Abstract/Notes: This study aims to create an interactive application of beginning counting with the Montessori method that appropriate to apply as a learning media in Kindergarten. And also to find out the appropriateness of interactive application. The research method used in this research is Research and Development (R&D) and using the ADDIE development model. The development model is divided into 5 stages : (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. In the development stage, the RAD (Rapid Application Development) method is used. The interview method, literature method, and instrument method are used in collecting data. Further, interactive application validated or assessed by media expert and material expert. The results showed that the interactive application of beginning counting with the Montessori method successfully created. The application divided into 3 parts : (1) Knowing numbers, (2) Sorting numbers, and (3) Counting with numbers. Based on the results of the validation of the interactive application, the percentage of interactive application appropriateness were obtained 96.6% by material expert, and 94.7% by media expert. This shows that the interactive application that has been developed can be used as learning resources or learning media of beginning counting.

Language: English

ISSN: 2549-0389

Abstract/Notes: Diese Arbeit versucht, den Betrachtungen und Aspekten, die das Kind in unserer Gesellschaft ausgehend vom Standpunkt Montessoris beleuchten, nachzugehen, wobei ich die Gemeinsamkeiten in den Montessoris und Millers pädagogischen Ansätzen feststelle. Laut Montessori und Miller ist das Kind ist als gleichwertiger Mensch anzuerkennen, und die Seele des Kindes erfordert eine besondere Feinfühligkeit des Erwachsenen für seine Bedürfnisse her. Es ist wichtig, die Kinder in ihren Fähigkeiten bestmöglich zu fördern. Im Bezug auf das pädagogische Spannungsverhältnis von Selbständigkeit und Zwang beschäftige ich mich mit dem Widerspruch von pädagogischer Norm und Funktion aus der Sicht der Kältestudien von Gruschka. Die Kältestudien verweisen auf die von den einzelnen Menschen unaufhebbar erfahrenen Widersprüche von der Norm der sozialen Allgemeinheit von Bildung und der Selektionsfunktion von den pädagogischen Institutionen. Schließlich sollten die gesellschaftlichen Strukturen, die Kälte als gesellschaftlich akzeptiertes Verhalten verursachen, bewusst wahrgenommen und reflektiert werden. Dafür ist es nötig, den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. [This work attempts to trace the considerations and aspects that illuminate the child in our society from the Montessori point of view, noting the similarities in the Montessori and Miller's pedagogical approaches. According to Montessori and Miller, the child is to be recognized as an equal human being, and the child's soul requires a special sensitivity on the part of the adult for its needs. It is important to support the children in their abilities in the best possible way. In relation to the pedagogical tension between independence and coercion, I deal with the contradiction between pedagogical norm and function from the point of view of Gruschka's cold studies. The cold studies point to the irreconcilable contradictions experienced by individuals between the norm of the social generality of education and the selection function of educational institutions. Finally, the social structures that cause cold as socially accepted behavior should be consciously perceived and reflected upon. For this it is necessary to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children. to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children. to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children.]

Language: German

ISSN: 1738-6675

Abstract/Notes: The purpose is to compare the Kindergarten music textbooks with those of the first grade of elementary school and analyze them, to examine whether the correspond to children's developmental characteristics whether the music education of Kindergarten and the first grade have a connection each other. The subject of this study are as follow: 1. What are the objects of music education in Kindergarten and the first grade? 2. How are the contents of music education in Kindergarten and the first grade? 3. Do the songs mentioned in the music textbook of Kindergarten and the first grade coincide with children's musical charateristics? The method of this study: Comparing the objects and contents of the collection of guiding child education materials' with those of the pleasant lives' guide book for teacher, I analyze the songs gathered in each book through the aspect of contents, composition, length, rhythm and voice-ranges. The result of this study are as follows: 1. The music education of the first grade presents the goal which 'the musicality of children is enlightened, through desirable musical experiences and the harmonious emotion and creativity.' On the contrary, the goal of music is not presented in Kinergarten education. 2. The spheres of music education contents in the first grade are divided into three, as like the basic capability, the expression capability, and the appreciation, 3. The songs of the first, grade are estimated that they are selected to correspond to children's musical characteristics, on the other hand, those of Kindergarten have many problems in the aspect of composition, length, rhythm and voiceranges. The conclusions derived from the results. The music education of Kindergarten should be carried out coinciding with children's growth, connecting with that of elementary school.

Language: Korean

Language: Italian

Language: Italian

ISSN: 0042-7241

Abstract/Notes: This research explored student evaluation practices used by Montessori elementary teachers. The Montessori teaching method emphasized students learning at their own pace within a prepared environment where the teacher's role was somewhat different compared to traditional classroom settings. Both traditional and alternative methods of student assessment were utilized by Montessori teachers (e.g., anecdotal records, informal conferences with students, observation of students, one-to-one interview with students, checklists of lessons, demonstration of skill mastery, and standardized achievement tests). The methodology and reasoning behind student evaluation was not well understood by the educational community, and today's dynamic cultural environment demands better attention to this subject. Following a literature review of assessment practices, analysis consisted of sampling member schools of the American Montessori Society (AMS). A questionnaire was submitted to 241 eligible AMS member schools with elementary programs across the United States, and 108 responses (representing 30% of the eligible schools) were collected. The questionnaire's items (27 total questions) were refined to 16 research questions which were analyzed using both quantitative and qualitative methods. A number of results were produced. The two most prominent were: Montessori elementary teachers used more alternative than traditional methods of assessment practices; and, the factors that influenced the assessment practices used by Montessori teachers were the make up (student:teacher ratio, individual student's needs, multi-aged range) of students in the classroom and the Montessori method of education. Other results of this study included: Montessori schools used standardized achievement tests but individual respondents were not convinced they fit the Montessori method of teaching; and, the combination of non-graded report cards, anecdotal records, and student portfolios were successful reporting practices for parent teacher conference. The study concluded with identifying several areas of assessment practice where future research and professional development may benefit Montessori administrators, teachers, students, and parents.

Language: English

Published: Memphis, Tennessee, 1999

Abstract/Notes: The purpose of this study was to construct a holistic education school evaluation tool using Montessori Erdkinder principles, and begin the validation process of examining the proposed tool. This study addresses a vital need in the holistic education community for a school evaluation tool. The tool construction process included using Erdkinder literature to justify the development of each item through the use of an item matrix, ultimately leading to the development of the 23 item formative Montessori Erdkinder School Evaluation Survey. The validation process included a series of three Rasch Rating Scale Model analyses with data from a sample school. The validation process used item anchoring estimates from the earlier analyses in the later analyses and included determining the tool’s dimensionality, reliability, item fit, possible differential item functioning, and comparing the order of item difficulty levels to the holistic model of Maslow’s hierarchy of needs. Results of the study showed that six items had issues with fit and would need to be revised, and that the items in the cognitive and moral facet will need to be revised to better match Maslow’s model. This study provides the foundation for the development of a holistic education evaluation or accreditation system, and constructed a resource that could be directly implemented in schools.

Language: English

Published: Lexington, Kentucky, 2016

Abstract/Notes: This investigation aims to let parents understand and use an intelligent robot This is based on kindergarten parents' perceptions survey about using an inte1ligent robot in preschool education field. This researcher had made an analysis of the need for educational assistance robot with the revised questionnaire that was based on a robot perceptions survey by Hyunmin Yun(2010) to 100 people who have children as 3, 4, 5 years old in a preschool educational institution which is located in Chungcheong-province. According to this study, more than fifty percent of the 100 people recognized there is a difference between a robot and a computer. A robot is more effective at listening to children's songs than a computer as well. They preferred a robot in an animal shape and requested that it not be used for more than 30 minutes pet day. In conclusion using a robot in preschool education filed will be needed to give the chance a variety of experiences, such as playing with th erobot and counselling for the children, like close friends. / 본 연구는 유아교육현장에서 이루어지는 로봇 활용 교육에 대한 부모의 인식 조사를 토대로 로봇 활용교육에 대한 부모님의 이해와 활용을 돕고자 하는데 그 목적이 있다. 이를 위해 충청북도에 위치한 유아교육기관의 만 3·4·5세 학부모 100명을 대상으료 윤현민(2010)의 로봇인식조사를 기초하여 본 연구자가 수정 보완한 인식설문지를 통해 로봇에 대한 학부모의 경험과 인식에 대한 질문, 교사보조 교육용 로봇의 활용과 필요성에 대한 학부모님의 인식을 분석하였다. 연구결과 50%이상의 부모는 로봇과 컴퓨터는 다르다고 인식하며 로봇은 동화와 동요 듣기 기능에 좀 더 효과적이며 외형적인 요소로는 동물을 선호하며 하루 이용시간은 30분을 초과하지 않길 요구하고 있다. 결과적으로 유아교육현장에서 로봇을 활용한 교육을 할 때, 로봇을 활용한 다양한 경험을 해봄으로써 다양한 사고를 할 수 있는 기회 제공, 친구처럼 놀아주며, 유아의 고민 상담을 해 줄 수 있는 또 다른 요인으로 교육활동을 구성하여야 하는 필요성을 시사해준다.

Language: Korean

ISSN: 1226-9417

Language: English

Published: San Francisco, California: Ursula Thrush, 1982

Language: German

Published: [Graz, Austria]: [s.n.], 1995