Abstract/Notes: During the past ten years, a total of 3,642 teachers and administrators have attended the Korean Montessori Teacher Training Program (KMTTP). A sample of Montessori teachers (n = 261) and Korean parents (n = 375) from 32 Korean Montessori schools located in the major cities of Korea were surveyed in order to evaluate the effectiveness of this teacher preparation program. The EXPECTATIONS AND GOAL ATTAINMENT QUESTIONNAIRE (EGAQ), designed by the researcher, was the instrumentation used to conduct this study. Major findings demonstrated that 74.5 percent of the teachers surveyed indicated that their main reasons for attending the KMTTP were to increase their professional competency and their knowledge of child development through Montessori philosophy. The correlation between teachers' levels of satisfaction with their preparation and perceived effectiveness of the training program was higher (r =.29, p $<$.05) than between their levels of satisfaction with the program and their perceptions of their preparedness after completion of training (r =.18, p $<$.05). Significant differences existed between perceived effectiveness of the KMTTP and teachers' ages, positions, and years of experience. Older teachers and those with more advanced teaching positions expressed greater satisfaction with the program. Teachers indicated that, upon completion of the KMTTP, they felt more prepared in, than knowledgeable of, Montessori educational methodology. From the parent perspective, the most frequently cited reason (74.3%) for sending their child to a Montessori School was to provide a learning environment that nurtured their child's interpersonal growth. A majority of the parents (58.5%) were very satisfied with the Montessori experience; no parents were dissatisfied or very dissatisfied. In correlating the effectiveness of Montessori education with specific outcomes, parents indicated highest levels of satisfaction in the areas of "concentration" and "academic achievement." A majority of the teachers surveyed (52.8%) encouraged the implementation of the Montessori Teacher Training Program in neighboring countries, with 42.1 percent strongly encouraging implementation. This study demonstrated the need for further development and improvement in the area of Montessori teacher training in Korea.

Language: English

Published: San Francisco, California, 1994

Language: German

DOI: 10.5169/seals-312786

Abstract/Notes: Kemandirian adalah kemampuan seseorang untuk melakukan segala sesuatunya sendiri sesuai dengan tugas perkembangannya yang didasari oleh inisiatif, keinginan, kontrol diri dan kepercayaan pada kemampuannya sendiri. Anak perlu dilatih kemandiriannya sejak usia dini supaya tugas perkembangan dapat berkembang secara optimal. Sekolah memiliki peran penting untuk meningkatkan kemandirian anak. Menurut Santrock (2002:242), lingkungan bermain sangat penting dalam optimalisasi perkembangan anak. Salah satu sekolah dengan pendekatan seperti di atas adalah sekolah Montessori. Pendekatan Montessori menerapkan agar anak belajar mandiri dan tidak bertanya kepada guru atau menunggu jawaban (Hainstock 2008:38-40). Anak yang dididik dengan pendekatan Montessori diberi kesempatan untuk bekerja sendiri dengan material-material yang ada di lingkungannya, mengungkapkan keinginannya untuk memilih aktivitas, mengembangkan disiplin, dan anak perlu mengetahui apa yang baik dan buruk. Apabila hal-hal ini telah dipenuhi, maka kemandirian anak akan terbentuk (Modern Montessori International n.d.:40-41). Penelitian ini bertujuan untuk mengetahui secara empiris ada tidaknya perbedaan tingkat kemandirian anak prasekolah di sekolah Montessori dengan sekolah non Montessori. Subjek penelitian (N=28) adalah anak prasekolah berusia 3-4 tahun yang bersekolah di sekolah Montessori “X” dan sekolah non Montessori “Y” Teknik pengambilan sampel menggunakan seluruh populasi playgroup 2. Pengambilan data menggunakan rating scale terhadap kemandirian anak di sekolah Montessori maupun di sekolah non Montessori. Data dianalisis dengan teknik Uji t (t-test). Nilai t = 0.364, dengan p = 0.720 (p > 0.05) yang berarti hipotesis penelitian ditolak. Hal ini berarti tidak ada perbedaan signifikan tingkat kemandirian anak prasekolah di sekolah Montessori “X” dengan sekolah non Montessori “Y”. [Independence is a person's ability to do things on their own in accordance with their developmental tasks based on initiative, desire, self-control and belief in their own abilities. Children need to be trained to be independent from an early age so that developmental tasks can develop optimally. Schools have an important role in increasing children's independence. According to Santrock (2002: 242), the play environment is very important in optimizing children's development. One of the schools with such an approach is the Montessori school. The Montessori approach applies so that children learn independently and do not ask the teacher or wait for answers (Hainstock 2008:38-40). Children who are educated with the Montessori approach are given the opportunity to work alone with materials in their environment, express their desire to choose activities, develop discipline, and children need to know what is good and bad. If these things have been fulfilled, then the child's independence will be formed (Modern Montessori International n.d.: 40-41). This study aims to determine empirically whether there are differences in the level of independence of preschool children in Montessori schools and non-Montessori schools. The research subjects (N=28) were preschoolers aged 3-4 years who attended Montessori schools "X" and non-Montessori schools "Y" The sampling technique used the entire playgroup population 2. Data collection used a rating scale on the independence of children in Montessori schools. as well as in non-Montessori schools. The data were analyzed by using the t-test technique (t-test). The value of t = 0.364, with p = 0.720 (p > 0.05) which means the research hypothesis is rejected. This means that there is no significant difference in the level of independence of preschool children in Montessori schools "X" with non-Montessori schools "Y"]

Language: Indonesian

Published: Surabaya, Indonesia, 2009

Language: English

ISSN: 1054-0040

Abstract/Notes: This paper aims to inquire about the pedagogy of María Montessori in Argentina from the point of view of the history of education. In order to achieve this goal, the historical sources analyzed were two of the most critical journals in the first half of the 20th century: El Monitor de la Educación Común and La Obra. The first was the official review of the National Education Council, which oversaw Argentinian primary education as a government organ. The second was driven by a group of teachers and was formerly known as the official representation of the New School in Argentina. This investigation looks for marks and hints on the reception among Argentinean teachers of this pedagogy, internationalized since the second decade of the 20th century, over these two journals. As the main contribution, we learn about different ways of appropriation of Montessori’s pedagogy as well as the critics of her proposal and its usage to discuss positions of power in the local pedagogy field.

Language: Spanish

DOI: 10.17227/pys.num58-17331

ISSN: 2500-6436, 0121-2494

Abstract/Notes: The cover of this issue is incorrectly numbered "132" - this is issue number 134.

Language: French

Language: English, French, German

DOI: 10.5169/seals-330152

ISSN: 1663-0629

Language: German

DOI: 10.5169/seals-901872

ISSN: 1424-845X

Abstract/Notes: En el movimiento Montessori hay un área específica en el niño y la primera infancia, que en sus orígenes y en su investigación es poco conocido incluso en el interior. La más pequeña, la palabra-no (los bebés, de hecho) están en todas partes infravalorados. Es difícil de morir el prejuicio de que son poco más que un tracto digestivo o una fuente de incomodidad, de caprichos incomprensibles y exige que los padres modernos son cada vez menos dispuestos a cumplir. Montessori lugar ya a principios del siglo XX se ha puesto de manifiesto la riqueza de los recién nacidos, y el extraordinario potencial de auto-propietaria, la recepción sensorial aguda, no postergar la necesidad de estabilidad, continuidad en los informes y los ritmos diarios: ternura y calma, calidez y capacidad de agarrar, señalando con respecto a sus reacciones, necesidades que a menudo, aunque similar a otros compañeros, se revela como absolutamente personal.

Language: Italian

ISSN: 2255-0666

Abstract/Notes: Montessori çocukların duyusal deneyimleri aracılığıyla yeni bilgiler edinmelerine yardımcı olan bir yaklaşımdır. Montessori yönteminde müzik eğitimi okulöncesi dönemdeki çocukların müzikal beğenilerini geliştirmeyi hedefler. Montessori yaklaşımında çocuğun müzikal çevresindeki temel amaç müzikal potansiyellerine ulaşmaları konusunda onlara rehberlik etmektir. Montessori yöntemi birçok ülkede yaygın olarak uygulanmaktadır. Son yıllarda ülkemizde de yaygınlaşmaya başlayan bu yöntem, daha çok genel öğrenme alanlarını kapsamaktadır. Ancak Montessori yönteminde, özellikle çocukların 3-6 yaş arası duyusal döneminde sanat eğitiminin de önemli bir yer tuttuğu bilinmektedir. Yurt dışında yapılan araştırmalar, müzik eğitiminin Montessori yöntemi içinde önemli bir yerinin olduğunu göstermektedir. Araştırma, Türkiye’de Montessori anaokullarındaki müzik uygulamalarının belirlenmesi amacıyla yapılmıştır. Bu amaç doğrultusunda araştırmanın Montessori yönteminde müzik eğitimi ile ilgili çalışmaları incelemek ve Türkiye’deki Montessori anaokullarındaki müzik uygulamaları hakkında durum saptaması gerçekleştirmek bakımından yararlı olacağı düşünülmektedir. Araştırmanın verileri, bu alanda yapılan araştırmalar incelenerek ve Türkiye’de Montessori anaokullarında çalışmakta olan eğitimcilere uygulanan anket sonuçlarına göre elde edilmiştir. Araştırma sonuçlarına göre; Montessori yöntemiyle eğitim veren anaokullarının %67’sinin “Aile ve Sosyal Hizmetler Bakanlığı’na” bağlı olduğu, %72’sinin “günlük programlarında müzik dersine yer verdiği”, %67’sinde müzik derslerinin “müzik öğretmeni” tarafından gerçekleştirildiği ve okulların %89’unda “Montessori müzik materyallerinin” bulunduğu sonucuna varılmıştır. Müzik materyallerinin kullanımına yönelik yapılan araştırmada ise, anaokullarının %17’sinde Montessori müzik materyallerinin “hepsinin”, %22’sinde “bir” ve %50 ‘ sinin ise “birkaç” müzik materyaline sahip olduğu, %11’inde de “hiçbir” Montessori müzik materyalinin bulunmadığı sonucuna varılmıştır. Anaokullarının %78’ inde Montessori müzik materyalleri dışında “vurmalı çalgıların” kullanıldığı tespit edilmiştir. / Montessori is an approach that helps children gain new information via sensorial experiences. Music education with the Montessori method aims to develop musical tastes of children in preschool period. The main purpose in Montessori approach is to guide children to reach their musical potential in their musical environment. Montessori method is of common use in many countries. This method started to become more common in our country in recent years and it covers learning areas. However, it is known that Montessori method has an important place in art education especially with children between ages 3-6 in their sensory period. The studies done abroad show that Montessori method has an important place in music education. This research is done to detect the music applications of Montessori in Montessori preschools in Turkey. Towards this purpose, this study is expected to be beneficial for analyzing the studies on music education with Montessori method and detecting the music applications in Montessori preschools in Turkey. The data of this study was obtained via analyzing the studies in this field and by conducting a survey with the instructors working in Montessori preschools in Turkey. According to the results of this study, among the Montessori preschools, 67% is connected to the Ministry of Family and Social Services, 72% has music courses in their daily curriculum, 67% has music courses conducted by a music instructor and 89% has Montessori music materials. Based on the results of the research done about the usage of the musical materials, it has been found that among the preschools, 17% have all the Montessori music materials, 22% have one music material, 50% have a few music materials and 11% do not possess any of the Montessori music materials. It was seen that 78% of the preschools make use of percussion instruments besides the Montessori music materials.

Language: Turkish

ISSN: 1304-8880