Language: Swedish

ISSN: 1103-8101

Abstract/Notes: Many training methods are applied in pre-school education. Montessori education is one of the these training methods. Montessori education is child centered and support the child development with the characteristics of the materials used and understanding of education. By Maria Montessori developed this educational approach and in this approach children working one to one real materials and these materials are to support children's development area. In this study, Montessori education and effect of the Montessori education on the development areas were investigate. / Okul öncesi eğitimde birçok eğitim yöntemi uygulanmaktadır. Bu eğitim yöntemlerinden biri de Montessori eğitimidir. Montessori eğitimi, çocuk merkezli olması, kullanılan materyallerinin özellikleri ve eğitim anlayışı ile çocuğun gelişimini desteklemektedir. Maria Montessori tarafından geliştirilen bu eğitim yaklaşımında çocuklar gerçek materyallerle birebir çalışmakta ve bu materyaller çocukların gelişim alanlarını desteklemektedir. Yapılan bu çalışmada Montessori eğitimi ve Montessori eğitiminin gelişim alanlarına etkisi incelenmiştir.

Language: Turkish

DOI: 10.1501/Asbd_0000000033

ISSN: 2146-328X

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: Maria Montessori is an intellectual figure who emerges with her own voice in the history of transnational education in the 20th century. In the case of Spain, her influence has been and continues to be profound. This work proposes a historical study of her early reception in the Spanish context in the three decades that pass from 1906 to 1936. The starting point is a re-contextualization of her educational ideas from the perspective of fields of knowledge beyond pedagogy itself, an aspect not yet addressed by historians of education. The study is part of the current of intellectual history, more specifically in the studies of the circulation, transfer, and reception of ideas. The works of historians such as David Armitage and David Boucher, who have developed analytical contextual approaches for the study of ideas and their reconfiguration in specific geographical spaces and specific time periods, are taken as the main reference. A re-contextualization of the reception process of Montessori's ideas is proposed from three apparently distant fields of pedagogy in the first three decades of the 20th century in Spain: politics, religion and medicine. A transversal and complex reception of Montessori's ideas in Spain is confirmed, covering a wide ideological spectrum. The study also reveals that Montessori's work in fields such as politics and religion were received even before those of the field of pedagogy. / Maria Montessori es una figura intelectual que emerge con voz propia en la historia de la educación transnacional del siglo XX. En el caso de España su influencia ha sido y sigue siendo profunda. Lo que se plantea en este trabajo es un estudio histórico de su temprana recepción en el contexto español en las tres décadas que transcurren de 1906 a 1936. El punto de partida es una re-contextualización de sus ideas educativas desde la óptica de campos de conocimientos diferenciados de la propia pedagogía. Un aspecto aún no abordado por los historiadores de la educación. El estudio se enmarca en la corriente de la historia intelectual, más específicamente en los estudios de circulación, transferencia y recepción de ideas. Se toman como referencia principal los trabajos de historiadores como David Armitage y David Boucher, que han desarrollado enfoques contextuales analíticos para el estudio de las ideas y su reconfiguración en espacios geográficos determinados y periodos temporales específicos. Se plantea una re-contextualización del proceso de recepción de las ideas de Montessori a partir de tres campos aparentemente distantes de la pedagogía en las tres primeras décadas del siglo XX en España como lo eran la política, la religión y la medicina. Se constata una recepción trasversal y compleja de las ideas de Montessori en España que abarca un ancho espectro ideológico. Se detecta también que campos como la política y la religión se adelantaron al campo de la pedagogía en la recepción de la obra de Montessori.

Language: English

DOI: 10.24908/encounters.v23i0.16171

ISSN: 2560-8371

Abstract/Notes: This collection consists of wooden boxes, shapes, sticks, and metal rings used by teachers following the Montessori Method. Some of the items were described by a member of UMass Boston's Education Department for a Healey Library exhibit in 1989. The collection also includes: Maria Montessori, The Montessori Method (New York: Schocken Books, 1964; and a 1980's Nienhuis Montessori USA catalog of teaching tools

Language: English

Archive: University of Massachusetts, Boston (Boston, Massachusetts)

Abstract/Notes: Metode Montessori merupakan metode yang dirumuskan berdasarkan teori montessori yang dapat digunakan dalam ranah pendidikan anak  dan disusun berdasarkan teori tentang perkembangan anak.  Karakteristik yang  paling terlihat dari metode ini yaitu menekankan pada aktivitas yang dimunculkan oleh diri anak dengan menekankan pada proses adaptasi lingkungan belajar anak yang dibentuk sesuai dengan tahap perkembangannya menggunakan peran dari aktivitas fisik dalam menyerap konsep pembelajaran untuk memiliki kemampuan yang praktis. Tulisan ini bertujuan untuk mendeskripsikan bagaimanakah metode Montessori dalam meningkatakan kemampuan membaca permulaan. Penelitian ini merupakan studi kepustakaan (library research), pembahasan dianalisis dengan menggunakan metode analisa isi (analysis content). Sumber yang digunakan dalam tulisan ini merupakan tulisan-tuliasan Maria yang telah diterjemahkan kedalam bahasa Indonesia. Hasil Penelitian trekait penerapan metode montessori menggunakan aktivitas rangsangan sesuai dengan prinsip maria montessori ternyata dalam pembelajaran dapat meningkatkan kemampuan membaca siswa dan dapat mengatasi keterbatasan siswa dalam pengenalan huruf-huruf. Maka dengan menggunakan metode Montessori untuk belajar membaca diupayakan dapat membantu peserta didik dalam mengembangkan kemampuan kognitif, psikomotor, dan afektif yang terdapat pada diri peserta didik, dengan membuat anak dapat belajar sesuai dengan tingkat perkembangannya. [The Montessori method is a method formulated based on the montessori theory which can be used in the realm of children's education and is compiled based on the theory of child development. The most visible characteristic of this method is that it emphasizes the activities brought up by the child by emphasizing the adaptation process of the child's learning environment which is formed according to their development stage using the role of physical activity in absorbing the concept of learning to have practical abilities. This paper aims to describe how the Montessori method is to improve pre-reading skills. This research is a library research, the discussion is analyzed using the content analysis method (content analysis). The source used in this paper is Maria's writings which have been translated into Indonesian. The results of this research concerning the application of the montessori method using stimulation activities in accordance with the principle of maria montessori, it turns out that learning can improve students 'reading skills and can overcome students' limitations in recognizing letters. So by using the Montessori method to learn to read, it is endeavored to help students develop cognitive, psychomotor, and affective abilities that are found in students, by enabling children to learn according to their level of development.]

Language: Indonesian

DOI: 10.15575/al-aulad.v3i2.7917

ISSN: 2620-5238

Abstract/Notes: Ushbu maqolada Maktabgacha ta’lim tashkilotlarida Montessori muhitini yaratishning shart -sharoitlari va o’ziga xosligi haqida so’z borgan.Doktor Montessori shunday degan edi: "Bolalar 3 dan 6 yoshgacha, 6 dan 9 yoshgacha va 9 yoshdan 12 yoshgacha bo'lgan guruhga joylashtirilishi kerak. Oddiy maktablarda bo'lgani kabi, faqat o'sha yoshdagi bolalarni sinflarga taklif qilmayman.Ko'pchilik, masalan, 3 yoshdan 6 yoshgacha bo'lgan bolalarni xonaga joylashtiraman, deb hisoblashadi, chunki menda uchta alohida xonani yaratish uchun yetarli xona yoki yetarli darajada bolalar yo'q. Garchi mingdan oshiq bola va juda katta bino bo'lsa ham, men uch yoshga to'lgan bolalarni bir guruhga qo'shib berishni istardim". Bolalar uzluksiz ta'lim va rivojlanish jarayonini amalga oshirish uchun guruhlarga joylashtiriladi.

Language: Uzbek

Language: German

ISSN: 0030-9249

Language: English

ISSN: 0855-0026

Abstract/Notes: Plus other news

Language: English

ISSN: 1470-8647