Language: English

ISSN: 0010-700X

Abstract/Notes: This study is aimed at examining the effect of eight weeks of selected virtual-assisted games based on Montessori pedagogical principal on the motor proficiency and perceived self-control in the children with spastic hemiplegia during the coronavirus outbreak. In this quasi-experimental study, the children () with hemiplegia were randomly selected and assigned to either the experimental group or the control group. In the pretest, motor skills and self-controlling were evaluated using 36-item Lincoln-Oseretsky Motor Development Scale and Children’s Perceived Self-Control Scale (CPSC) (ss, 1982), respectively. The experimental group then engaged in three 45-minute sessions of virtual game play over the course of eight weeks. 24 hours following the last practice session, the posttest was given on the same day as the pretest. After ensuring the normal distribution of collected data with Shapiro-Wilk test, the data were analyzed using Analysis of Covariance test (ANCOVA). Results showed that the experimental group compared to the control group was better in the motor proficiency and perceived self-control after performing selected virtual-assisted Montessori games can significantly improve motor proficiency and perceived self-control (). This pattern of data revealed that the virtual-assisted intervention based on Montessori pedagogical principles may increase motor proficiency and self-control in children with hemiplegia, particularly when confronted with the limitations imposed on by the coronavirus epidemic.

Language: English

DOI: 10.1155/2022/5792094

ISSN: 2314-6133

Language: English

DOI: 10.1007/s11422-012-9456-5

ISSN: 1871-1502, 1871-1510

Abstract/Notes: The development of fine motors for 5-6 year old children helps increase the children's readiness to go to school, affecting their achievement in reading and math in the future. The Montessori method is one of the ways to help children develop outstanding fine motor skills. This study investigates the reality of using Montessori games to develop fine motor skills for 5-6 year old children in Ho Chi Minh City. We looked into the actual situation of using Montessori games to develop fine motor skills for children aged 5-6 years old at 5 public preschools and private preschool establishments (some preschools in the school system). The results of the investigation show that there were differences in the process of using Montessori games to develop fine motor skills for children aged 5-6 years old and in the level of children's fine motor achievement between children at the selected public and private preschools. From these results, the study proposes appropriate measures to increase the effectiveness of fine motor development for children of 5-6 years of age.

Language: Vietnamese

ISSN: 2354-0753

Abstract/Notes: Abstract Montessori has become one of early learning methods chosen by Indonesian parentsat this moment, formally through education institution, or informally through selflearning at home (Bigceglia, 2014; Woo, 2014); both dedicated for normal and special needs kids (Cipta, et al,, 2019). Montessori education needs Montessori aparatus(specially designed Montessori tools to support sensorial learning) which is relativelyexpensive. Early learning education is normally done within 2-3 hours at school, thusthese toddlers spend most of their time at home. Thus it is clear there is need for parents to stimulate them in the right way, one of the way is by providing Montessoriaparatus or other more affordable sensorial toys. Using multiple methods of data gathering (primary & secondary), toy redesign, design iteration, user product trial andreview; the result of this research is 12 new Montessori toys integrated in coffee table,which add values in terms of multifunction, price, quality, and still apply Montessoriconcept.  Abstrak Montessori menjadi salah satu metode pendidikan usia dasar yang dipilihorang tua Indonesia saat ini, baik secara formal melalui institusi pendidikanresmi, maupun secara informal melalui pembelajaran otodidak di rumah(Bisceglia, 2014; Woo, 2014); baik diperuntukkan untuk anak normal maupununtuk anak berkebutuhan khusus (Cipta, et al., 2019). Pendidikan Montessori sarat dengan aparatus Montessori yang relatif mahal (alat bermain khasMontessori yang dirancang sedemikian rupa untuk mendukung pembelajaran sensori). Dengan durasi PAUD kurikulum apapun yang hanya 2-3 jam disekolah, anak usia dini biasanya lebih banyak menghabiskan waktu di rumah,sehingga jelas ada kebutuhan orang tua untuk memberikan stimulasi yangtepat untuk tumbuh kembang anak, dan salah satunya adalah dengan aparatus Montessori atau mainan sensori lainnya yang lebih terjangkau. Denganberbagai metode pengumpulan data primer dan sekunder, redesain mainan,proses iterasi desain, uji coba produk ke pengguna; dirancang 12 produkmainan Montessori baru yang terintegrasi dengan meja kopi ruang tamu,yang memiliki nilai tambah dari sisi multifungsi, harga, kualitas, dan tetapmengindahkan konsep Montessori.

Language: Indonesian

DOI: 10.25105/dim.v17i1.7844

ISSN: 2549-7782, 2527-5666

Abstract/Notes: Penelitian kualitatif deskriptif ini memiliki tujuan untuk menganalisis kemampuan berpikir logis AUD melalui permainan Montessori ditinjau dari gender, yang melibatkan 16 siswa TK dari 8 sekolah yang ada di Kabupaten Aceh Tengah. Data dalam penelitian ini diperoleh melalui tes, observasi dan wawancara. Analisis data dilakukan dengan cara transkrip data, reduksi data, validasi atau triangulasi data, penyajian data dan penarikan kesimpulan. Berdasarkan hasil penelitian diketahui bahwa kemampuan berpikir logis dan simbolik siswa berada pada level Berkembang Sesuai Harapan. Pada indikator mengenal perbedaan berdasarkan ukuran “lebih dari”, “kurang dari” dan “paling/ter”, siswa laki-laki berada pada level Berkembang Sangat Baik dan siswa perempuan pada level Berkembang Sesuai Harapan. Pada indikator mengklasifikasikan benda berdasarkan warna, bentuk dan ukuran (3 variasi), siswa laki-laki berada pada level Berkembang Sesuai Harapan dan siswa perempuan pada level Mulai Berkembang. Pada indikator mengurutkan benda berdasarkan ukuran dari paling kecil ke paling besar atau sebaliknya, serta mengenal pola ABCD-ABCD, baik siswa laki-laki maupun siswa perempuan berada pada level Berkembang Sesuai Harapan dan Mulai Berkembang. [This descriptive qualitative study aims to analyze the logical thinking ability of early childhood through Montessori games in terms of gender, which involved 16 kindergarten students from 8 schools in Central Aceh Regency. The data in this study were obtained through tests, observations and interviews. Data analysis was carried out by means of data transcription, data reduction, data validation or triangulation, data presentation and drawing conclusions. Based on the results of the study, it is known that students' logical and symbolic thinking skills are at the level of Developing According to Expectations. In the indicator of recognizing differences based on the size of "more than", "less than" and "most/ter", male students are at the Very Good Developing level and female students are at the Expected Developing level. In the indicator of classifying objects based on color, shape and size (3 variations), male students are at the Developing As Expected level and female students are at the Beginning to Develop level. In the indicator of sorting objects by size from the smallest to the largest or vice versa, as well as recognizing the ABCD-ABCD pattern, both male and female students are at the level of Developing According to Expectations and Starting to Develop.]

Language: Indonesian

DOI: 10.31004/obsesi.v6i5.1894

ISSN: 2549-8959

Abstract/Notes: The Montessori method was an educational model devised at the beginning of the 20th century by the Italian pedagogue, physician, psychologist, and psychiatrist María Montessori (1870-1952). She observed that her students activated their intelligence and developed their personality by carrying out manual activities. In recent years, one of the activities that she used, gamification, is currently booming in teaching. Games based in words or letters are often used in language learning, either in presential lessons or in mobile applications. In our teaching innovation group (GINDOC-UB/180), we proposed to adapt those word games using codes so that students could achieve a self-learning on the nomenclature of biomolecules, thus improving their knowledge in metabolism. These code-based games were proposed to Biochemistry students at the Chemistry degree of the Universitat de Barcelona. Games were posted on the Virtual Campus using Moodle. A code is part of a communicative system, and it is defined as a set of elements that allows a message to be decoded. In biochemistry, the best-known code is the genetic code that translates 3 nucleotides to an amino acid. The code allows the students to see that it is a degenerated code, and it was the first code-based game used. Nevertheless, only 20 amino acids are involved, and some letters are missing. Thus, we also used other codes such as numeric codes, Morse code, Braille system code, or codes from other alphabets (Japanese katakana or hiragana, Cyrillic alphabet, Arabic alphabet, or runic alphabet). In this work some examples of the games that can be proposed to the students are shown. Proposed games were highly valued by students and allowed a self-learning on the proposed biomolecules. Games based on the genetic code were easier and more enjoyable for the students to solve, and they provided them with additional biochemical knowledge of protein translation.

Language: English

DOI: 10.46328/ijonest.176

ISSN: 2642-4088

Language: English

Language: English

ISSN: 1054-0040