Language: Japanese

ISSN: 0913-4220

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: Montessori is a teacher's method in facilitating students to explore their abilities and environment. Children are given the freedom to recognize their respective potentials by practicing at will and promoting independence in learning. The purpose of this study was to determine the application of learning with the Montessori Method in TK IT Cendikia and to find out the things supporting and inhibiting the Montessori method. The research method uses descriptive qualitative data collection through interviews, observation and documentation. The results of the study indicate that the implementation of the Montessori method in TK IT Cendikia has been carried out properly starting from planning with the design of the Daily Program (RPPH), Weekly Program (RPPM), Semester Program (PROMES) and Annual Program (PROTA), implementation of learning using the Montesssori method. , and evaluation of learning. The implementation of the Montessori method in Cendikia IT Kindergarten shows a fairly good implementation which is marked by the development of cognitive, affective, and psychomotor aspects of children

Language: English

Abstract/Notes: Studi ini merupakan Diskursus mengenai Prinsip, Pendekatan Dan Metode-metode Pembelajaran Yang Relevan Kepada Anak Usia Dini. Adapun kategori anak usia dini adalah masa usia emas (golden age) untuk menanamkan nilai-nilai rohani dan pembentukan karakter serta memperkenalkan mereka dengan pengetahuan dan keterampilan dengan sederhana. Studi ini dilakukan dengan metode deskriptif melalui penelitian literatur yang berkaitan dengan pendidikan anak usia dini dengan menelaah prinsip, pendekatan proses pembelajaran dan metode-metode pembelajaran terhadap anak usia dini. Hasil studi memperlihatkan adanya dua pendekatan proses pembelajaran yakni dari golongan interaksionisme dan kategorial yang masing-masing berorientasi kepada anak sebagai subyek pendidikan serta bermacam-macam metode pembelajaran yang menekankan peran anak untuk memahami, menangkap dan mengetahui apa yang hendak diajarkan oleh guru kepada mereka. Karena itu, satuan pendidikan PAUD dapat menggunakan integrasi atau kombinasi antara pendekatan dari golongan interaksionisme dan kategorial. Demikian pula, satuan PAUD dapat menggunakan beragam metode yang relevan dengan memberikan penekanan bahwa anak-anak usia dini sebagai subyek pendidikan yang perlu diberikan rangsangan untuk menolong mereka bertumbuh dengan utuh (holistic/comprehensive approach) baik rohani, karakter, pengetahuan dan keterampilan.

Language: Indonesian

DOI: 10.51667/mjpkaud.v1i1.431

ISSN: 2798-6195

Abstract/Notes: The Montessori method of teaching is founded on the idea that education should support rather than undermine a child’s natural abilities. Therefore, scientific research on children and an understanding of how development and learning work should serve as the foundation for education. A psychic force or ability is active through physical organs, causing the experience. The action of the structure acting as a proper origin and determining the force is seen from one perspective; the action of the feeling, which catches the practical and formally establishes experience, is seen from the opposite perspective. The use and development of the senses are stressed in the Montessori method. Doing this a child is observed and new ideas and methods are used to develop the senses in the child. This paper is an attempt to show the methods used by Dr. Montessori in her Children’s Houses to develop senses in children.

Language: English

ISSN: 2582-7421

Abstract/Notes: The Montessori educational approach takes into account the fact that children learn in varied ways and accommodates them all. Each student is given the opportunity to grow as long as they are prepared, supported by their teacher, and have a unique learning plan. The Montessori approach encourages children’s physical development and growth by making sure they are active throughout the day. Along with receiving a comfortable sleep at night, children who are physically engaged frequently have stronger muscles and bones. The prepared atmosphere is referred to as the Montessori classroom. Everything has a place and a purpose in the thoughtfully designed learning environment. Everything is made to be open and accessible, the furniture is lightweight and child-sized, and the learning materials are made to fit in small hands. The present research work is an attempt to understand the effectiveness of the Montessori Method in terms of its anthropological considerations and the infrastructural setup of the learning environment.

Language: English

ISSN: 2581-7795

Abstract/Notes: In this article, we discuss new and effective ways of teaching that can improve students’ results. These plans usually aim to get students interested and involved. Students who are actively involved in their studies are less likely to miss class and more likely to do well in school.

Language: English

Abstract/Notes: Language development in early childhood is crucial, particularly when it comes to literacy skills, which is why suitable teaching methods have to be employed during this stage. Unfortunately, current language instruction approaches in primary schools, especially for teaching English, are often criticized for being inadequate and lacking depth in addressing the interests and requirements of learners. In 1907, however, Dr. Montessori introduced a method recognized for its focus on pivotal developmental stages and personalized instruction tailored to meet the specific needs of each learner. The current study aims to investigate the extent to which the Montessori method is effective in teaching and learning early literacy skills related to CVC words as an alternative to traditional methods used in Algerian primary schools. To achieve this aim, a quantitative approach is adopted and a quasi-experimental research method is conducted in Polyglossia School ⎯El Hammamet⎯ and Excellence Academy ⎯Tebessa⎯ on two groups (experimental and control group) of 15 participants. Both groups underwent the same pretest and posttest about the target aspect related to literacy skills in question. It is assumed that the Montessori method would enhance the learner’s performance in literacy skills, no matter how old they are (3,4, or 5 years old) compared to the traditional method; and the findings proved this to be true as they indicate a significant development of literacy skills related to CVC words among the participants in the experimental group, with an effect size of 90%. This is attributed to the implementation of the Montessori method, using sensorial materials. Results attributed to the traditional method indicate a lesser improvement (40%). Based on a comprehensive analysis of the outcomes, it is recommended that the Montessori method be adopted totally or partially in language classes, as it has proven to be advantageous for teaching early literacy skills.

Language: English

Published: Tébessa, Algeria, 2023

Abstract/Notes: The Montessori method is a method in the realm of child development education and is formulated based on Montessori theory. This method emphasizes the activities that are raised by the child by emphasizing the process of adapting the child's learning environment according to the stage of development. Mastery of reading skills in schools is one of the language competencies that must be taught. This study aims to describe how the Montessori method improves beginning reading skills in SD Negeri 1 Jatiwaringin students. This research method uses descriptive qualitative with data collection techniques in the form of oral, written test results, interviews and direct observation. The Montessori method seeks to help students develop cognitive, psychomotor, and affective abilities in students, by enabling children to learn according to their level of development.

Language: English

ISSN: 2808-8263, 2829-0976

Abstract/Notes: This study explored how teachers have adapted the Montessori method in Saudi early childhood classrooms to align with Saudi socio-culture and Islamic practices. The study was framed using the socio-cultural theory. A qualitative multi-case study design was used to collect data from semi-structured interviews and on-site observations for four Saudi early childhood teachers in two Montessori classrooms in Saudi Arabia. The data were thematically analyzed manually and with NVivo software. The study results showed that the teachers encouraged children’s independence and freedom of choice in work time and during the classroom day, but limited their freedom during mini-lessons and circle times to meet religious or cultural expectations. The results also highlighted that the flexibility of the school culture and the Montessori method encouraged the teachers to cooperate in designing lessons and activities for the Saudi Montessori classroom context. The study found that the teachers integrated the Islamic and Saudi socio-cultural practices most in circle time, classroom activities, and the daily classroom routine to teach academic, social, and behavioral practices. The results also highlighted that the Montessori system and school rules encouraged organizing the classroom environment. The socio-cultural theory illuminated how the teachers’ adaptations of Montessori principles and Islamic and Saudi socio-cultural practices were affected by their background, beliefs, and experiences. Implications of the study were discussed and recommendations given for early childhood teachers, the Saudi Ministry of Education, and higher education programs. Further research could focus on comparative analysis between teachers implementing Montessori in Saudi Arabia and in a Western country to highlight the cultural influences on adapting the Montessori approach. Alternate abstract: استكشفت هذه الدراسة كيف قام المعلمون بتكييف طريقة مونتيسوري في فصول الطفولة المبكرة في السعودية لتتماشى مع الثقافة الاجتماعية السعودية والممارسات الإسلامية. كانت الدراسة مؤطرة باستخدام النظرية الاجتماعية والثقافية. تم استخدام تصميم دراسة نوعية متعددة الحالات لجمعبيانات من مقابلات شبه منظمة وملاحظات لأربعة معلمين سعوديين في مرحلة الطفولة المبكرة في فصلين دراسيين منتسوري في المملكة العربية السعوديةتم تحليل البيانات بشكل موضوعي يدويًا وباستخدام برنامجNVivo.أظهرت نتائج الدراسة أن المعلمين شجعوا استقلالية الأطفال وحرية الاختيار في وقت العمل وأثناء اليوم الدراسي ، ولكن. حدوا من حريتهم خلال الدروس المصغرة وأوقات الحلقة لمواكبة التوقعات الدينية أو الثقافية.كما أبرزت النتائج أن ثقافة المدرسة ومنهج مونتيسوري تحلوا بالمرونة والتي شجعت المعلمين على التعاون في تصميم الدروس والأنشطة لفصولهم الدراسية ووجدت الدراسة أن المعلمين قاموا بدمج الممارسات الاجتماعية والثقافية السعودية و الإسلامية بشكل أكبر في وقت الحلقة ، وأنشطة الفصل ، وروتين الفصل الدراسي اليومي.لتدريس الممارسات الأكاديمية والاجتماعية والسلوكية.أبرزت النتائج أيضًا أن نظام مونتيسوري وقواعد المدرسة شجعت على تنظيم بيئة الفصل الدراسيسلطت النظرية الاجتماعية والثقافية الضوء على تكيفات المعلمين مع مبادئ مونتيسوري والممارسات الاجتماعية والثقافية الإسلامية والسعودية وكيفية تأثرها بخلفيتهم .معتقداتهم وخبراتهمتمت مناقشة الآثار المترتبة على الدراسة وتقديم التوصيات.لمعلمي الطفولة المبكرة ، وزارة التربية والتعليم السعودية ، وبرامج التعليم العالييمكن أن تركز الأبحاث الإضافية على التحليل المقارن بين المعلمين الذين يطبقون مونتيسوري في المملكة العربية السعودية ودول غربية لتسليط الضوء على التأثيرات الثقافية على تكييف نهج مونتيسوري.

Language: English

Published: Tampa, Florida, 2022