Language: English

ISSN: 1470-8647

Language: English

ISSN: 1470-8647

Language: English

ISSN: 1470-8647

Language: Italian

ISSN: 0488-0005

Language: English

ISSN: 1071-6246

Language: English

Abstract/Notes: Children’s media is replete with human-like portrayals of animals and objects that wear clothing, speak, drive cars, and experience human emotions. Recent research has shown that anthropomorphic portrayals of animals in books lead children to think anthropomorphically about real animals. Here we asked whether this is also the case for an inanimate object. Specifically, does exposure to an anthropomorphized train, as compared to a real train, increase children’s tendency to make anthropomorphic attributions to real trains? We also investigated whether this effect with books extends to another common medium of presentation: video. Chinese preschoolers (n = 258) ages 4–6 were randomly assigned to watch a video or listen to a book about either a real or an anthropomorphized train. Before and after this exposure, children completed a modified Anthropomorphism Questionnaire–Child Form (IDAQ-CF), which included questions about trains. Children who were exposed to the anthropomorphic book significantly increased in their tendency to view real trains as having human-like qualities, as compared to control children who had no exposure. Video exposure had no effect on the anthropomorphism of trains.

Language: English

DOI: 10.1080/17482798.2019.1570960

ISSN: 1748-2798

Abstract/Notes: The distinctive objects designed by Dr Maria Montessori as the centrepiece of her approach to pedagogy are the topic of this study. The Montessori approach to pedagogy, celebrating its centenary in 2007, continues to be used in classrooms throughout the world. Despite such widespread and enduring use, there has been little analysis of the Montessori objects to evaluate or understand their pedagogic impact. This study begins by outlining the provenance of the Montessori objects, reaching the conclusion that the tendency to interpret them from the perspective of the progressive education movement of the early twentieth century fails to provide insights into the developmental potential embodied in the objects. In order to appreciate that potential more fully, the study explores the design of the objects, specifically, the way in which the semiotic qualities embodied in their design orient children to the meanings of educational knowledge. A meta-analytic framework comprising three components is used to analyse the semiotic potential of the Montessori objects as educational artefacts. First, Vygotsky’s model of development is used to analyse the objects as external mediational means and to recognise the objects as complexes of signs materialising educational knowledge. In order to understand how the objects capture, in the form of concrete analogues, the linguistic meanings which construe educational knowledge, systemic functional linguistics, the second component of the framework, is used to achieve a rich and detailed social semiotic analysis of these relations, in particular, material and linguistic representations of abstract educational meanings. Finally, the pedagogic device, a central feature of Bernstein’s sociology of pedagogy, is used to analyse how the Montessori objects re-contextualise educational knowledge as developmental pedagogy. Particular attention is paid to the Montessori literacy pedagogy, in which the study of grammar plays a central role. The study reveals a central design principle which distinguishes the Montessori objects. This principle is the redundant representation of educational knowledge across multiple semiotic modes. Each representation holds constant the underlying meaning relations which construe quanta of educational knowledge, giving children the freedom to engage with this knowledge playfully, independently and successfully. The conclusion drawn from this study is that the design of the Montessori objects represents valuable educational potential which deserves continued investigation, as well as wider recognition and application. To initiate this process, the findings in this study may provide insights which can be used to develop tools for evaluating and enhancing the implementation of Montessori pedagogy in Montessori schools. The findings may also be used to adapt Montessori design principles for the benefit of educators working in non-Montessori contexts, in particular, those educators concerned with developing pedagogies which promote equitable access to educational knowledge.

Language: English

Published: Sydney, Australia, 2007

Abstract/Notes: Masalah dalam Penelitian ini Adakah pengaruh penggunaan media sandpaper letters terhadap pengenalan huruf  pada anak  kelompok B di PAUD Jaya Henida Palembang?. Penelitian ini bertujuan Untuk mengetahui pengaruh penggunaan media sandpaper letters terhadap pengenalan huruf anak  kelompok B di PAUD Jaya Henida Palembang. Metode penelitian yang digunakan pada penelitian ini adalah pendekatan deskriptif kualitatif. Teknik pengumpulan data dalam penelitian ini adalah dokumentasi. Berdasarkan penelitian yang telah dilakukan di PAUD Jaya Henida Palembang, maka dapat ditarik beberapa kesimpulan sebagai berikut : 1) Kemampuan keaksaraan anak PAUD pada umumnya telah mencapai perkembangan normal dalam tahap kemunculan literasi, meliputi kemampuan dengar – bicara dan baca – tulis; 2) Kendala dan kebutuhan guru dalam pengembangan keaksaraan, diantaranya kurangnya peralatan dan materi, buku sumber, sarana dan fasilitas yang memadai; 3) Desain pengembangan keaksaraan di fokuskan pada kegiatan menstimulus kemunculan kemampuan dengar – bicara baca – tulis sesuai dengan tahap perkembangan anak PAUD; 4) Cara mengembangkan alat peraga sandpaper letter berbasis metode Montessori yaittu sebagai berikut : pertama, alat peraga menarik. Kedua, alat peraga memiliki gradasi. Ketiga, alat peraga digunakan untuk dapat melatih anak belajar secara mandiri. Keempat, alat peraga digunakan untuk mengetahui kesalahan yang terjadi dengan adanya alat peraga.

Language: Indonesian

DOI: 10.56799/jim.v2i4.1301

ISSN: 2810-0581

Abstract/Notes: Abstract: The purpose of this study was to learn the ability to read the first grade SDN 57 Bulu-bulu in marusu district maros regency Using the montessori method to help alphabet media and to learn of the significant effects of using the montessori method to help the alphabet to improve literacy skills of the first class I SDN 57 Bulu-bulu Marusu district maros. The type of research used is quasi-research With a design of the design non test control group. The method used was experimental. Research shows that students study results are being observed Of the mean posttest class experiments of 80.60%, whereas of the mean posttest control class of 72.20%. Control class gain index by 0.51. Test t shows value t (3.394)> tables (2.001) and sig value (2-tailed) 0.05 is 0.001 which means the Montessori method Partially covered in alphabet media Significantly the results of learning to read First class I SDN 57 Bulu-bulu in marusu district maros regency 2020/2021. Abstrak: Tujuan dalam penelitian ini adalah untuk mengetahui kemampuan membaca permulaan siswa kelas I SDN 57 Bulu-bulu di Kecamatan Marusu Kabupaten Maros dengan metode Montessori berbantuan media Movable Alphabet dan untuk mengetahui adanya pengaruh signifikan penggunaan metode Montessori berbantuan media Movable Alphabet dalam meningkatkan keterampilan membaca permulaan siswa kelas I SDN 57 Bulu-bulu Kecamatan Marusu Kabupaten Maros. Jenis penelitian yang digunakan adalah Quasi-Experimental Research dengan desain Non Equivalent Kontrol Group Design. Metode yang digunakan adalah metode eksperimen. Hasil penelitian menunjukkan bahwa hasil belajar siswa di lihat dari nilai mean posttest kelas eksperimen sebesar 80,60%, sedangkan mean posttest kelas control sebesar 72,20%. Indeks gain <g>kelas eksperimen sebesar 0,63 sedangkan <g> kelas control sebesar 0,51. Hasil uji t menunjukkan nilai thitung (3,394) > tabel (2,001) dan nilai Sig. (2-tailed) < 0,05 yaitu 0,001 yang artinya metode Montessori berbantuan media Movable Alphabet secara parsial berpengaruh signifikan terhadap hasil belajar membaca permulaan siswa kelas I SDN 57 Bulu-Bulu di Kecamatan Marusu Kabupaten Maros tahun ajaran 2020/2021.

Language: English

DOI: 10.51276/edu.v2i1.104

ISSN: 2722-7790