Abstract/Notes: Çocukluk dönemi insan yaşamının en kritik dönemlerinden biridir. Çünkü bu dönem, insanın; kişiliğinin, sosyal ilişkilerinin, dini yaşamının tohumlarının atıldığı bir dönemdir. Bu yüzden bu dönemde çocuğun gelişiminin çok iyi takip edilmesi ve verilmek istenen eğitimin buna göre planlanması gerekir. Alternatif eğitim yaklaşımlarından biri olan "Montessori yöntemi" çocukların gelişim evrelerine uygun olarak eğitim vermeyi önemseyen bir yaklaşımdır. Dünyanın çocukları merkeze alarak en iyi noktaya gelebileceğini savunan Montessori yöntemi günümüzde oldukça ilgi görmektedir. Çocuğun doğuştan iyi olması felsefesi ile hareket eden, çocuk haklarına saygılı olmayı temel alan ve bununla beraber birçok insani değeri içinde barındıran bir yöntemin milli ve manevi değerlerine bağlı bir toplum inşa edilmesi hususunda ne derece etkin olduğu bizleri bu çalışmayı yapmaya teşvik etti. Konuyla ilgili daha önce alan araştırmasının henüz yapılmamış olması da araştırmanın önemini artırmaktadır. Araştırmamızın birinci bölümünde, Maria Montessori'nin hayatına, mesleki geçmişine, Montessori yönteminin felsefi temellerine, etkilenmiş olduğu kişilere ve bu yönteme yönelik yapılan eleştirilere yer verilmiştir. İkinci bölümünde, Montessori eğitiminin dayandığı temel ilkeler, Montessori eğitim programının özellikleri ve geleneksel eğitim sistemine göre farklılıkları ele alınmıştır. Üçüncü bölümünde, din ve ahlak eğitimi, Montessori yöntemi ile din ve ahlak gelişimi, Montessori yönteminin ahlaki gelişim sonuçları ve sınıf düzeni ile ilgili Unsurların din ve ahlak eğitimine katkılarından bahsedilmiştir. Son bölümde ise Montessori yöntemi ile verilen din ve ahlak eğitiminin öğrencilerin sosyal yaşamındaki tezahürlerini görebilmek amacıyla Özel Palet İlkokulu'nda okuyan öğrenci velilerine uygulanan anket sonuçları, veriler ışığında ve yaptığımız gözlemler esas alınarak değerlendirilmiştir. / Childhood is one of the most critical periods of human life. Because this is the period which the seeds of personality, social relations and religious life are laid. Therefore, it is necessary to follow the development of the child very well during this period and to plan the training to be given accordingly. Montessori method, which is one of the alternative education approaches, is an approach that gives importance to education in accordance with the developmental stages of children. Montessori method, which advocates that the world can come to the best version of it by taking the children to the center, is very popular nowadays. It is an educational system which is giving importance to well-being of the children and it is based on respecting children's rights. The national and moral values of a method that contains many human values, encouraged us to do this study. The fact that the field research has not been conducted on the subject has increased the importance of the research. In our study, the life of Maria Montessori, her professional background, the philosophical foundations of the Montessori education, the people she was influenced and the criticisms made about it. The basic principles of Montessori education, the features of the Montessori education program and the differences according to the traditional education system are discussed. Religion and moral education, a moral development with Montessori educational system, and the results of a moral education in Montessori system and the contribution of classroom order in the system to moral development were discussed. The moral development results of Montessori method, the contributions to religious and moral education were mentioned. A questionnaire was applied to the parents of the students attending the Private Palet Primary School in order to see the religious and moral education given by the Montessori method in the social life of the students. In the light of the data, evaluations were made based on our observations.

Language: Turkish

Published: Konya, Turkey, 2019

Abstract/Notes: Includes sidebar on Oxfam campaign

Language: English

ISSN: 1470-8647

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Abstract/Notes: Includes photographs and illustrations.

Language: English

Abstract/Notes: Few, if any, empirical studies have explicitly examined the home environments of Montessori-educated children, and specifically whether or not Montessori parents reinforce or undermine their children’s Montessori education at home. With a sample of 30 parents of Montessori-educated toddlers and preschoolers attending a private Montessori school in the Midwest, this cross-sectional study examined Montessori parents’ knowledge of Montessori methods and their parenting beliefs and behaviors at home. Results suggested that Montessori parents from the targeted school were knowledgeable about and valued Montessori methods, even though few had a Montessori education themselves. Parents in this sample varied in their parenting behaviors and choices at home, with some parents who intentionally reinforced Montessori principles and others whose behaviors were inconsistent with a Montessori approach. Findings from this preliminary study provide a first glimpse into the beliefs and behaviors of Montessori parents from which future studies can build upon. Montessori educators and administrators will benefit from future research involving Montessori parents, particularly for those who offer Montessori-based parent education sessions to the families they serve.

Language: English

DOI: 10.17161/jomr.v4i1.6737

ISSN: 2378-3923

Language: English

Published: Baltimore, Maryland: Johns Hopkins University Press, 1972

ISBN: 978-0-8018-1370-2 0-8018-1370-0

Language: English

Language: English

ISSN: 0362-4331

Language: English

ISSN: 0362-4331

Abstract/Notes: As educators in the public sector confront the challenge of guiding all students toward academic success, policies and practices associated with prevention, early screening, and identification of learning needs have moved to the center of the enterprise of schooling. This article is about the lessons that accompany that challenge, and their particular applicability to Montessori educators. Historically, Montessori theory and practice have influenced the development of special education pedagogy. In some cases, as in Ireland, Montessori training and special education training have been explicitly combined. In other cases, Montessori practices, such as child study, the use of manipulative materials, and a focus on choice and individualization, have made their way into special education pedagogy through subtle cross-fertilization among practitioners. More recently, however, developments in special education policy have begun to influence Montessori practice. This article examines why and how that influence has evolved as it has. More important, the author probes the potential of recent developments in special education policy to enhance Montessori practice. What are the natural affinities between special education and Montessori practice? What specific pedagogical moves lie at the core of following the child? How might Montessorians more effectively leverage the unique properties of the prepared environment and the prepared adult to better serve all children? The answers to these questions illuminate how progressive, data-centered approaches to identifying and responding to students with learning differences can make the process of following the child more transparent, more equitable, and more successful. (Contains 2 figures and 1 footnote.)

Language: English

ISSN: 1054-0040