Tujuan penelitian ini untuk mengetahui penerapan model maria montessori untuk meningkatkan aspek kognitifpada anak usia dini di kecamatan mejobo kabupaten kudus. Jenis penelitian ini adalah ...penelitian tindakan kelas (PTK). Penelitian ini dilaksanakan di TK Pertiwi di kecamatan Mejobo Kabupaten Kudus. Dalam penelitian ini teknik pengumpulan data digunakan pedoman observasi anak didik, dan tes unjuk kerja anak.Analisis data secara kualitatif. Hasil penelitian menunjukkan bahwa (1) aspek kognitif anak dalam bentuk hasil karya yaitu pada siklus I anak yang berkembang sangat baik 7 anak (46,67 %), sedangkan pada siklus II meningkat menjadi 9 anak (60%), sehingga terjadi peningkatan sebesar 13,33%, (2) Aspek kognitif anak dalam bentuk penugasan pada siklus I anak yang berkembang sangat baik 5 anak atau 33,33 %, sedangkan pada siklus II menjadi 8 anak atau 53,33%, sehingga terjadi peningkatan sebesar 20% dan (3) aspek kognitif anak dalam bentuk unjuk kerja pada siklus I anak yang berkembang sangat baik 5 anak atau 33,33%, sedangkan pada siklus II menjadi 9 anak atau 60%, sehingga terdapat peningkatan sebesar 26,67%.
The article deals with the educational ideas the famous Italian doctor and educator Maria Montessori, her many-sided personality, some aspects of the life, activities and methods highlighted on the ...pages of foreign periodicals. The relevance of the pedagogue’s ideas in the modern world has been stressed; the demand of the modern society for the education of a free individual, striving for independent active searches and self-realization, has been emphasized. The article reveals the personality of M. Montessori as one of the educators who was able to pose and solve a global problem in philosophical, psychological and pedagogical theory, as well as to implement her concept in practice, creating a pedagogical system named as «Montessori method». M. Montessori; as an educator who gave a new quality to the education development strategy, humanizing it, returning it to the person. The analysis of M. Montessori’s pedagogical activities, positions, views and her life paths, highlighted by foreign researches, have been presented in the article; her role as an architect of the «rediscovery» of the child has been stressed. The educator’s revolutionary ideas about childhood and education for life, rather than education based on obedience and immobility, have been noted as well as their development as a result of M. Montessori’s medical research has been admitted; her new visions of the school by designing strategies that would overcame the barriers to education, have been mentioned. The article also stresses the educator’s desire to show how to save humanity by means of pedagogy: starting with the child and human freedom and, in particular, freedom for women.
Virus corona yang mulai menyebar awal tahun 2020 mengubah tatanan dunia (new normal), hal tersebut juga terdampak langsung pada aspek pendidikan. Di Indonesia, muncul kebijakan untuk melakukan ...pembelajaran online. Faktanya, tidak semua pembelajaran bisa dilakukan secara online karena terkendala signal dan biaya. Maka perlu sebuah solusi, berupa konsep teoritis yang mengungkapkan pentingnya pembelajaran mandiri dan belajar sendiri untuk mengasah perkembangan sensori motorik pada anak. Konsep ini ditemukan dalam teori belajar kontruktivisme milik Maria Montessori. Menggunakan pendekatan kualitatif melalui pembacaan secara hermeneutika filosofis, yang penulis gali dari buku-buku induk karya Maria Montessori, penelitian ini untuk mencari (1) Bagaimana gagasan besar teori belajar konstruktivisme Maria Montessori? (2) Bagaimana penerapan teori belajar kontruktivisme untuk anak dalam masa Covid-19? dengan tujuan penelitian untuk mengungkap dan menerapkan teori belajar konstruktivisme perspektif Maria Montessori untuk anak di masa pandemi. Penelitian ini menyimpulkan: (1) Anak memiliki kemampuan self construction, sensitive period, absorbent mind dan hukum perkembangan tertentu dalam belajarnya (2) Penerapan metode Montessori yang meliputi kegiatan untuk memberikan stimulasi sensorik, motorik dan bahasa di dalam rumah. Pemahaman ini penting, agar orang tua menggunakan teori belajar kontruktivisme pada anak dan digunakan sebagai dasar keyakinan orang tua di saat pembelajaran era new normal ini.
The aim of this paper is to examine the multiple concepts of nature expressed in the writings of Maria Montessori, in relation to children’s relationship with nature and salient educational ...practices. We analyze the multiple meanings that Montessori herself attributed to the term nature”, going on to explore the role of nature in her child pedagogy, as well as her thoughts on caring for nature, in keeping both gardens and animals, and on nature as the ideal setting for sensory education. We ultimately draw together a Montessorian Pedagogy of Nature that underscores the importance of child-nature interaction during the early stages of development. The study was conducted under the PRIN 2019-2021 program, as part of a leading research national project entitled “Maria Montessori from the past to the present”.
This contribution aims to investigate and reconstruct - analysing the issues of the magazine “La Coltura Popolare” - the important role played by the Società Umanitaria in the spread of outdoor ...education as a children’s right, during a very lively and pedagogically significant period of the Milanese history. The paper will be concentrated on two main focuses: the first is the promotion of open-air schools, with the accurate reflection and systematization of the main Italian and European examples as hosted in the pages of the aforementioned journal; the latter is the Società Umanitaria’s commitment to disseminating the Montessori method as an approach that underlines the value of outdoor education. As can be seen through the numerous excerpts from the journal articles proposed here, the debate on outdoor education at the beginning of the Twentieth century, with its precious heritage of insights and sometimes pioneering practices, offers a valuable reference for gaining a deeper awareness of outdoor education as it is conceived and practiced today.
In the context of Maria Montessori's (1870-1952) pedagogical philosophy, one of its fundamental characteristics can be observed in her humanistic romanticist attitude towards the child and childhood, ...as well as the repercussions of such an attitude on the global process of building and developing a society of peace, that is, tendencies of a pacifist nature as an important purpose of the development of mankind as a whole. Guided by this kind of leitmotif identified in Montessori's pedagogical theory and teachings, the first section of the paper seeks to examine and interpret her ideas which place great significance on the influence of the environment on the holistic process of child development, and her views on the periods of sensitivity a child goes through in its development. The second section of the paper looks at the characteristics of the first stage of development in Montessori's pedagogical theory, with emphasis on the importance of the voluntaristic aspect in child development. Finally, the third section examines some of Montessori's theoretical starting positions in the segment of complexity of the child's world - adult world relationship through the axiological ethical dimension, with special reference to the importance of cosmic education in this context. The main aim of this paper was thus inspired by an analysis of some of Montessori's pedagogical views and ideas which, in the naturalness of their pedagogical manner and rhetoric, encourage and foster the idea of a child's holistic development by emphasizing the importance of the axiological ethical dimension in the context of the child's world - adult world relationship.
O trabalho com Material Dourado exclui a discussão de que o sistema de numeração decimal é posicional? É essa pergunta que, basicamente, conduz a escrita deste artigo, em que é apresentado um estudo ...das apropriações acerca de orientações que Maria Montessori colocou em circulação nas suas obras e as ideias apresentadas pelos autores do artigo “Cartão amarelo para o material dourado”, publicado na revista Nova Escola em 2016. Assim, neste trabalho apresenta-se um ponto de vista acerca dos usos do Material Dourado para o ensino de Matemática por meio da História da Educação Matemática. Como resultado foi possível destacar aspectos das propostas de Montessori que circundam o uso do material em discussão e que mostram as opções, os argumentos e as soluções apresentadas pela autora em relação às limitações do material, limitações essas também destacadas em discursos da atualidade como os revelados no artigo citado.
This article reviews the formation and features of the paraliturgical model of children’s catechesis, formed under the influence of Montessory pedagogy, in the general context of the development of ...catechetical training of children in Western Christianity. Particular attention is paid to the gaining new professional levels of the activities of catechists in the 20th century, and the most significant trends in the development of catechetical activities are shown. In the first half of the century problems solved were mainly methodological ones, while in the second half of the century educational practice developed under the influence of existential theology. In its most consistent form, the paraliturgical model is reflected in two Christian education programs: Catholic program “Catechism of the Good Shepherd” by Sofia Cavalletti and Protestant program “Godly Play” by Jerome Berryman, which have greatly influenced modern educational practice. The article provides both a general description of the paraliturgical model and the features of the mentioned systems. The author makes assumptions about reasons for the popularity of the methods, characterizes their influence on Christian pedagogical practice, and also points out a number of problems arising in connection with their spreading. The practice shows the effectiveness of this approach to Christian education and its rich pedagogical potential. However, it requires both evidence-based pedagogical research on the application of the Montessori approach to Christian education, as well as solving issues related to the content of education and its cultural adaptation.
This research is motivated by the concept of Early Childhood Education offered by various educational figures to impact the emergence of increasingly dynamic educational theories. Issues on this ...concept did not escape the attention of Abdurrahman An-Nahlawi and Maria Montessori. The two figures have similarities and differences in their underlying points of view and approaches, and these cannot be separated from the philosophical study behind them. Based on the above, this study explores the two figures’ thoughts to give birth to a new paradigm of education for early childhood. The research method used was a literature study by collecting various references that can support research. From the research results, it can be found that, philosophically, the concept of Early Childhood Education, according to Abdurrahman An-Nahlawi, is attached to the perennial normative approach, while Maria Montessori’s notion is more towards a constructivism approach. The two approaches have different points of view in highlighting the educational side. The similarity in the points of view of these two figures is an understanding of the concept of education, which should be integrated and contextual, and position the child as the main subject in education.
Neste artigo o foco de estudo é a atuação do coordenador pedagógico como elemento articulador numa experiência de formação colaborativa de professores num Centro de Educação Infantil (CEI) da rede ...municipal de ensino de São Paulo em 2018. Segundo as orientações para o planejamento Projetos especiais de Ação (PEAs), em se considerando a realidade do CEI, o tema foi o desenvolvimento infantil segundo Maria Montessori. Estabelecido o foco da pesquisa-formação, a pauta dos encontros manteve-se para os professores dos períodos da manhã e tarde, tendo sido comportadas alterações ocasionais durante o processo. Participaram do pesquisa-formação 45 professores da CEI mais a coordenadora pedagógica. Todos os dados foram posteriormente organizados e analisados em categorias de análise que emergiram das discussões dos encontros. Pode-se concluir da experiência que foi possível construir, (re) significar e (re) avaliar o trabalho pedagógico, mediado pela ação do coordenador.