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Article
The Effects of Three Different Educational Approaches on Children's Drawing Ability: Steiner, Montessori, and Traditional
Available from: Wiley Online Library
Publication: British Journal of Educational Psychology, vol. 70, no. 4
Date: 2000
Pages: 485-503
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Abstract/Notes: Although there is a national curriculum for art education in the UK there are also alternative approaches in the private sector. This paper addresses the issue of the effect of these approaches on children's drawing ability. Aim. To compare the drawing ability in three drawing tasks of children in Steiner, Montessori and traditional schools. Sample. The participants were 60 school children between the ages of 5;11 and 7;2. Twenty children were tested in each type of school. Method. Each child completed three drawings: a free drawing, a scene and an observational drawing. Results. As predicted, the free and scene drawings of children in the Steiner school were rated more highly than those of children in Montessori and traditional schools. Steiner children's use of colour was also rated more highly, although they did not use more colours than the other children. Steiner children used significantly more fantasy topics in their free drawings. Further observation indicated that the Steiner children were better at using the whole page and organising their drawings into a scene; their drawings were also more detailed. Contrary to previous research Montessori children did not draw more inanimate objects and geometrical shapes or fewer people than other children. Also, contrary to the prediction, Steiner children were significantly better rather than worse than other children at observational drawing. Conclusion. The results suggest that the approach to art education in Steiner schools is conducive not only to more highly rated imaginative drawings in terms of general drawing ability and use of colour but also to more accurate and detailed observational drawings.
Language: English
ISSN: 2044-8279, 0007-0998
Article
Acquisition of Reading and Writing Skills: Comparative Approach Between the Montessori Method and the Traditional Educational System
Available from: Educatia 21
Publication: Educatia 21, no. 16
Date: 2018
Pages: 106-110
Comparative education, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: The microstudy presented is a psycho-pedagogical experiment, which consists in applying the Montessori-specific experimental factor to a group of pre-school children in the traditional system. The investigative approach is based on a comparative study, the results obtained being interpreted from both a quantitative and a qualitative point of view. In this paper we started from the premise that Montessori strategies foster the acquisition of reading and writing skills at pre-school age. The general objectives of the investigation are the introduction into the traditional experimental system of alternative methods of acquiring reading-writing skills specific to the Montessori system and the study of the Montessori system for the acquisition of reading and writing skills in methodical terms and from the point of view of the results obtained by applying these strategies.
Language: English
ISSN: 1841-0456, 2247-8671
Article
The Orton Gillingham Approach to Phonics
Publication: The National Montessori Reporter, vol. 23, no. 3
Date: 1999
Pages: 10–13
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Language: English
Article
Okul Öncesi Montessori Eğitimi Yaklaşımında Sanat Eğitimi ve Yaratıcılık / Art Education and Creativity in Preschool Montessorian Educational Approach
Available from: DergiPark Akademik
Publication: Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi / Dicle University Ziya Gökalp Faculty of Education Journal, no. 34
Date: 2018
Pages: 48-59
Art education, Asia, Creative ability in children, Creative thinking in children, Early childhood care and education, Early childhood education, Middle East, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Turkey, Western Asia
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Abstract/Notes: In this research, the effect of Montessori education approach on the creativity of pre - school children in visual arts lesson was investigated and the creativity developments in students were observed. 20 students between 48-66 months were applied the Montessori Education Approach and 60 students were applied the Ministry of National Education Teacher-centereted Approach program and these two were compared to each other. Equal units are applied in both programs. This research has tried to determine the effects of visual presentations on student's creativity, reflections of artworks in terms of originality and innovations, attitudes of liberated children to lesson and their effects on achievement. The results of the research show that in the classrooms where the Montessori Education Approach is applied, the cooperation is significantly increased, the students are participated to the lectures without any instruction, the creativity is developed in the positive direction and it was seen that the students learned the places of the materials and took it when they needed it. In the visual arts education courses implementated by the Ministry of Education Program Teacher Centered Approach, teachers use visual materials, sample models, narration and question-answer methods to guide the students and reach the result which limits original and new ideas. It has been observed that the limitation of the creativity of the students is the effect of the presence of the material cupboards in closed cupboards at the height that they can not reach. / Bu araştırmada, okul öncesi eğitim programında yer alan görsel sanatlar eğitimi ders konularının, Montesori Eğitimi Yaklaşımı programı uygulanarak, yaratıcılık gelişimlerine etkisinin nasıl olduğu belirlenmeye çalışılmıştır. 48-66 ay grubundaki 20 öğrenciye Montessori Eğitimi Yaklaşım programı, aynı yaş grubundaki 60 öğrenciye Milli Eğitim Bakanlığı Öğretmen Merkezli Yaklaşım uygulanmış ve iki yaklaşım karşılaştırılmıştır. Görsel sanatlar eğitimi dersi, Milli Eğitim Bakanlığı okul öncesi programı Öğretmen Merkezli Yaklaşım ve Montessori eğitimi yaklaşımı ayrı araştırma gruplarında eşit üniteler halinde uygulanarak işlenmiştir. Bu araştırma ile görsellerle yapılan anlatım sunumlarının öğrencilerin yaratıcılıklarına etkileri, sanat çalışmalarının özgünlük ve yenilik açısından yansımaları, özgür bırakılan çocukların derse karşı tutumları, öğrenci başarısına etkileri belirlenmeye çalışılmıştır. Araştırmanın sonuçları, Montessori Eğitimi Yaklaşımı uygulanan sınıftaki öğrencilerde yardımlaşmanın önemli ölçüde arttığı, çocuklara yönelik yönerge olmadan derslere kendi istekleri doğrultusunda katıldıkları, yaratıcılıklarının olumlu yönde geliştiği ve malzemelerin yerlerini öğrenerek ihtiyaç duyduklarında aldıkları görülmüştür. Milli Eğitim Bakanlığı Programı Öğretmen Merkezli Yaklaşım ile işlenen görsel sanatlar eğitimi derslerinde, öğretmenlerin görsel materyalleri, örnek modelleri, anlatım ve soru-cevap yöntemlerini kullanmaları öğrencileri yönlendirerek özgün ve yeni fikirleri sınırlardığı sonucuna ulaşılmıştır. Öğrencilerin yaratıcılıklarının sınırlanmasında malzeme dolaplarının ulaşamayacakları yükseklikte kapalı dolaplarda bulunmasının da etkisi olduğu gözlemlenmiştir.
Language: Turkish
DOI: 10.14582/DUZGEF.1902
ISSN: 1305-0060
Article
Art – A Wholistic Approach
Publication: The National Montessori Reporter, vol. 27, no. 3
Date: 2003
Pages: 24–33
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Language: English
Article
The Project Approach
Publication: The National Montessori Reporter, vol. 29, no. 2
Date: 2005
Pages: 4–9
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Language: English
Archival Material Or Collection
Box 6, Folder 23 - Lecture Outlines, 1962-ca.1963 - “Montessori’s Approach to the teaching of Religion, Lecture I, The Atrium”
Available from: Seattle University
Date: ca.1963
Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings
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Language: English
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections
Archival Material Or Collection
Box 9, Folder 53 - Manuscripts, ca. 1921-ca.1966 - "The Three Kings Approach"
Available from: Seattle University
Date: ca.1921-ca.1966
Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings
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Language: English
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections
Article
Guide to the Montessori Method: How This Unique Educational Approach Can Meet Your Top Priorities in the School Search
Available from: ISSUU
Publication: New York Family
Date: Apr 2020
Pages: 22-23
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Language: English
Article
Montessori̇ Eği̇ti̇m Yaklaşiminda Çocuğun Özgürlüğü / A Child's Freedom in Montessori Education Approach
Available from: The Journal of Academic Social Science Studies
Publication: The Journal of Academic Social Science Studies, no. 37
Date: Autumn 2015
Pages: 447-457
Asia, Early childhood care and education, Early childhood education, Middle East, Montessori method of education, Turkey, Western Asia
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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