Abstract/Notes: Maria Montessori, a doctor of medicine in Italy, employed herself in curing abnormal children, afterwards, turned to an educator. She was influenced partly by Itard and Seguin, and partly by Rousseau and Froebel. Recently arguments on Montessori method have resumed with the worldwide concern to develop early the powers latent within children. Montessori method is characterized by the concreteness which her theory can be rightly put into practice because her principles were established on the basis of her experiences in a "Children's House". Since the first criticism on her theory by kilpatrick, however, there have been arguments for and against her theory. Her educational theory, first of all, premised that the fundemental differences between children and adults must always be considered; unlike the case of adults with their development stopped, "preparing environment" required along the developmental stages of children must be given to them. She stressed, under this environment, the importance of the spontaneous activity by child without being interfered and of the role of teachers as his assistants only when help demanded. She discovered the phenemenon of concentration through children's sponta-neous interest in learning, and regarded such a situation reached as being normalized. She also considered the sensitive period, in which intellectual absorption is most remarkable, she said that unless a papticular ability was gained in the period, child would lose an opportunity of developing the ability. Though her educational theory and method has an important effect upon early childhood education, there are many problems awaiting solution. Therefore it is desirable that the questions are settled and new Montessori school based on Montessori method is developed.

Language: Korean

Language: Swedish

Published: Gothenburg, Sweden: Institutionen för idéhistoria och vetenskapsteori, Göteborgs Universitet, 2007

ISBN: 978-91-976239-0-2

Series: Arachne (Göteborg) , 20

Language: English

Abstract/Notes: The aim of this study is to compare the math skills of children with and without Montessori education. A mixed design method was used in the research. Quantitative data were used to measure children's mathematical skills. Parents' views on early mathematics education were obtained by qualitative data collection method. The study group included 39 children who attended two different kindergartens with and without Montessori education for two years and their parents. Personal information form and the Early Mathematics Test (EMAT) were used to collect data. As a result that the educational institution they attend is effective in children's mathematics skills, it was found that, the mathematics skill scores of the children who received Montessori education were higher than those who did not receive Montessori education. It was determined that the age of the children's parents, education level of the parents and working status of mothers did not cause significant changes on the children's math scores. Parents of children attending both schools stated that they see mathematics as a part of daily life and that early mathematics achievements will affect both their whole life and their future academic achievements. It was observed that the parents mostly focused on counting skills. While some of the parents expressed skills such as sequencing, matching, and patterns, none of them responded to geometry. It has been concluded that the families adopting the Montessori education method see this education method as a tool for learning mathematics and guide their learning at home by interacting more with their teachers. / Bu araştırma, Montessori eğitimi alan ve almayan çocukların matematik becerilerini karşılaştırmak amacıyla yapılmıştır. Araştırmada nicel ve nitel veri toplama yöntemleri birlikte yer almıştır. Araştırmanın nicel boyutunda sontest kontrol gruplu model, nitel boyutunda ise ilişkisel tarama yöntemi kullanılmıştır. Çalışma grubuna MEB OÖEP'na göre eğitim veren ve MEB OÖEP'na ek olarak Montessori yöntemiyle eğitim veren farklı anaokullarından 39 çocuk ve bu çocukların ebeveynleri dahil edilmiştir. Veri toplama aracı olarak, Aile Görüşme Formu ve Erken Matematik Testi (EMAT) kullanılmıştır. Araştırma sonucunda; çocukların matematik becerilerinde, devam ettikleri eğitim kurumunun etkili olduğu, Montessori eğitimi alan çocukların matematik beceri puanlarının, Montessori eğitimi almayan çocuklardan daha yüksek olduğu tespit edilmiştir. Çocukların yaş grubu, cinsiyet ve kardeş sayısının matematik becerilerini etkilemediği görülmüştür. Anne-baba yaşı, anne-baba öğrenim durumu ve annenin çalışıp çalışmama durumunun çocukların EMAT puanları üzerinde anlamlı değişikliklere yol açmadığı saptanmıştır. Her iki okula devam eden çocukların ebeveynleri, matematiği günlük hayatın bir parçası olarak gördüklerini ve erken dönem matematik kazanımlarının hem hayatın tamamını hem de akademik başarıları etkileyeceğine yönelik görüş bildirmişlerdir. Ebeveynlerin matematik konusunda en çok sayı sayma becerisi üzerinde durdukları görülmüştür. Bazı ebeveynler sıralama, eşleştirme, örüntü gibi becerileri ifade ederken geometriye yönelik herhangi bir yanıt gelmemiştir. Montessori eğitim yöntemini benimseyen ailelerin, bu eğitim yöntemini matematik öğrenimi için bir araç olarak gördükleri ve öğretmenleriyle daha çok etkileşimde bulunarak evdeki öğrenmelerine rehberlik ettikleri sonucuna ulaşılmıştır.

Language: Turkish

Published: Ankara, Turkey, 2021

Language: German

Language: German

ISSN: 0944-2537

Language: Korean

Published: Cheongju, South Korea, 1993

Language: Japanese

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

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

Language: English

Published: Detroit, Michigan: Wayne State University, 1962