacy and information and communication technology skills were seen to be the child's inclusion, supporting agency and equality. Media education aimed to strengthen children's active media skills, i.e. children's own production and expression. A critical attitude towards media devices and content was also considered important. Learning in Montessori pedagogy is based on the concreteness and sensibility of Montessori tools, which is still seen as a working method. Therefore, supplementing the prepared learning environment with technology should be done pedagogically. On the other hand, the child-oriented nature of Montessori pedagogy, the learning of phenomena, and the effort to help the child function in their own everyday life create a good starting point for reforming Montessori pedagogy as needed with media education tools, applications, and content. Awareness of media education and supporting technical skills are ways, which strengthen the position of media education in Montessori pedagogical early childhood education.

Language: Finnish

Published: Helsinki, Finland, 2019

Language: English

Published: Oxford, England: Clio, 1991

Edition: 1st Clio ed.

ISBN: 1-85109-114-9 978-1-85109-114-0

Series: The Clio Montessori series , 9

Volume: 1 of 2

Language: English

Abstract/Notes: This thesis examines the Montessori music curriculum that was developed by Maria Montessori and her music consultant Maria Maccheroni. It introduces the most typical Montessori music instruments and equipment as well as exercises that go with them. It also explores the possibilities of combining Montessori music with today’s music teaching and early childhood music education. The material of this thesis is mainly based on literature about the Montessori Method and its music section, along with observations made while working at various Montessori preschools in Finland. Many of the Montessori method’s musical exercises are challenging and can be seen as old fashioned by today’s music education standards. Maria Montessori expected many things from her Montessori teachers. Montessori teachers were expected to be completely in charge of the children’s musical education. This may be difficult to implement nowadays because in order to properly understand the Montessori music curriculum, one needs a great deal of theoretical knowledge and understanding of music. However, there are plenty of positive aspects to the Montessori music education and its elements can be applied to modern day music teaching. The Montessori method is very child-centered and even though it was developed more than a hundred years ago, the main principles are still valid today. A children’s music lesson plan is included in this thesis. It combines Montessori music education with Finnish early childhood music education. Many music educators and Montessori teachers know little about the music part of the Montessori method. Not much literature can be found about it in Finnish. The goal of this thesis is to study Montessori music education and to give more information about it to music educators and Montessori teachers. / Opinnäytetyössäni tutkin Maria Montessorin ja hänen konsulttinsa Maria Maccheronin yli sata vuotta sitten kehittämää musiikkikasvatusmenetelmää. Esittelen tyypillisimpiä montessorimusiikkivälineitä sekä niihin liittyviä harjoituksia. Lisäksi pohdin miten montessorimusiikkikasvatusta olisi mahdollista soveltaa musiikinopetuksessa ja varhaisiän musiikkikasvatuksessa. Aineistoni perustuu ennen kaikkea montessoripedagogiikasta ja montessorimusiikkikasvatuksesta saatavilla olevaan kirjallisuuteen sekä montessorileikkikoulussa työni kautta tehtyihin havaintoihin. Monet montessorimenetelmän musiikkiosion työt ja harjoitukset ovat haastavia ja nykyisen musiikkikasvatuskäsityksen mukaan vanhanaikaisia. Maria Montessorin toivetta montessoriohjaajasta, joka opettaa musiikkia hänen menetelmänsä mukaisesti, voi olla vaikea toteuttaa, koska montessorimusiikkikasvatuksen hallitseminen vaatii runsaasti musiikin teoreettista tuntemista. Montessorimusiikkikasvatuksessa on kuitenkin myös paljon hyvää ja sitä voi soveltaa nykypäivän musiikinopetukseen. Montessorimenetelmä on erittäin lapsilähtöinen ja vaikka se kehitettiin yli sata vuotta sitten, monet sen perusajatukset ovat edelleen sovellettavissa. Opinnäytetyöni sisältää tekemäni muskarituntisuunnitelman, jossa sovellan montessorimusiikkikasvatusta varhaisiän musiikkikasvatuksen tunnille. Monet musiikkikasvattajat ja montessoriohjaajat eivät tunne tai tuntevat vain pintapuolisesti montessorimenetelmän musiikkiosion, ja montessorimusiikkikasvatuksesta on saatavilla vain hyvin vähän suomenkielistä tietoa. Opinnäytetyöni tarkoitus on tutkia montessorimenetelmän musiikkiosiosta ja antaa lisätietoa montessoriohjaajille ja musiikkikasvattajille.

Language: Finnish

Published: Helsinki, Finland, 2018

Abstract/Notes: In this research, the effect of Montessori education approach on the creativity of pre - school children in visual arts lesson was investigated and the creativity developments in students were observed. The research was carried out in college kindergarten, which educates under Kayapınar district of Diyarbakır province. 20 students between 48-66 months were applied the Montessori Education Approach and 60 students were applied the Ministry of National Education pre-school program and these two were compared to each other. Equal units are applied in both programs, Ceramic, watercolor, collage technique. The problem addressed in the study;The loss of student creativity in the implementation of the Ministry of National Education Preschool Program, the loss of self-confidence while students work, and the fact that the applied approaches are teacher-centered and therefore the works are not unique but are similar to each other. In the classrooms where Montessori Education Approach is applied, reflections of originality in the works of art, attitudes of free children to the lesson, and increased co-operation during the lesson have been observed. It is also observed that in the classrooms in which the Ministry of National Education pre-school program is applied, the method of instruction, class rules reminded in the lesson, teachers' criticism of the works resulted in loss of self-confidence in the students, reluctance to the subject,not being able to bring out the creativity and being bad tempered to students' friends. / Bu araştırmada, okul öncesi eğitim programında yer alan görsel sanatlar eğitimi ders konularının, Montesori Eğitimi Yaklaşımı programı uygulanarak, yaratıcılık gelişimlerine etkisinin nasıl olduğu belirlenmeye çalışılmıştır. 48-66 ay grubundaki 20 öğrenciye Montessori Eğitimi Yaklaşım Programı, aynı yaş grubundaki 60 öğrenciye Milli Eğitim Programı uygulanmış ve ikisi karşılaştırılmıştır. İki programda eşit üniteler işlenmiş, bunlar; Seramik tekniği, kolaj tekniği ve suluboya tekniğidir. Araştırma Milli Eğitim Bakanlığı Okul Öncesi Programının uygulandığı, görsel sanatlar eğitiminde, görsellerle yapılan anlatım sunumları, öğrencilerin yaratıcılıklarına etkileri, derste sınıf kuralları hatırlatarak ders işlenmesi aynı zamansa öğrenci eserlerine öğretmenlerin olumlu veya olumsuz eleştirilerinin etkileri araştırılmıştır. İkinci program olan Montessori Eğitimi Yaklaşımı programının uygulandığı, görsel sanatlar eğitiminin sonunda öğrencilerin yaratıcılıklarına etkileri, sanat çalışmalarının, özgünlük ve yenilik açısından yansımaları, özgür bırakılan çocukların derse kaşı tutumları, öğrenci başarısına etkileri belirlenmeye çalışılmıştır. Araştırmanın sonuçları, Montessori Eğitimi Yaklaşımı programı uygulanan sınıftaki öğrencilerde yardımlaşmanın önemli ölçüde arttığı, çocuklara yönelik yönerge olmadan, derslere kendi istekleri doğrultusunda katıldıkları ve malzemelerin yerlerini öğrenerek ihtiyaç duydukları anda aldıkları görülmüştür. Milli Eğitim Bakanlığı Programı ile işlenen, sanat eğitimi derslerinde, öğretmenlerin görsel materyalleri, örnek modelleri, anlatım ve soru-cevap yöntemlerini kullandıkları. Sınıftaki malzeme dolapları öğrencilerin ulaşamayacakları yükseklikte ve göremeyecekleri kapalı dolaplarda bulunması öğrencileri sınırladığı sonucuna ulaşılmıştır.

Language: Turkish

Published: Samsun, Turkey, 2018

Abstract/Notes: The current system of education in Kenya is the 8-4-4 structure, where children study for eight years of Basic (primary) education, four years of Secondary education and four years of University education. This system was introduced in 1985 to promote man-power capable of performing blue collar jobs, as compared to the former 7-6-3 system that targeted developing a local workforce to replace the British workforce who largely held white collar jobs in the new, independent Kenya. However, over the years, the 8-4-4 curriculum has been widely criticised for a myriad of reasons. The criticisms against this curriculum are that it is too heavily loaded with content, purely examinations-oriented, and generally violating the Rights of the Child by placing undue physical and psychological pressure on learners. In order to address this problem therefore, a new curriculum was hastily crafted and taken through a rushed pilot drive in April 2017 and is expected to replace the current 8-4-4 system by January 2018. Admittedly, this new education system addresses some of the weaknesses of the current 8-4-4 education system, since it is competency-based and focuses more on skills acquisition as opposed to a purely knowledge-based acquisition system. The issues addressed in this paper is how this new and hurriedly crafted curriculum (as well as the introduction of Free Secondary School Education) will be implemented by teachers who are yet to come to terms with the new paradigm shift of teaching and learning. The second issue addressed is whether the crafters of this system took into consideration children’s rights, or whether at all, the system was crafted from a child-centred perspective. The concerns are that apart from the manner in which this syllabus was been crafted and planned for implementation, if not reviewed comprehensively may not only violate the rights of future generations of children, but also enhance negative ethnicity from a linguistic perspective

Language: English

ISSN: 2394-9686