Language: English

ISSN: 0277-9064

Abstract/Notes: هدفت الدراسة الحالية الي قياس مدي فاعلية برنامج تدريبي قائم على طريقة منتسوري في تحسين مهارات القراءة لدي التلاميذ ذوي صعوبات التعلم بمرحلة الطفولة المبكر [The current study aimed to measure the effectiveness of a training program based on the Montessori method in improving reading skills among pupils with learning difficulties in early childhood.]

Language: Arabic

ISSN: 2410-874X

Abstract/Notes: The article informs the reader with the program of Montessori education and application of principles of Montessori education in conditions of Czech pre-schools (kindergartens). The authors focus on the formulation of the principles of this form of alternative education based on the study of works by M. Montessori and they further use them to research the level of social skills of pre-school children. Due to a fact that the educational approach at a Montessori kindergarten and a regular kindergarten differs, the authors also focus on the comparison of social skills among pre-school children of kindergartens of both abovementioned types. The quantitative design of the research was used. The questionnaires were submitted to 7 kindergartens: in 5 of them, children were educated by the principles of Montessori education, 2 of them were regular. The results linked to the pre-school children’s level of social skills were compared not only from the perspective of the type of kindergarten, but also from the perspective of children’s gender, siblings or the age when they started to attend the pre-school education.

Language: English

Published: Seville, Spain: International Academy of Technology, Education and Development (IATED), 2017

Pages: 8016-8024

DOI: 10.21125/iceri.2017.2142

ISBN: 978-84-697-6957-7

Abstract/Notes: The initial purpose of the study was twofold: to assess the possibility of establishing a Montessori environment without formal training, and to determine the extent to which this was successful. The literature study undertaken investigated Montessori from a historical perspective, before detailing the elements of the theory necessary for establishment of a research environment. The positive value of Montessorianism was shown indisputably by an indepth investigation of the opportunities for fulfilling developmental tasks offered by the Montessori environment. The relationship between the theories of Montessori and Piaget was investigated. Extensive agreement as well as areas of disagreement were discovered, the latter mainly due to Piaget's epistemological approach as opposed to Montessori's concern with the needs for development. The research evaluation showed general positive effects of exposure to a Montessori environment. Results were however difficult to interpret due to differences and weaknesses in methodology. In the context of the nature of Montessorianism, an evaluation of process (the HOW of development as addressed by Montessori) is suggested in preference to the nomal product evaluation provided by purely testing procedures. A Montessori environment was established after careful consideration of the works of Maria Montessori. Construction of apparatus was undertaken. Children and facilitators were recruited on a voluntary basis. A total of 27 children were obtained. Two mature facilitators oversaw the running of the group. After a period of 6 months, allowed for settling in, naturalistic observation was begun. Observation was done by classification of the use of specific apparatus into broad activity categories. The proportion time each child engaged in a particular activity category was recorded. This data was summarized and analysed in order to investigate trends in development. The raw data was used for hypothesis testing. Four hypotheses were tested: a sensitive period for motor refinement was not confirmed using the Mann-Whitney U test; a sensitivity for pre-academic activities was confirmed, also using the Mann-Whitney U test; and a preference for functional play over fantasy play in the pre-school period was confirmed, using the parametric t-test. The fourth hypothesis, based on test data delivered by the Griffiths Developmental Scales affirmed the general facilitative effects of the research environment. The sign test was used. The presence of sensitive periods was taken as a sufficient indication that the research environment was "Montessorian", established and run without formal training. The test results proved the facilitativeness of the experience, further supporting the possibility of running a Montessori school without the expense of training. By way of conclusion it was suggested that further research be undertaken to establish the visibility of Montessori in the broader South African context, given the proof that the elitism engendered by expensive training and administration procedures of this approach is not warranted. Given also its benefits, proven elsewhere, the present study is considered a pilot study to further research on this subject in the wider cultural and ethnic conditions.

Language: English

Published: Bloemfontein, South Africa, 1987

Abstract/Notes: The study investigates the impact of the Montessori-based individualized education program on the problem-solving skills of children who need special education. The study group consists of five children from the 4-7 age group, three of which have pervasive development disorder, and two, mental deficiency. The children attend Kayseri Melikgazi Special Education and Rehabilitation Center. The study employed a mixed research model, with an experimental pattern based on a single group employed in pre-test and post-test, without any control group,whereby the participants were subjected to the Montessori-based Individualized Education Program for 12 weeks. The data collection tool used in the study was the Problem Solving Skills Scale (PÇBÖ) 4-7 age group form, developed by Aydoğan, Ömeroğlu, Büyüköztürk and Özyürek (2012), and applied during the pre-test and the post-test, Child Observation Form and along with the Personal Information Sheet. Data analysis employed the wilcoxon signed rank test. The study led to the observation that a significant difference existed between the pre-test and post-test scores pertaining to the children with which the Montessori-based Individualized Education Program was implemented, along with perceived improvements in the children's self-care abilities, language and speaking skills, psycho-motor skills, and attention span for activity. / Araştırmada, Montessori temelli bireysel eğitim programının özel gereksinimli çocukların problem çözme becerilerine etkisinin incelenmesi amaçlanmıştır. Çalışma grubuna; Kayseri Melikgazi Özel Eğitim ve Rehabilitasyon Merkezine devam eden, dört-yedi yaşlar arasında yaygın gelişimsel bozukluğu olan üç ve zihinsel yetersizliği olan iki çocuk olmak üzere toplam beş çocuk dahil edilmiştir. Karma araştırma modelinin kullanıldığı araştırmada, deneme modellerinden tek grup öntest-sontest kontrol grupsuz deneysel desen kullanılmış ve katılımcılara 12 hafta süreyle Montessori Temelli Bireysel Eğitim Programı uygulanmıştır. Çalışmanın veri toplama aşamasında öntest ve sontest veri toplama aracı olarak Aydoğan, Ömeroğlu, Büyüköztürk ve Özyürek (2012) tarafından geliştirilen Problem Çözme Becerileri Ölçeği (PÇBÖ) 4-7 yaş formu, Çocuk Gözlem Formu ile Genel Bilgi Formu kullanılmıştır. Verilerin analizinde wilcoxon işaretli sıralar testi kullanılmıştır. Araştırmadan elde edilen bulgulara göre; Montessori Bireysel Eğitim Programı uygulanan çocukların öntest-sontest puanları arasında anlamlı farklılık olduğu ve deneysel işlemin özellikle çocukların öz bakım becerilerinde, dil ve konuşma becerilerinde, psiko-motor becerilerinde ve çocukların etkinliğe gösterdikleri dikkat süresinde artma olduğu gözlenmiştir.

Language: Turkish

Published: Bolu, Turkey, 2018

Abstract/Notes: Briefly mentions Juan Ponce de León community school.

Language: English

Published: Troy, New York: South End Press, 1993

Abstract/Notes: Pengajaran Berbasis Sastra (LBI) didefinisikan sebagai bagian dari strategi untuk menyampaikan materi tertentu dengan menggunakan karya sastra sebagai media otentik utama. Diketahui bahwa media pembelajaran dalam pendidikan bahasa Inggris di Indonesia saat ini masih mengandalkan media buatan seperti buku. Penelitian ini menargetkan guru bahasa Inggris profesional di sekolah dasar Montessori Singaraja untuk menyelidiki bagaimana instruksi berbasis literatur (persiapan, kegiatan, penilaian) dilaksanakan termasuk tantangan yang dihadapi dari sudut pandang guru. Penelitian kualitatif dipilih sebagai pendekatan yang tepat untuk menggali dan menyelidiki fenomena pembelajaran berbasis sastra yang diterapkan di SD Montessori Singaraja. Sehubungan dengan penelitian tersebut, ditemukan bahwa guru menerapkan LBI dengan mengintegrasikan beberapa strategi pengajaran yang tepat dengan memperhatikan tujuan pembelajaran, kebutuhan siswa, dan program sekolah Montessori untuk mempromosikan 4 keterampilan dasar bahasa Inggris. Kendati demikian, para guru diidentifikasi bahwa mereka menghadapi beberapa masalah saat menjalankan LBI seperti masalah persiapan, masalah bilingual, manajemen kelas, siswa dominan dan siswa pasif, gangguan siswa, pertanyaan berulang dan masalah penilaian. Kesimpulan dari penelitian ini adalah bahwa penerapan pembelajaran berbasis sastra dilaksanakan untuk meningkatkan 4 keterampilan dasar bahasa Inggris di SD Montessori Singaraja dengan mempertimbangkan aspek penting dan guru mampu menutupi tantangan yang mereka hadapi.

Language: English

Published: Singaraja, Bali, Indonesia, 2022

Language: English

Published: New York, 1975

Language: English

Abstract/Notes: This research study explored the effects of using nature-based space and materials on the children’s concentration levels in an early childhood Montessori environment. Nineteen 3-6-year-olds participated in the study for four weeks. The researcher designed and implemented two interventions, nature-based space and nature-based materials, inside an early childhood Montessori environment. The purpose was to holistically improve the children’s concentration levels by being exposed to a nature-based area and materials. The data collection process relied on four qualitative and quantitative data tools: tally sheets, general observational notes, rate sheets, and measurement notes. The data analyzed in this research study suggests exposing young children to both nature-based space and materials in the learning environment is beneficial to their concentration levels. Lastly, the researcher considers further investigation of the effects of being exposed to nature and technology on the children’s brain by using scientific devices to read and interpret the brain activity.

Language: English

Published: St. Paul, Minnesota, 2020