Alys and Montessori Education

2021 ◽  
pp. 162-177
Keyword(s):  
Montessori Education

A study on the effect of Montessori Education on self-regulation skills in preschoolers

2021 ◽  
Vol 191 (7-8) ◽  
pp. 1219-1229
Author(s):  
Aybüke Yurteri Tiryaki ◽  
Ezgi Findik ◽  
Saliha Çetin Sultanoğlu ◽  
Esra Beker ◽  
Müdriye Yildiz Biçakçi ◽  
...  
Keyword(s):  
Self Regulation ◽  
Montessori Education

scholarly journals Perpaduan Konsep Islam dengan Metode Montessori dalam Membangun Karakter Anak

2016 ◽  
Vol 8 (1) ◽  
pp. 61-88
Author(s):  
Aprilian Ria Adisti
Keyword(s):  
Islamic Education ◽  
Montessori Education ◽  
Religious Person ◽  
And Behavior ◽  
Living Being

Studi ini menguraikan perpaduan antara konsep Islam dan metode Montessori terutama untuk membangun karakter yang baik bagi anak-anak. Metode pendidikan Montessori adalah salah satu metode yang populer sebagai salah satu metode terbaik di Barat, terutama untuk mengajar anak-anak. Dalam al-Quran, sebagai sumber kehidupan masyarakat muslim, telah disebutkan semua laporan Montessori. Ada lima konsep dalam metode pendidikan Montessori yang bisa dipadukan dengan teori mengajar anak-anak dalam al-Quran dan al-Hadits; Konsep Kebebasan dengan konsep "Fitrah", Struktur dengan konsep Langkah demi langkah, Realitas dan Alam dengan konsep Mencintai Alam dan Makhluk Hidup, Keindahan dan Nuansa sejalan dengan konsep Kebersihan dan Keindahan Islam, dan Materi Montessori dengan Proses Konsep Pembelajaran Hidup. Hasil perpaduan nilai-nilai tersebut dapat membangun karakter yang baik untuk anak-anak, terutama menjadikan mereka orang beragama dengan sikap yang baik untuk masa depan mereka. This study simply reveals about the assimilation of Islamic education values and Montessori education method especially to build the good character for children. Montessori education method is one of the method which really popular as one of the best method in Western, especially for teaching children. In al-Quran, as the source of Moslem people’s life, has mentioned all the statements of Montessori. There are five aspects in Montessori education methods that we collaborate with the theory of teaching children in al-Quran and al-Hadits; Concept of Freedom with Concept of “Fitrah”, Structure and Order with Concept of Step by Step, Reality and Nature with Concept of Loving the Nature and Living Being, Beauty and Nuance in line with Concept of Cleanness and Beauty of Islam, and Montessori Materials with Concept Process of Life Learning. The result of collaboration those methods can build the good character for children, especially create them to be religious person with the great attitude and behavior for their future.

scholarly journals Montessori Education and a Neighborhood School

2020 ◽  
Vol 6 (1) ◽  
pp. 1-18
Author(s):  
Mary D Burbank ◽  
Melissa M. Goldsmith ◽  
Jennifer Spikner ◽  
Koeun Park
Keyword(s):  
Early Childhood ◽  
Title I ◽  
Educational Experiences ◽  
Title I School ◽  
Underserved Students ◽  
Montessori Education ◽  
Neighborhood School ◽  
Grade 3 ◽  
Project Data ◽  
The Impact

Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.

scholarly journals Second Language Corner for Children’s House

2021 ◽  
Vol 7 (1) ◽  
pp. 67-82
Author(s):  
Romali Rosales Chavarria
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Research Perspective ◽  
Reflective Process ◽  
Montessori Education ◽  
Instruction Time ◽  
Teaching And Learning Strategies ◽  
Trained Teachers

This work reports, from a qualitative research perspective, the development of an English Corner project for a preschool Children’s House classroom in central Mexico over the course of a 3-year period. It shows the transition of a language specialist over six consecutive periods of work, from a traditional understanding and practice of teaching English as a second language to young learners into a more comprehensive one of the Montessori Method. The analysis of my own practice is used to recover insights through a reflective process with the intention to develop a second language (L2) Montessori program for 3- to 6-year-olds that aligns better with Montessori pedagogy.  Variables such as instruction time, setting, group constitution, materials, and teaching and learning strategies allowed for certain aspects to arise as leading points of interest for the focus of the analysis and the methodological and pedagogical adaptations that followed each period. This paper is an attempt to fill the gap between the need to deliver a second language effectively in Montessori education and the lack of guidance for doing it the Montessori way; it is especially for practitioners who do not have a Montessori background but also for Montessori-trained teachers for whom more specific preparation would aid their practice. I also hope to stimulate further research in the field of second language acquisition and multilingualism in Montessori education at every level of education.

scholarly journals Introduction of Montessori Education to a remote Indigenous Early Childhood program: A study of the ways in which Aboriginal students respond

2018 ◽  
Vol 4 (2) ◽  
pp. 33-60
Author(s):  
Catherine Claire Holmes
Keyword(s):  
Early Childhood ◽  
Qualitative Methodology ◽  
Aboriginal Education ◽  
Childhood Education ◽  
Student Autonomy ◽  
Montessori Education ◽  
Aboriginal Students ◽  
Analysis Process ◽  
Childhood Program ◽  
Student Independence

This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research.

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