Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0010-700X

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: Zusammenfassung: Jungen mit Fragilem-X-Syndrom weisen im Schul- und Jugendalter charakteristische Merkmale des körperlichen Erscheinungsbildes, der Entwicklung und des Verhaltens auf. Es werden vorläufige Beobachtungen an zehn Jungen im frühen Kindesalter mitgeteilt. Im Vergleich zu den Befunden bei älteren Kindern sind schwere kognitive Behinderungen und kommunikative Auffälligkeiten seltener. Im Spielverhalten in einer Montessori-Übungssituation zeigen Jungen mit dieser genetischen Besonderheit sehr wohl die Fähigkeit zu gezieltem und kooperativem Spiel, aber weniger Ausdauer und Selbstorganisation bei zielgerichteten Tätigkeiten. Die Unterschiede sind signifikant im Vergleich zu nicht-behinderten Kindern bzw. Kindern gleichen Behinderungsgrades, aber anderer Behinderungsursache und als Merkmale des Verhaltensphänotyps bei Jungen mit fragilem-X-Syndrom zu verstehen. [Summary:Boys with Fragile X syndrome show characteristic features of physical appearance, development and behavior in school and adolescence. Preliminary observations on ten boys in early childhood are reported. Compared to the findings in older children, severe cognitive disabilities and communicative abnormalities are less common. In play behavior in a Montessori exercise situation, boys with this genetic peculiarity do show the ability for targeted and cooperative play, but less perseverance and self-organization in targeted activities. The differences are significant compared to non-disabled children or children of the same degree of disability, Play and communicative behavior in young boys with fragile-X syndrome Summary: Reports on development and behavior in boys with fragile-X syndrome support the idea of ​​a characteristic behavioral phenotype in this special population. Preliminary results are presented for 10 boys with fragile-X syndrome in early childhood. Severe mental handicaps and communicative abnormalities are observed less frequently than was expected on the basis of results reported for school-age children or adults. Boys with fragile-X syndrome show goal-directed and cooperative play behaviors in a Montessori play session, but less persistence and organization than children with normal development or a mental handicap of heterogeneous origin. Results confirmed these behavioral differences as characteristic aspects of a "behavioral phenotype" in children who already in early childhood have fragile-X syndrome.]

Language: German

DOI: 10.1024//1422-4917.27.3.175

ISSN: 1422-4917

Abstract/Notes: An important area of modern education is music education, through which children acquire knowledge and skills. Music is also an important tool that fosters the development of personality, intellectual, physical and psycho-motor development, the development of language, emotional and social development. It also represents the means by which the individual expresses himself. Since the idea of modern education is to keep the child at the forefront of attention, it is supposed to use methods that facilitate learning, develop creativity and encourage research among children. Those methods should also encourage children to participate actively in the process of learning and acquiring knowledge. A play appears as spontaneous activity that is fun and initiated by desire of child, with flexible rules. A child is playing even if it is not aware of the motive of its activity. In educational terms the greatest value of play is that it is able to attract and keep the children's attention on intended contents, as well as to motivate them to participate actively in certain activities. Therefore, some educators today call for a constructivist approach to education-education through play. Because of playful activities and sensory didactic materials, the idea of freedom and of child who "builds" itself, the method of Maria Montessori can be used to improve the education in the field of music. The paper discusses education through play at preschool age in the field of music on the example of Montessori method. / Značajna oblast savremenog obrazovanja je muzičko obrazovanje, preko koga deca stiču znanja i sposobnosti. Muzika je i važno sredstvo koje podstiče razvoj ličnosti, intelektualni razvoj, fizički i psiho-motorni razvoj, razvoj jezika, emocionalni i društveni razvoj. Predstavlja i sredstvo kojim se pojedinac izražava. Kako je ideja savremenog obrazovanja da učenik bude u centru pažnje, trebalo bi koristiti one metode koje olakšavaju učenje, razvijaju kreativnost i podstiču istraživanje kod učenika. Takođe, trebalo bi da podstaknu učenika da aktivno učestvuje u procesu učenja i sticanja znanja. Igra se javlja kao spontana aktivnost koja je zabavna i inicirana željom deteta, sa fleksibilnim pravilima. Dete se igra i ako pri tom nije svesno motiva svoje aktivnosti. U vaspitno-obrazovnom pogledu najveća vrednost igre je u tome što je u stanju da privuče i održi dečju pažnju na predviđenim sadržajima, kao i da ih motiviše da aktivno učestvuju u određenim aktivnostima. Stoga određeni edukatori danas pozivaju na jedan konstruktivistički pristup obrazovanju – obrazovanje igrom. Upravo zbog igrovnih aktivnosti i senzornih didaktičkih materijala, ideje slobode, deteta koje samo sebe „izgrađuje”, metod Marije Montesori se može iskoristiti za unapređenje obrazovanja u oblasti muzike. U radu je razmatrano obrazovanje igrom u oblasti muzike na primeru Montesori metode.

Language: English

ISSN: 2560-550X