Abstract/Notes: Maria Montessori (1870-1952), doctora i pedagoga, va dedicar la vida a l’estudi de l’infant. A partir de les seves observacions va elaborar un mètode pedagògic en el qual el centre era el nen i propiciava la resolució de les seves necessitats. El seu mètode va estendre’s per tot el món, arribant a Catalunya l’any 1911 a través d’un article a la revista Feminal. L’any 1914 es va dur a terme per primera vegada a la Casa de Maternitat de Barcelona una experiència d’aplicació del mètode Montessori. Des d’aquell moment l’ interès pel mètode va anar en creixement, sent molts els mestres i pedagogs interessats en ell. Aquest fet va provocar que fins i tot la mateixa Maria Montessori va viure durant un període a Catalunya. En aquest treball hem analitzat 95 articles publicats a Catalunya des del 1911 al 2014, any de celebració del centenari de la primera aula Montessori a Barcelona, per tal de valorar la repercussió que aquests articles podien haver tingut en la difusió i impuls del mètode a Catalunya. [Maria Montessori (1870-1952), a doctor and pedagogue, dedicated her life to the study of the child. From his observations he elaborated a pedagogical method in which the center was the child and favored the resolution of his needs. Her method spread all over the world, arriving in Catalonia in 1911 through an article in the magazine Feminal. In 1914, an experiment in the application of the Montessori method was carried out for the first time at the Barcelona Maternity Home. From that moment on, interest in the method grew, with many teachers and educators interested in it. This fact caused that even the same Maria Montessori lived during a period in Catalonia. In this work we have analyzed 95 articles published in Catalonia from 1911 to 2014, the year of the centenary of the first Montessori classroom in Barcelona, ​​in order to assess the impact that these articles could have had on the dissemination and promotion of the method in Catalonia.]

Language: Catalan

Published: Vic, Spain, 2017

Language: Italian

ISSN: 0036-9853

Language: English

Abstract/Notes: An important aspect that determines learning success is the learning method used by the teacher. Teacher prospective teachers should have broad insights related to learning methods. Prospective teachers and teachers need to vary the learning model. Montessori method is one method that follows the natural tendencies of children and teachers need to prepare learning that follows the stages of child development. Based on these thoughts, community service is carried out to help prospective teachers and teachers' insights about the Montessori method. The sequence of community service activities is the training and mentoring of prospective teachers, the implementation of learning by the Montessori method by prospective teachers, evaluation and reflection on the results of implementation, preparation of training materials for elementary school teachers, and the activity ends with the evaluation and training of Montessori methods for elementary teachers. The result of community service is that prospective teachers are happy to have classroom experience and 100% of students are happy because they are involved in innovative learning activities, the Montessori method. In addition, teachers also get experience training in Montessori methods.

Language: Indonesian

ISSN: 2540-8747

Abstract/Notes: Problemas dos mais simples aos mais complexos estão presentes no dia-a-dia das pessoas. Assim, diferentes áreas da Psicologia têm estudado os processos psicológicos relacionados à resolução de problema (RP), destacando-se a interface entre RP e processos educacionais. Embora as habilidades de RP sejam aspectos chave do processo educacional, há controvérsias sobre como promovê-las em ambiente escolar. O Método Montessori (MM) é uma das estratégias educacionais que têm como um de seus propósitos desenvolver essas habilidades em sala. Desse modo, esta Tese conduziu estudos com diferentes delineamentos – correlacional e quase experimental – com o objetivo de analisar se o MM promove habilidades gerais de RP. Devido à carência de instrumentos brasileiros que avaliam este construto, no primeiro capítulo é apresentado o processo de construção das Escalas de Resolução de Problema (ERP), incluindo elaboração de itens, grupos focais (N = 24) e análise por juízes (N = 23), bem como estudos (N = 767) para a obtenção de evidências de validade baseadas na estrutura interna e estimativas de fidedignidade para as ERP. Análises fatoriais confirmatórias evidenciaram que as ERP possuem duas escalas (Habilidades de Resolução de Problemas (HRP) e Orientação em Relação ao Problema (ORP)) com consistência interna satisfatória. As ERP foram utilizadas em um estudo (Capítulo 2) que teve como objetivo comparar as habilidades de RP de estudantes (N = 91) de escolas tradicionais e montessorianas, sendo que, no último caso, considerou-se a fidelidade de implementação (Montessori Clássico ou Montessori Suplementar), além de variáveis demográficas e educacionais. Não foram obtidas diferenças estatisticamente significativas entre os alunos dos dois tipos de escolas pesquisadas. ORP não se associou às variáveis demográficas e educacionais investigadas e, ao classificar HRP em níveis (baixo, médio e alto), observou-se um escore mais elevado de alunas com níveis médios. Com o objetivo de analisar os efeitos de um processo de educação matemática baseado em princípios do MM no desenvolvimento de habilidades de RP, conduziu-se um quase experimento (Capítulo 3) com alunos de quarto e quinto anos do Ensino Fundamental (N = 18). Após serem subdivididos em Grupo Montessori (GM) e Grupo Ensino Tradicional (GET), eles participaram de um processo de educação matemática. As ERP foram aplicadas pré e pós-educação matemática. Foram observados ganhos tanto em HRP quanto em ORP, ainda que limitados, no GM. Todavia, GM e GET não 5 diferiram quanto ao desempenho em matemática. É possível afirmar que, apesar de outras pesquisas serem necessárias para obter mais evidências de validade e estimar sua fidedignidade, as ERP possuem propriedades psicométricas satisfatórias. Também há evidências de que o MM pode contribuir para o desenvolvimento de habilidades de RP. Porém, no último caso, também são necessárias mais evidências empíricas, especialmente aquelas obtidas em salas de aula e não em experimentos. Desenvolver as habilidades de RP dos discentes é fundamental, pois elas são essenciais tanto no processo de ensino-aprendizagem quanto na vida. [Problems, from simple to complex ones, are present in people's daily lives. The way each person responds to them is related to several psychological correlates, such as better psychological adjustment. Thus, different areas of Psychology have studied the psychological processes related to problem-solving (PS), emphasizing the interface between PS and educational processes. Even though PS skills are key aspects of the educational process, there are controversies about how to promote them in the school environment. The Montessori Method (MM) is one of the educational strategies that has as one of its purposes to develop these skills in the classroom. Thus, this thesis has conducted studies with different designs - correlational and quasi-experimental - with the objective of analyzing whether the MM promotes general PS skills. Due to the lack of Brazilian instruments that assess this construct, the first chapter presents the construction process of the Problem-Solving Scales (ERP), including the elaboration of items, focus groups (N = 24) and analysis by judges (N = 23), as well as studies (N = 767) to obtain evidence of validity based on internal structure and reliability estimates for ERP. Confirmatory factor analyzes showed that the ERP have two scales (Problem Resolution Skills (PSS) and Problem Orientation (PO)) with satisfactory internal consistency. The ERP were used in a study (Chapter 2) that aimed to compare the PS skills of students (N = 91) of traditional and montessorian schools and, in the latter case, implementation fidelity was considered (Classic Montessori or Supplemented Montessori). Associations were also made between these skills and demographic and educational variables. There were no statistically significant differences between the students of the two types of schools researched. PO was not associated to the demographic and educational variables investigated and when PSS was classified in levels (low, medium and high), a higher score of students with average levels was observed. In order to analyze the effects of a mathematical education process based on MM principles on the development of PS skills, a quasi-experiment (Chapter 3) was conducted with students of fourth and fifth grades of Elementary School (N = 18). After subdividing them into Montessori Group (MG) and Traditional Schooling Group (TSG), they participated in a process of mathematical education. The ERP were applied pre and post-mathematical education. There were gains in both PSS and PO, albeit limited, in 7 the MG. However, MG and TSG did not differ in mathematical performance. It is possible to state that, even though other studies are necessary to obtain more evidence of validity and to estimate its reliability, the ERP have satisfactory psychometric properties. There is also evidence that the MM can contribute to the development of PS skills. However, in the latter case, more empirical evidence is also needed, especially those obtained in classrooms rather than in experiments. Developing the PS skills of the students is fundamental, since they are essential both in the teaching-learning process and in life itself.]

Language: Portuguese

Published: Juiz de Fora, Brazil, 2017

Abstract/Notes: Incluso si el método Montessori no fue concebido originalmente para la enseñanza de lenguas extranjeras, consideramos que sus principios universales de formación de los niños y las niñas pueden ser aplicados igualmente para la clase de francés como lengua extranjera. El objetivo de la investigación fue iniciar a los niños y las niñas no lectores de dos grupos de preescolar de la Escuela Saint Benedict en la comprensión del cuento “Petit chat perdu” a través de los principios montessorianos. En cuanto a la metodología, se optó por una perspectiva cualitativa. Se utilizaron dos instrumentos: la entrevista y las observaciones de participantes y no participantes. Para la recolección de los datos se emplearon una tabla de observación y un diario de campo. El punto de partida consistió en extraer aportes útiles de la teoría Montessori para la clase de francés. Posteriormente, se puso en práctica una secuencia pedagógica que favorece la comprensión oral con actividades variadas inspiradas en la pedagogía respetando al mismo tiempo los principios de la teoría. Por último, se analizaron las ventajas e inconvenientes de dicha adaptación para iniciar a niñas y niños no lectores en el aprendizaje del francés como lengua extranjera. [Even if the Montessori method was not originally conceived for the teaching of foreign languages, we consider that its universal principles of training boys and girls can be applied equally to French as a foreign language class. The objective of the research was to initiate the non-readers of two preschool groups of the Saint Benedict School in the understanding of the story “Petit chat perdu” through the Montessorian principles. Regarding the methodology, a qualitative perspective was chosen. Two instruments were used: the interview and the observations of participants and non-participants. For data collection, an observation table and a field diary were used. The starting point was to extract useful contributions from Montessori theory for the French class. Subsequently, a pedagogical sequence that favors oral comprehension was put into practice with varied activities inspired by pedagogy while respecting the principles of theory. Lastly, the advantages and disadvantages of this adaptation were analyzed to initiate non-reader girls and boys in learning French as a foreign language.]

Language: Spanish

DOI: 10.15517/rlm.v0i33.38307

ISSN: 2215-5643, 1659-1933

Abstract/Notes: Eğitimde çocuk merkezli eğitim anlayışını benimsemiş yaklaşımlardan biri olan Montessori yaklaşımı Dr. Maria Montessori (1870-1952) tarafından geliştirilmiştir. Erken çocukluk eğitimine yönelik görüşlerini kısa bir sürede tüm dünyaya duyurmuş ve erken çocukluk eğitimine ilişkin önemli çalışmalar yapmıştır. Maria Montessori, yetişkinliğin başka bir kutbu olarak ifade ettiği çocukluk kavramını kendine özgü özellikleriyle tanımlamış ve eğitimde çocuğun özgür olmasına son derece önem vermiştir. Öyle ki eğitim programını özgürlük temelleri üzerine inşa etmiştir. Ona göre çocuk yapılandırılmış doğal bir çevrede özgürce hareket ederek ve kendisi için özel olarak hazırlanmış doğal materyallerle etkileşime girerek kendi öğrenme sürecini yapılandırabilir. Çocuğun özgürlüğü kısıtlandığında ve sürekli engellendiğinde bir yetişkin tarafından kontrol edilen dıştan denetimli, kendi kendine yeterli gelmediğini düşünerek öğrenme için harekete geçemeyen bir birey olarak büyümesi kaçınılmazdır. Hatta bu çocuklar yaşamı boyunca kendisine devamlı bir şeyler öğretilmesini bekleyen bireyler olarak karşımıza çıkabilirler. Çocuk merkezli eğitim anlayışını benimseyen neredeyse tüm yaklaşım ve programlarda çocuğun özgürlüğünden ve bağımsızlığından söz edilmektedir. Montessori eğitiminde özgürlük kavramı yani çocuğa tanınan özgürlük eleştirilebilmekte veya yanlış anlaşılabilmektedir. Buradan hareketle, Maria Montessori’nin erken çocukluk eğitiminde özgürlükle ilgili düşüncelerinin ve eğitim programında çocuğun özgür olmasının yansımalarının detaylı biçimde incelenmesinin ilgili alan yazına katkı sağlayacağı düşünülmektedir. Özetle, bu çalışmada Montessori eğitim yaklaşımında öne çıkan “özgürlük” kavramı bilimsel veriler ışığında ayrıntılarıyla incelenmiş ve birtakım önerilerde bulunulmuştur. / The Montessori approach, which is one of the approaches that has adopted the child-centered education approach in education, was developed by Dr. It was developed by Maria Montessori (1870-1952). He announced his views on early childhood education to the whole world in a short time and made important studies on early childhood education. Maria Montessori defined the concept of childhood, which she expressed as another pole of adulthood, with its unique characteristics and attached great importance to the freedom of the child in education. So much so that he built his education program on the foundations of freedom. According to him, the child can structure his own learning process by moving freely in a structured natural environment and interacting with natural materials specially prepared for him. When the child's freedom is restricted and constantly hindered, it is inevitable that he grows up as an individual controlled by an adult, externally supervised, and unable to take action for learning, thinking that he is not self-sufficient. In fact, these children may come across as individuals who expect to be constantly taught something throughout their lives. Almost all approaches and programs that adopt a child-centered education approach talk about the freedom and independence of the child. In Montessori education, the concept of freedom, that is, the freedom given to the child, can be criticized or misunderstood. From this point of view, it is thought that a detailed examination of Maria Montessori's thoughts on freedom in early childhood education and the reflections of the child's freedom in the education program will contribute to the relevant literature. In summary, in this study, the concept of "freedom", which stands out in the Montessori educational approach, has been examined in detail in the light of scientific data and some suggestions have been made.

Language: Turkish

DOI: 10.9761/JASSS2937

ISSN: 2147-2971

Abstract/Notes: Base-10 and place value understanding are important foundational math concepts that are associated with higher use of decomposition strategies and higher accuracy on addition problems (Laski, Ermakova, & Vasilyeva, 2014; Fuson, 1990; Fuson & Briars, 1990; National Research Council, 2001). The current study examined base-10 knowledge, place value, and arithmetic accuracy and strategy use for children in early elementary school from Montessori and non-Montessori schools. Children (N = 150) were initially tested in either kindergarten or first grade. We followed up with a subgroup of the sample (N = 53) two years later when the children were in 2nd and 3rd grade. Although Montessori curriculum puts a large emphasis on the base-10 structure of number, we found that children from Montessori schools only showed an advantage on correct use of base-10 canonical representation in kindergarten but not in first grade. Moreover, there were no program differences in place value understanding in 2nd and 3rd grade. Although Montessori children used different strategies to obtain answers to addition problems in 2nd and 3rd grade as compared with non-Montessori children, there were no program differences in addition accuracy at any grade level. Educational implications are discussed.

Language: English

DOI: 10.17161/jomr.v2i1.5677

ISSN: 2378-3923

Language: German

ISSN: 0944-2537

Language: English

ISSN: 1071-6246