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Article
The Impact of Using Activities Based on the Montessori Approach in Science in the Academic Achievement of Fourth Grade Students
Available from: International Journal of Instruction
Publication: International Journal of Instruction, vol. 12, no. 2
Date: Apr 2019
Pages: 695-708
Academic achievement, Montessori method of education, Science - Study and teaching
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Abstract/Notes: This study investigated the effect of using activities based on the Montessori approach in science academic achievement of the fourth grade students. A quasiexperimental design was used wherein the students were equally divided into two groups: the experimental and the control group. Both groups consisted of 31 students. To achieve the aim of the study, Montessori Hall has been set up with six dimensions, and each corner has several shelves comprised different materials used for conducting the science activities. In addition, a teacher guide was prepared to be used by the teacher to implement the Montessori approach for the experimental group. Finally, an achievement test that consisted of seven multiple choice questions (MCQs) and five short answer questions was constructed and administered to both study groups. The results of the study indicated that there were statistically significant differences at the level of significance (P ≤ 0.05) between the mean values of the experimental and the control groups in the academic achievement in favor of the experimental group. In light of the study results, the study recommends holding training workshops for teachers on how to use the Montessori approach in teaching science classes.
Language: English
ISSN: 1308-1470, 1694-609X
Article
An Epistemological Glance at the Constructivist Approach: Constructivist Learning in Dewey, Piaget, and Montessori
Available from: International Journal of Instruction
Publication: International Journal of Instruction, vol. 5, no. 2
Date: Jul 2012
Pages: 195–212
Constructivism (Education) - Criticism, interpretation, etc., Jean Piaget - Philosophy, John Dewey - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc.
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Abstract/Notes: What people gain through sensation and cognition make up the individuals’ experiences and knowledge. Individuals benefit from previous experiences when resolving problems. Knowledge is constructed from the meanings one attributes to nature and the environment. In theories, it means that constructers depend on observation and when directly translated, the theory has the meaning of observation. In other words, we construct our own reality with those belonging to our social circle. For us, there is the world and we can’t disregard that; however, the relationship between us and the outside world is a joining as materialistic and structural as in a social environment. In this article, while the foundation of constructivism is being thoroughly analyzed, Vico’s ideas in the 18th century and the neurobiological studies of scientific knowledge have been utilized. In light of constructivist learning, Dewey’s opinion on “Experience and Education”, Piaget’s cognitive schema theory in “cognitive development”, and Montessori’s ideas on “Decentering the Teacher” have been examined. Finally, the ideas of the three names on constructivist learning have been interpreted.
Language: English
ISSN: 1308-1470, 1694-609X
Book
Young Communication Disordered Children and the Montessori Approach to Their Education
Children with disabilities, Inclusive education, Montessori method of education
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Language: English
Published: New York, New York: St. Joseph's school for the deaf, 1965
Article
Multiage Instruction and Inclusion: A Collaborative Approach.
Available from: ERIC
Publication: International Journal of Whole Schooling, vol. 3, no. 1
Date: 2007
Pages: 12–26
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Abstract/Notes: This article describes a multiage classroom led by three co-teachers who facilitate the education of 42 students ages six through nine years. The classroom is located in a public school district that practices inclusion and subscribes to the principles of whole schooling. A literature review defines the concepts of co-teaching, multiage education, and inclusion and demonstrates how the co-teachers practice the principles of whole schooling. A rich description of the classroom follows so that the reader may fully understand how to implement similar teaching strategies. Implications for practice are discussed. (Contains 2 tables.)
Language: English
ISSN: 1710-2146
Article
Pre-School Education and Different Approaches That Emerged in Historical Development
Available from: Tishk International University (Iraq)
Publication: International Journal of Social Sciences & Educational Studies, vol. 9, no. 3
Date: 2022
Pages: 217-227
Comparative education, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Waldorf method of education - Criticism, interpretation, etc.
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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
ISSN: 2520-0968, 2409-1294
Article
Preschool Educational Approaches: A Comparative Study
Available from: Comparative Education Society of Iran (CESIR)
Publication: Iranian Journal of Comparative Education, vol. 5, no. 2
Date: 2022
Pages: 1898-1928
Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Waldorf method of education - Criticism, interpretation, etc.
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Abstract/Notes: The aim of research was a comparative study of preschool educational approaches. In this research, the components of goals, content, teaching method, educational atmosphere and evaluation in romantic, humanistic, Montessori, Waldorf and Reggio Emilia approaches have been compared. The method of data collection and analysis were documentary and Bereday’s four-step approach respectively. In dimension of goals, all approaches emphasize the enrichment of the child's imagination through the senses. In the activities dimension, all approaches emphasize the learning process. Montessori and Reggio Emilia's approach, more than other approaches, design activities in a more problem-oriented manner. In the Montessori, Reggio Emilia and Waldorf approaches emphasized the question-and-answer method and indirect transmission of material to the child. In particular, the Reggio Emilia and Waldorf approaches have made the learning method the basis of child-teacher interaction, and teaching means the process of helping children learn research. In the dimension of educational atmosphere, human interaction with the environment - through the senses - is the basis of education in all approaches. In the evaluation dimension - with the exception of the Montessori approach which focuses on the extent to which predetermined goals are achieved-, other approaches do not emphasize learning standards and the evaluation is not done in the traditional way. Iranian curriculum planners are encouraged to use the findings of the present study to develop a suitable approach for early childhood education
Language: English
ISSN: 2588-7270
Article
L'Apprendimento come partecipazione a contesti significativi: l'esperienza del Reggio Emilia Approach alla luce dei contributi di Maria Montessori e John Dewey
Available from: IUL Press
Publication: IUL Research, vol. 2, no. 4
Date: 2021
Pages: 81-92
John Dewey - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc.
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Abstract/Notes: Ripercorrendo gli spunti educativi offerti da Montessori e Dewey, il presente contributo intende proporre una lettura ragionata del ruolo del contesto come fattore educante nella pedagogia reggiana. Secondo un approccio socio-costruttivista, non solo l’ambiente scolastico, ma ogni tipologia di contesto sociale e culturale può essere importante ai fini educativi, se vi si rintracciano ed evidenziano relazioni significative, in un’ottica generativa di nuovi significati e relazioni.
Language: Italian
ISSN: 2723-9586
Book
Bringing the Montessori Approach to your Early Years Practice
Available from: Taylor and Francis Online
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Abstract/Notes: This easy-to-read series provides an introduction to some of the most important early years philosophies and shows how they can be incorporated into your
Language: English
Published: New York, New York: Routledge, 2010
Edition: 2nd
ISBN: 978-0-203-85079-4
Article
Comparison of Sudoku Solving Skills of Preschool Children Enrolled in the Montessori Approach and the National Education Programs
Available from: Red Fame
Publication: Journal of Education and Training Studies, vol. 8, no. 3
Date: 2020
Pages: 32-47
Asia, Comparative education, Middle East, Montessori method of education, Turkey, Western Asia
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Abstract/Notes: According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study. The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study. The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.
Language: English
ISSN: 2324-8068
Article
The Kumon Approach to Teaching and Learning
Available from: JSTOR
Publication: Journal of Japanese Studies, vol. 20, no. 1
Date: 1994
Pages: 87-113