Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: Il contributo affronta una possibile analisi inerente al rapporto tra infanzia, famiglia ed istituzione educativa a partire da un’indagine osservativa condotta nella realtà di un nido ad indirizzo montessoriano. Attraverso la rappresentazione della vita quotidiana dei bambini - inseriti al nido aziendale “La Casa del Cedro”, organizzato dal Centro Nascita Montessori (CNM) di Roma - viene restituita la valenza euristica dell’approccio montessoriano e il suo inconfondibile contributo all’educazione globale ed estetica, per l’infanzia del tempo presente. [The essay presents an analysis of the relationship infancy/family/children’s institutions through a survey carried out on the reality of a Montessorian crèche. Through the representation of the children’s daily life in the company crèche “Cedro”, organized by the Centro Nascita Montessori (CNM) in Rome, we will give an idea of the intrinsic value of the Montessorian approach, its relevance and its inimitable contribution to education in present time.]

Language: Italian

DOI: 10.6092/issn.1970-2221/1761

ISSN: 1970-2221

Abstract/Notes: Read “Montessori’s teleological approach to education and its implications” from issue N. 277 of the Revista Española de Pedagogía

Language: English, Spanish

DOI: 10.22550/REP78-3-2020-06

ISSN: 0034-9461, 2174-0909

Abstract/Notes: Introduction: One of the most important goals of the Mexican educational system is that students, from primary education onward, acquire complex thinking skills such as "problem solving" and "creativity", among others. This paper describes how problem solving finds expression in three different pedagogical approaches in Mexico.Method: The design used is not an experimental type, since variables are observed in an existing situation without being deliberately manipulated. The design is also descriptive cross-sectional or transversal, since measurement is taken on a single occasion, obtaining the incidence of values manifest by the variable under study. Additionally it is performed with a mixed design type 6 X 1.Results: Results show how children from the Freinet school obtain the highest scores in both groups, and that the lowest scores correspond to the traditional public school. There are significant statistical differences between the different pedagogical approaches in regard to problem solving in their basic educational process.Discussion: A new educational model is required, one that takes into account all human potentialities in its programs, adapting human resources and necessary materials responsible for the educational process. It is indispensable to include educational content where problem-solving skills are exercised, taught and developed.

Language: Spanish

DOI: 10.25115/ejrep.2.111

ISSN: 1696-2095

Language: English

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

Language: English

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

Abstract/Notes: The history of pre-education is quite recent. In fact, in order for this education to start, it was necessary to wait for the formal education to spread to the whole society. Pre-school education, which emerged and designed to meet the needs of post-industrial societies, gave importance to the cognitive, affective and psychomotor development of students. Especially the educational needs of post-war societies also required pre-school education. In this context, three different approaches to pre-school education have emerged. The common point of these approaches is that they adopt a democratic education model and reject the authoritarian teacher role in the traditional education model. Thus, a reflection of humanity’s democratization adventure in the modern age has also shown itself in education models.

Language: English

DOI: 10.23918/ijsses.v9i3p217

ISSN: 2520-0968, 2409-1294

Abstract/Notes: Pre-school programs give children an edge in a competitive world and education climate. It teaches children the basic skills necessary to be successful in formal schooling. Pre-schools provide children a good foundation for continued learning, communication, higher self-esteem and enjoyment of the learning process. Pre-schools have the important task of giving children numerous and varied opportunities to promote children’s development during the formative years including physical development, social development and literary competence. Literary competences open the door to academic learning and help ensure later success in school. The present study was conducted to elicit information on the approaches adopted by pre-schools to foster literary skills among pre-schoolers in Bangalore city. A representative sample of 30 preschool centres were surveyed - 9 Montessori, 8 kindergarten, 8 play-way and 5 crèches. After an introductory session in the preschool centres, a self-developed questionnaire was distributed to the preschool teachers to elicit information on the approaches adopted by pre-schools to foster literary skills among pre-schoolers. Analysis of data obtained indicated that the preschools surveyed had no adequate approaches to foster literary skills in pre-schoolers. Also the preschools surveyed had no adequate library facilities.

Language: English

ISSN: 1930-2940

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. The research was carried out in college kindergarten, which educates under Kayapınar district of Diyarbakır province. 20 students between 48-66 months were applied the Montessori Education Approach and 60 students were applied the Ministry of National Education pre-school program and these two were compared to each other. Equal units are applied in both programs, Ceramic, watercolor, collage technique. The problem addressed in the study;The loss of student creativity in the implementation of the Ministry of National Education Preschool Program, the loss of self-confidence while students work, and the fact that the applied approaches are teacher-centered and therefore the works are not unique but are similar to each other. In the classrooms where Montessori Education Approach is applied, reflections of originality in the works of art, attitudes of free children to the lesson, and increased co-operation during the lesson have been observed. It is also observed that in the classrooms in which the Ministry of National Education pre-school program is applied, the method of instruction, class rules reminded in the lesson, teachers' criticism of the works resulted in loss of self-confidence in the students, reluctance to the subject,not being able to bring out the creativity and being bad tempered to students' friends. / 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 Programı uygulanmış ve ikisi karşılaştırılmıştır. İki programda eşit üniteler işlenmiş, bunlar; Seramik tekniği, kolaj tekniği ve suluboya tekniğidir. Araştırma Milli Eğitim Bakanlığı Okul Öncesi Programının uygulandığı, görsel sanatlar eğitiminde, görsellerle yapılan anlatım sunumları, öğrencilerin yaratıcılıklarına etkileri, derste sınıf kuralları hatırlatarak ders işlenmesi aynı zamansa öğrenci eserlerine öğretmenlerin olumlu veya olumsuz eleştirilerinin etkileri araştırılmıştır. İkinci program olan Montessori Eğitimi Yaklaşımı programının uygulandığı, görsel sanatlar eğitiminin sonunda öğrencilerin yaratıcılıklarına etkileri, sanat çalışmalarının, özgünlük ve yenilik açısından yansımaları, özgür bırakılan çocukların derse kaşı tutumları, öğrenci başarısına etkileri belirlenmeye çalışılmıştır. Araştırmanın sonuçları, Montessori Eğitimi Yaklaşımı programı uygulanan sınıftaki öğrencilerde yardımlaşmanın önemli ölçüde arttığı, çocuklara yönelik yönerge olmadan, derslere kendi istekleri doğrultusunda katıldıkları ve malzemelerin yerlerini öğrenerek ihtiyaç duydukları anda aldıkları görülmüştür. Milli Eğitim Bakanlığı Programı ile işlenen, sanat eğitimi derslerinde, öğretmenlerin görsel materyalleri, örnek modelleri, anlatım ve soru-cevap yöntemlerini kullandıkları. Sınıftaki malzeme dolapları öğrencilerin ulaşamayacakları yükseklikte ve göremeyecekleri kapalı dolaplarda bulunması öğrencileri sınırladığı sonucuna ulaşılmıştır.

Language: Turkish

Published: Samsun, Turkey, 2018

Language: English

DOI: 10.1002/tea.3660120412

ISSN: 1098-2736