Abstract/Notes: In this research, it is aimed to examine the effects of Montessori education on the mentally retarded individuals in the special education who have had Montessori education and who have not had it. 24 trainable mentally disabled male students who had and did not have Montessori education in a private school in Kayseri participated in the study. The students were between the ages of 20-22. 12 voluntary participants constituted the experimental group who had Montessori education. The control group included 12 voluntary mentally disabled individuals. While the control group had a routine training for 8 weeks, the experimental group had Montessori education program for 8 weeks. In addition, mothers of the students in the experimental group were included in the training program. The mentally disabled individuals had movement and visual perception skills tests.When the results of the movement perception skills in the experimental and control groups were reviewed, no significant differences were found in the movement skill variables according to the values (p>0.05). While the pretest posttest values in the mentally retarded individuals in the experimental group revealed significant difference (p<0,05), no difference occurred only in the left foot balance test (p>0,05). All pretest posttest values depending on the movement revealed significant difference in the control group (p<0,05).As a result, when the effect of the Montessori program on the movement skills of trainable mentally retarded people was examined, no significant difference was found between the values of the control group, and Montessori education gave similar values as the classical education. Thus, it was concluded that it was advisable Montessori education program to be used widely. When its effect on the visual perception skills was examined, it could be stated that the posttest averages of the each visual perception sub-scale average revealed an increase except the shape-ground connection. Consequently, when the movement skills of the trainable mentally retarded individuals were reviewed, no difference was found in the control group values, and Montessori education values were similar to classical education. Therefore, it is concluded that Montessori education program should be used widely.

Language: English

DOI: 10.11114/jets.v7i2.3875

ISSN: 2324-8068

Abstract/Notes: This article elaborates on three principles which are the foundation of the developmental approach to early childhood education. These principles are multiage grouping, nongraded curricular materials, and interactive teaching. (IAH)

Language: English

DOI: 10.1080/00405848909543378

ISSN: 0040-5841, 1543-0421

Language: German

ISSN: 0513-9066

Abstract/Notes: Authors report on their own experiences gained in the Institute for Developmental - Rehabilitation (Munich) founded and evolved by professor Hellbrügge. They are convinced that the introduction of the worldwide expanding Hellbrügge’s idea and system would result in a huge progress improving many Hungarians’ health - and social problem.

Language: Hungarian

ISSN: 0017-5900

Abstract/Notes: A BIOGRAPHICAL HISTORY OF DEVELOPMENTALLY APPROPRIATE PRACTICE By David Elkind Redleaf Press Paperback, $29.95 This new book, by Early Childhood expert David Elkind, trains its lens on 11 "Giants in the Nursery"-historical figures who played a major role in the evolution of developmentally appropriate practice (DAP).In the Prehistory chapter, there are oversimplifications and unclear writing: "Although the humanistic leaders of society tried to use the printing press to their own advantage, it could not put back in the bottle the cultural genie the printing press had released" (p. 15).The organizing theme of DAP is good, although some of Elkind's statements about it seem puzzling to me, such as "DAP provides the most integrated curricula of socialization, individualization, work, and play than does any other approach to education" (p. 5).

Language: English

ISSN: 1054-0040

Language: German

Published: Heidelberg, Germany: Schindele, 1993

Edition: 2nd. ed.

ISBN: 3-89149-118-2

Series: Arbeitshefte zur heilpädagogischen Übungsbehandlung , 3

Abstract/Notes: The paper reports on efforts of the Thakur Hari Prasad Institute (THPI), an Indian voluntary agency, to improve services to persons with mental retardation in the developing nation of India. THPI is involved in both institutional and non-institutional activities, development of national policy, and action research. One project has provided early detection and intervention to about 500 infants and young children with handicaps through use of neuro-muscular stimulation and Montessori methods. A second project is providing early identification and intervention services to over 800 children with handicaps in 10 rural villages. This project stresses locally relevant and affordable methods. The special education program of the institute utilizes individualized education plans, instructional materials made of common household objects, and integrated services. A community based rehabilitation center is planned which will have non-professionals teaching rural oriented skills to mentally retarded persons. Vocational training programs for this population in such areas as carpentry and tailoring have also been initiated. THPI is seeking industry involvement and working for new legislation in such areas as civil rights and guardianship. A parents' movement is being encouraged as is research relevant to developing nations. Increased public awareness and personnel development are also encouraged.

Language: English

Published: India: [s.n.], 1988

Abstract/Notes: In this study, 173 preschool teachers (80 non-Montessori teachers and 93 Montessori teachers) were given a survey at two early childhood professional conferences that examined their beliefs about Developmentally Appropriate Practice (DAP). The purpose of this study was to (a) investigate preschool teachers' beliefs about Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP); (b) discover the similarities and differences in the factor structures of the Teacher's Beliefs Scale (TBS) between the study conducted by Charlesworth, Hart, Burts, Thomasson, Mosley, and Fleege in 1993 and the current study about DAP; (c) discover the similarities and differences of Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP) beliefs between Montessori teachers and preschool teachers; and (d) investigate the factors that are related to teachers' beliefs about DAP and DIP. The Teacher Beliefs Scale (TBS) was used to assess preschool teachers' beliefs about DAP and DIP. Factor analysis was used to support the validity of TBS in the current study. Multiple t-tests were used to identify the differences in developmental appropriate/inappropriate beliefs between Montessori and non-Montessori teachers. Multiple regression analyses were used to explain the relationship between variables of 173 Montessori and non-Montessori preschool teachers. Results of the study showed that a majority of preschool teachers agreed with 22 Developmentally Appropriate Practices (DAP) and 12 Developmentally Inappropriate Practices (DIP). Responses to seven items were different from the original study (Charlesworth et al., 1993). There was a significant difference on Inappropriate Activities and on Appropriate Child Choice between non-Montessori and Montessori teachers. There was a relationship between teachers' beliefs about DAP and teachers' educational backgrounds, teaching experiences, ethics, and DAP understanding level in the current study.

Language: English

Published: Greeley, Colorado, 2003

Language: English

Published: Boca Raton, Florida, 2002

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9