Language: English

Abstract/Notes: Bu çalışmada, Montessori sınıflarında görev yapan okul öncesi öğretmenlerinin Montessori yaklaşımına ilişkin görüşlerinin (Amerika ve Türkiye örneğinde) incelenmesi ve okul öncesi öğretmenlerinin görüşlerine göre Montessori yaklaşımının farklı, güçlü ve zorlayıcı olarak görülen yanlarının ortaya konması amaçlanmıştır. Çalışma grubu, Montessori sınıfında görev yapmakta olan Amerika (n=3) ve Türkiye (n=6) örneğindeki toplamda 9 okul öncesi öğretmeninden oluşmaktadır. Çalışma grubundaki öğretmenler Montessori eğitmenliği sertifikasına sahip, az 5 yıldır Montessori eğitimi uygulamakta olan öğretmenlerden oluşmaktadır. Çalışma verileri, çalışma grubunda yer alan öğretmenlerle araştırmacı tarafından hazırlanan üç maddelik açık uçlu sorular eşliğinde yapılan yüz yüze görüşmelerle elde edilmiştir. Çalışma kapsamında elde edilen verilerin analizinde betimsel analizden faydalanılmıştır. Çalışma sonucunda, çalışma grubundaki öğretmenlerin hepsinin Montessori yaklaşımını geleneksel yaklaşıma göre daha etkili bir yöntem olarak gördüğü saptanmıştır. Amerika ve Türkiye örneğindeki öğretmenlerin bir kısmının benzer bir şekilde Montessori yaklaşımının en çok hazırlanmış-özgür bir ortam sağlayan ve sonrasında öğretmenin rehber olarak yer aldığı bir yaklaşım olduğu ile ilgili durumlar üzerinde durduğu görülmüştür. Bununla birlikte, Amerika örneğindeki öğretmenlerin daha çok Montessori yaklaşımının süreç odaklı ilerleyen, özgür seçim sunan ve bağımsız çalışmalarla yürütülen bir yaklaşım olduğunu, Türkiye örneğindeki öğretmenlerin ise daha çok Montessori yaklaşımının çocuk merkezli bir düzene, keşfederek öğrenmeye dayalı çevreye ve ödül-ceza içermeyen uygulamalara sahip bir yaklaşım olduğunu vurguladığı tespit edilmiştir. Amerika örneğindeki grupta yer alan öğretmenler için yaklaşımda özellikle öğretmenin her zaman teşvik edici/rehber olması zorlayıcı bir durum olarak görülürken, Türkiye örneğindeki grupta yer alan öğretmenler için de sınıf düzeni, ortam koşulları ve aile desteği ile ilgili durumların zorlayıcı görüldüğü belirlenmiştir. Bu doğrultuda, okul öncesi eğitim kurumlarının benimseyecekleri eğitim yaklaşımları çerçevesinde ortam niteliği, sınıf mevcudu, aile katılımı gibi boyutlardaki özelliklerinin çocuk temelli bir eğitim anlayışıyla gözden geçirilmesi ve politikacıların teşvik ve desteği ile halihazırda okullarda uygulanmakta olan eğitim süreçlerinin güçlendirilmesi önemli görülmektedir. [In this study, it is aimed to examine the views of preschool teachers working in Montessori classrooms about Montessori approach (in the case of America and Turkey) and to reveal the different, strong and challenging aspects of Montessori approach according to the views of preschool teachers. The study group consists of 9 pre-school teachers working in the Montessori classroom, in the sample of America (n=3) and Turkey (n=6). The teachers in the study group consist of teachers who have a Montessori teaching certificate and have been practicing Montessori education for at least 5 years. The study data were obtained through face-to-face interviews with the teachers in the study group, accompanied by three-item open-ended questions prepared by the researcher. Descriptive analysis was used in the analysis of the data obtained within the scope of the study. As a result of the study, it was determined that all of the teachers in the study group saw the Montessori approach as a more effective method than the traditional approach. It was seen that some of the teachers in the USA and Turkey similarly emphasized the situations related to the Montessori approach being the one that provides the most prepared-free environment and then the teacher as a guide. On the other hand, it is stated that the Montessori approach of the teachers in the US sample is a process-oriented approach, offering free choice and carried out with independent studies, while the teachers in the Turkish sample mostly say that the Montessori approach has a child-centered order, an environment based on learning by discovery and practices that do not include reward-punishment. It has been determined that the approach has been emphasized. While it was seen as a challenging situation for the teachers in the group in the US sample, especially the teacher being an encourager/guide at all times, it was determined that the situations related to the classroom arrangement, environmental conditions and family support were found to be challenging for the teachers in the group in the Turkey sample. In this direction, it is considered important to review the characteristics of the dimensions such as the quality of the environment, class size, family participation, with a child-based education approach, within the framework of the educational approaches that pre-school education institutions will adopt, and to strengthen the education processes currently being implemented in schools with the encouragement and support of politicians.]

Language: Turkish

ISSN: 2148-9963

Abstract/Notes: L’œuvre majeure de Maria Montessori, connue en français sous le titre de Pédagogie scientifique, avec quelquefois, en sous-titre, La découverte de l’enfant, a fait l’objet il y a peu d’une édition critique, permettant de retracer des évolutions à travers les nombreux ajouts, retraits et reprises du texte. Après deux publications précoces, en 1909 et 1913, le texte connaît quelques modifications dans les dernières éditions du vivant de l’autrice, en 1926, 1935 et 1950. La troisième édition, cherchant à imposer le modèle des maisons d’enfants en Italie, enlève des références jugées trop naturalistes pour épouser des accents plus spiritualistes, sans que le fonds ne soit modifié (cf. Trabalzini, 2003, p. 11) : il s’agit de ne pas être pierre de scandale en se réclamant de scientifiques de la nature qui pourraient heurter l’opinion publique ou les instances politiques. Plus au loin, des renvois seront faits, après la Seconde Guerre mondiale, aux autres ouvrages déjà publiés, et certains thèmes seront élaborés plus avant. Concernant Fröbel, comme deux autres grandes figures classiques de la pédagogie, Rousseau et Pestalozzi, les références directes demeurent maigres, et ne montrent qu’une relation distante, appuyant parfois uniquement sur l’aspect « libertaire, spontanéiste et permissif » (cf. Scocchera, 2000, p. XXXIV) de la pédagogie de la maison des enfants. D’autres noms, comme ceux de Pereira, d’Itard ou de Séguin, jouissent à première vue d’un autre prestige. [The major work of Maria Montessori, known in French under the title of Scientific Pedagogy, with sometimes, in subtitle, The discovery of the child, was recently the subject of a critical edition, allowing to retrace the evolutions through the numerous additions, withdrawals and repetitions of the text. After two early publications, in 1909 and 1913, the text underwent some modifications in the last editions during the author's lifetime, in 1926, 1935 and 1950. The third edition, seeking to impose the model of children's homes in Italy, removes references deemed too naturalistic to take on more spiritualistic accents, without the fund being modified (cf. Trabalzini, 2003, p. 11): it is a question of not being a rock of scandal by claiming to be scientists of the nature that could offend public opinion or political authorities. Further on, references will be made, after the Second World War, to other works already published, and certain themes will be elaborated further. Concerning Fröbel, like two other great classical figures of pedagogy, Rousseau and Pestalozzi, the direct references remain thin, and only show a distant relationship, sometimes relying solely on the "libertarian, spontaneist and permissive" aspect (cf. Scocchera , 2000, p. XXXIV) of the pedagogy of the children's home. Other names, such as those of Pereira, Itard or Séguin, enjoy at first sight a different prestige.]

Language: French

DOI: 10.3917/etsoc.175.0011

ISSN: 0014-2204

Abstract/Notes: The Montesori education is for becoming normalization of child by forming the development concentration on the works by use the materials oneself who is the child to be educated in the prepared environment which is provided by the directress, the persons who make the environment for this purpose. The value of Montessori education could highly be approaised as the expectable seeking form of education which offers the selective opportunity by oneself as an esteemed independent individual. Furthermore, it could offer the development of independency to the child who is at the sensitive period with good absorbability from the surrounding environment as well as offer the responsibility of one`s own study for promotion of future study possibility and various experience. For this purpose, the prepared environmet is the precondition of education. Accordingly, for the application of this education at the educational places in our country, the following should be considered and the subjects of the way of education. 1. The real understanding and appraisal should be preceded based on full theorical examination on the Montessori education. 2. The education must be conducted by the instructors who have the license, issued by the International Montessori Association(AMI, AMS)and the specialized training institute for the Montessori instructors training should be established. 3. The adequate materials of Montessori for suitability for physical development which is acknowledged by the AMI, AMS should be manufactured and supplied for respective child. 4. The installation and furnishing fund must be presented in detail on the Montessori educational institute.

Language: Korean

ISSN: 1226-9565, 2733-9637

Language: German

ISSN: 0342-5517

Language: German

Abstract/Notes: El Boletin, March 2005

Language: English

ISSN: 1071-6246

Language: Norwegian

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X

Language: Dutch

ISSN: 0165-0645, 1573-5931