Montessori Method

Todos los problemas en el aula pueden solucionarse si observamos a nuestros estudiantes;  empatizando con ellos, dialogando a su nivel y mostrando opciones distintas para solucionar un problema. Si nos diéramos a la tarea de conocerlos, de saber qué les gusta y que no, con qué temas no presentan problema y que temas les cuesta trabajo comprender. Es a partir de este tipo de enfoque, cuándo se pueden investigar de manera más clara las estrategias a utilizar para mejorar la experiencia dentro del aula educativa tando del alumno como como de su guía educativo.

Abstrakt:
Przedstawiony artykuł jest sprawozdaniem z interpretatywnego badania jakościowego wykorzystującego strategię uczestniczącego badania w działaniu zrealizowanego w jednej ze szkół podstawowych działających w oparciu o pedagogikę Marii Montessori. Pierwszą część tekstu stanowi synteza głównych założeń pedagogiki montessoriańskiej. Następnie przedstawiono założenia metodologiczne partycypacyjnego badania w działaniu, lecz kluczową częścią sprawozdania są uzyskane wyniki badań, które wskazują na konieczność wdrażania  immersyjnych programów nauczania języka obcego w placówkach tego typu. Badania wskazują na możliwe ryzyka zapoznawania podstawowych zasad edukacji w systemie Montessori w sytuacji realizowania zajęć z języka obcego realizowanych przez nauczycieli wyspecjalizowanych w języku obcym, ale niebędącymi pedagogami Montessori.  Tym samym wskazano na konieczność kształcenia nauczycieli języków obcych w zakresie pedagogii alternatywnych.

Abstract:
The article presented is a research report conducted in one of the Montessori elementary schools with the use of participatory action research strategy.  The first part of the text is devoted the synthesis of key Montessori pedagogy principles. Then the author describes the methodological assumptions of the participatory action research, however the essential part of the article consists of the research results and outcomes that show that it is advisable to implement immersion foreign language programmes in such schools. It is also necessary for the foreign language teachers to be familiarised with this pedagogical approach apart from being English teaching methodology educated. The research reveals the necessity of thorough and alternative pedagogical education of L2 teachers.

Montessori preschool program (MPP) is a structured program that incorporates metalinquistic exercises, which are implemented even before children reach four years of age. In contrast, in regular preschool programs (RPP) in Croatia, activities related to the development of reading and writing skills are provided only to older children. Also, unlike MPP, these activities in RPP are isolated from the context of the general activities and play, which is contrary to the knowledge that child development should be approached holistically. Accordingly, in this study, we wanted to test the assumption that children attending MPP will have a more developed phonological awareness than RPP children. Phonological awareness is a metalinguistic ability related to the acknowledgement of the sound components of speech and it is a significant predictor of later language skills. The sample comprised 60 children of regular language and cognitive development from MPP (M=5.21, SD=0.17 years) and RPP (M=5....

In her book “The Secret of Childhood”, Maria Montessori (1870-1952) highlighted many of the problems faced by children in Italy during her time. Montessori, who started as the first female medical doctor in Italy later ventured herself into psychology and ended her career as a well-known educationist. At the time the book was written, she realized that children of her time have been deprived of their social rights in education. In her observation, she found out that children have been subjected to do many insurmountable hard tasks. They were shown little affection and respect as growing individuals. During her time, the plight of children in Italy was a very disheartening thing for her to witness. The state paid much attention to the rights of the adults compared to that of the children. Children’s social well-being and education were not given serious consideration by the state. The quote below depicts the exact scenario of what children have to go through in their lives:

The paper focus on a re-reading of Montessori’s Il bambino in famiglia (1923), aimed at highlighting her contribution to early childhood education, through her fight against child’s repression into the domestic environment. The original feature of this perspective can be identified in the interest of considering pedagogy as the fundamental science to study early child education in order to promote child’s liberation, according to a new approach founded since the Modern Age.

In an authentic Montessori classroom, children pursue their passions guided by a teacher who identifies each child’s strengths and weaknesses through observations.  It balances hands-on Montessori lessons with supplemental learning to provide an environment that meets the needs of learners with varied learning styles.  Children flourish with the acquisition of skills that serve them as adults, in addition to an expertise in critical thinking concerning global issues.

Abstract Key Words: Maria Montessori is one of the representatives of “infant-initiated” movement starting at the beginning of the 20th century. Her ideas and applications on child education are considered to be a kind of Renaissance in education. She claimed that children should not be treated as adults, that they are not the same as adults, and that they represent a special kind of life. It is deduced that she is inşuenced by Rousseau in terms of her approach to the child is taken into consideration. She considered the child as an independent individual and a favor of the God. The God has gifted the child magnificent learning competence to determine his/her way of life. The main principle of Montessori pedagogy is that the child has the ability to direct his/her life himself/herself. The function of education is to help the child to survive. Parents and educators should help him/her to reach self-actualization. It is possible to summarize her idea as “help me to do it on my own”. Montessori stated that the periods until the age of 18 are the sensitive periods of development as a healthy individual. Concentration, supply of the suitable environment and course materials are crucial in education. Montessori’s educational principles and understanding cover exactly the current educational comprehension. Consequently, the schools based on Montessori’s pedagogical understanding are becoming worldwide gradually. Key Words: Montessori, infant-initiated, Student-centered education, polarization of attention, environment, material u Mehmet Arslan Millî Eğitim u Sayı 177 u Kış/2008 u79 * Assoc.Prof. Dr.; The Dean of Gaziosmanpaşa University, Faculty of Education.

This study was conducted to compare the social abilities of kindergarden children who were
educated through Montessori method and the mainstream children. The participants of this study
are 122 kindergarden children in Selcuk University Vocational Education Faculty Ihsan
Dogramacı Application Kindergarden in 2007 and 2008. Kindergarden Class and Kindergarden
Behaviour Scale developed by Merrell (1994) was used as the data collection mean. It is seen that
there is a considerable difference between children who were educated through Montessori
method and the mainstream children in their Social Cooperation, Social Interaction and Social
Independence points.
Keyword: Montessori method, Social skills.

This study examined the effects of the Montessori Method on preschool children’s readiness to primary education.
The research group is composed of five-six year olds attending SU MEF Ihsan Dogramaci Application Nursery
School in 2009–2010 school year in Selcuklu county of Konya. The participants composed of five-six year
olds were unbiasedly chosen. A total of 50 children were included in the study, 25 being in the experimental group
and 25 being in the control group. In the study, Metropolitan Readiness Test was used to determine preschool
school children’s school readiness levels, B form of PKBS Preschool and Kindergarten Behavior Scale was used
to determine preschool children’s social skills, FTF-K attention gathering skills test for five-year old children
was used to determine preschool children’s attention gathering skills. The tests were administered to children
before and after experimentation, and it was applied to experimental group again six weeks later. Mann Whitney
U test and Wilcoxon signed-rank test were used to analyze the data. The general conclusion of the results obtained
is that The Montessori Method makes positive contribution to preschool children’s readiness to primary
school and is more efficient than current preschool education program.

At every stage of teaching, Montessori guides need to prepare for their work with the children.  Five fundamental areas of preparation are necessary for success––intellectual, physical, didactic, moral, and spiritual preparation.  These areas come together in an interrelated, larger whole, with spiritual development at the core.  Professional development programs must fully address all five areas of teacher preparation in a holistic and collaborative manner in order to foster authentic growth at all stages. This report provides a starting point for the development of a comprehensive program and includes theoretical underpinnings and concrete activities for the growth and renewal of the Montessori guide.

Abstract
According to the history of philosophy, the idea that questioned the cause of existence by the substantial contribution of Socrates and Plato from the early ages of BC, rescues the human being from being a passive entity when it comes to the 19th century, and focuses on the contemplation of contradiction with the world in which man lives as a wise individual. This novel philosophical thought also called as existentialism, takes the individual to the center and puts freedom and responsibility on the man himself. With the emphasis on subjective thinking, the life experience of the individual becomes important. In this respect, existentialism rejects the idea of idealism which defends that the essence comes before the existence and acknowledges that the existence of the individual is the premise of every concept.
The concept of individualism that started with the ideas of Kierkegaard, developed with the thoughts of philosophers such as Nietzsche, Sartre, Camus, and Heidegger. This new intellectual system which caused the subject to come to the fore caused the individual to re-examine the rules dictated by society and re-organize a distinct way of thinking and living system compared to the past resulting significant social changes and affecting considerably scientific and social issues that are valid. One of the areas of scientific work in which this change has become evident is the field of educational sciences.
Therefore, in this article, it is tried to be explained how the concept of individualism introduced by existentialist philosophy changed the value attributed to the child, and in which direction the concept of individualism, creativity, and freedom influenced education scholars, especially Maria Montessori who is the first woman doctor in Italy and at the same time the one who put forth a unique pedagogical approach in the field of pre-school education – the Montessori Method. Besides embracing the topic of a novel pedagogical approach through a philosophical thought, it is also tried to be explained how such an innovative thinking of an age-specific individual influenced the architecture of preschool educational buildings because the interior change envisaged by the Montessori class has influenced the architecture of the whole school because of its holistic approach to the teaching method, resulting in the emergence of a new type of preschool education under Montessori schools.
Thus, this work firstly attempts to explain the effects of the existentialist system of thought, which is concerned with the future of society leading to a radical change, particularly on preschool child education models. Within this perspective, Montessori Method will be covered both in terms of pedagogical aspects and in the context of the changes that it has made on pre-school children education spaces, beginning from the first half of the 20th century.
Following this section, it is tried to be mentioned about a Montessori School in Istanbul which the pedagogical approach mentioned above is referred to as a school established for the first time in Turkey with the initiative of parents who have already organized their thinking and living habits through the idea of acknowledging the child as a free individual. Because this school's philosophy of establishment has also emerged as a project that parents have taken responsibility on behalf of society via their own children, it is worth discussing such a kind of realized collectivist project in Turkey within the debate of existential thought which sprouted in the 19th century, in terms of its holistic influence on the transformation of a society through a preschool educational space in 21st century.

“Sia io che Sergey siamo andati in una scuola con metodo Montessori,
e credo che per qualche ragione, questo sia stato incorporato in Google”
(Larry Page dalla TED conference del febbraio 2004 in cui assieme a Sergey Brin, co-fondatore di Google, parla della loro creazione).
“I bambini delle nostre scuola sono liberi, ma l’organizzazione è neccesaria: un’organizzazione più accurata che nelle altre scuole, affinché i bambini siano liberi di lavorare. Il bambino che compie le sue esperienze in un ambiente preparato si perfeziona, ma gli è indispensabile un materiale di lavoro speciale”. (‘La mente del bambino’, 1949)

" This is education, understood as a help to life; an education from birth, which feeds a peaceful revolution and unites all in a common aim, attracting them as to a single centre. Mothers, fathers, politicians: all must combine in their respect and help for this delicate work of formation, which the little child carries on in the depth of a profound psychological mystery, under the tutelage of an inner guide. This is the bright new hope for mankind. " (The Absorbent Mind, p. 15) What does Montessori mean by " inner guide " ? Is it a " profound psychological mystery " , or perhaps a profound and knowable truth of man's nature? 'Inner guide' is a term Montessori uses multitudes of times (with many variations of phrasing) throughout her writing, over a professional career spanning more than 50 years. Her work is largely based upon this rather vague idea, thus it is vital we define its true meaning in reality. Though Montessori believed in many mystical, altruistic ideals (e.g., an unknown force guiding the child to orderly work, Catholicism, Socialism) she was primarily an Aristotelian scientist and educationist. She regarded man's senses as profoundly capable of knowing an integrated reality and the special sciences as eminently valid. She created a revolutionary educational method based on individual rights and the rational observation of reality. Rights and independence are to Montessori the highest values to uphold as principles of classroom management, principles that fuel every action of a true Montessorian. Her reverence for man's nature as a rational, sovereign being permeates the method like no other in human history. " We must clearly understand that when we give the child freedom and independence, we are giving freedom to a worker already braced for action, who cannot live without working and being active. " (The Absorbent Mind, Chapter 8, p. 91.)

The purpose of this paper is to explore the primal paradox, that is the seemingly paradoxical relationship between the commitment to individual development and the development of the greater good of society and the greater whole, and its influence and role within Montessori elementary education.  It begins by setting up the context of the universe in which we live.  This is done by establishing the foundations of cosmogenesis, chaos theory, and systems thinking.  The paper then examines human development through the lens of Montessori and the transpersonal psychologists Carl Jung and Abraham Maslow.  Self-transcendence is proposed as both the final path of human development and the intersection of the primal paradox.  The next question looked at is how self-transcendence is fostered in Cosmic Education and its relationship to Montessori’s proposed paradigm shift towards a new human.  What is the self?  That question is explored through both the neurological and Buddhist lens.  This exploration finishes by introducing neurophenomenology and its implications for the Montessori classroom.

Ad oltre cent'anni dalla nascita di Maria Montessori è nostra intenzione voler ricordare questa grande donna e scienziata che è vissuta all'inizio del '900 lasciando al mondo intero un metodo di insegnamento in grado di rivoluzionare la pedagogia italiana e mondiale. Coraggio, fiducia, determinazione e serenità fanno di lei una personalità unica; è riuscita a far emergere l'intelligenza in persone con deficit mentali, portandole a credere in se stesse e ad avere una loro autonomia. Il fulcro della scuola è il bambino dotato di una libertà intesa come creatività e, soprattutto, di disciplina. Rispetto di sé come individuo quale condizione essenziale per far parte della società.

This text describes a contention between Pierre Bovet (director of the Jean-Jacques Rousseau Institute, in Geneva) and Maria Montessori, at the beginning of the internationalization of this pedagogy (1913). It suggests the notion of «diffraction» in order to describe the effets of loss, dilution or deviation of intentions or practices, when a pedagogy is diffused. The «diffraction» aims to get the nature and the contents of the «transfers» and the resemantizations at work in this case. This text puts forth the hypothesis that this contention contributes to the specific internationalization of Montessori pedagogy, apart from genevese and New Education networks. But this texte emphazises on the place of concrete practices in the diffusion of a pedagogy.
What kind of status can be given to a bad importer of a pedagogy – that is to say, an importer who broadcasts a diffracted pedagogy? The practices are they affected by the political or ideological context which receives a pedagogy? On this point, the Montessori pedagogy presents itself as «scientific» and without ideology. So how can we understand this specificity, espacially in the mussolinian context, in the 1930’s? Has the pedagogue to control the diffraction – and how – and how can the historian consider this problem?

The Montessori Method of education is becoming more popular in Indian cities in the recent decades. The parents, educationists and policy makers are keenly interested in the overall development of their children or stakeholders. Since its inception, the Montessori Method of education is adopting several procedures based on its basic principles of cognitive, social and emotional development of the children. Although every principle of Montessori education is not followed in the Indian Montessori schools, the schools are adhering to several of them. The present article adopted comparative analyses to determine the effect of Montessori and traditional method of education on emotional intelligence of the school children. A total sample of 1082 children between the age group of 12 – 16 years was selected from the schools of Montessori and traditional education. The data were collected using the Baron , (1997, 2000) Emotional Intelligence scale with Likert response patterns ranging 1 to 5. The obtained data was subjected to 't' test analysis and it was evident in the result findings that the children of Montessori method of education has significantly higher emotional intelligence than the children of traditional method on the total and as well on all dimensions of emotional intelligence. This highlights the education intervention method having strong bearing on emotional development of the children. Further, the findings related to gender effect provides inconclusive results both with Montessori and traditional children.

This article discusses the ‘Indianisation’, ‘nationalisation’, and ‘ruralisation’ of the Montessori method in India at the eve, and in the aftermath of the country’s political independence (1947). From 1914 onwards, Indian nationalists received Montessori’s ideas through publications, the networks of the new education movement, and the Theosophical Society. While innovative pre-schools for elite children worked closely with the ‘original’ method, the Nutan Bal Shikshan Sangh (‘New Child Education Society’, NBSS) adapted it to local conditions (‘Indianisation’). The NBSS aimed to universalise Montessori-based child education, as a contribution to nation-building (‘nationalisation’). With the establishment of the Gram Bal Shiksha Kendra (Rural Child Education Centre), in 1945, the NBSS brought the country’s most marginalised into the modernising reach of the new state, furthering Gandhi’s vision of ‘rural reconstruction’ (‘ruralisation’). From these experiments, the institutional model of the Anganwadi emerged, through which today millions of Indian children receive integrated child development services.

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Cet article entend poser la question des frontières de l’intérieur de la classe. Comme tout espace, la salle de classe est formée de frontières, de limites et de seuils. Que se passe-t-il alors si, comme dans les pratiques montessoriennes ou les pratiques d’ateliers autonomes en maternelle, les frontières disparaissent ? Nous partons ici de cartes dessinées de mouvements, de chemins de trois élèves et d’une enseignante de classes aux frontières abolies. Ces cartographies, visant ici un saisissement poétique du mouvement, seront confrontées à un modèle opposé, tel que décrit dans Surveiller et punir de Michel Foucault, pour mieux, enfin, esquisser ce que pourraient être les conditions présidant à une abolition des frontières dans la classe.

Dalton education is the largest educational reform movement in the Netherlands. Around eighty years ago it spread throughout the world; Dalton education was found in the USA, England, Australia, Germany, the Netherlands, the Soviet Union, India, China and Japan. Today there is a revival of interest in England and Germany. We examine the origins of Dalton education by comparing the work of its founder Helen Parkhurst (1886–1973) with developments in American education towards the end of the nineteenth century. From 1870 onwards, in numerous American cities, there were experiments with alternatives for lockstep teaching, including experiments with individualised instruction, individual assignments, differentiation, self-direction, self-pacing, freedom, tutor learning and co-operation. In part, these innovations stemmed from methods that were already customary prior to the dissemination of lockstep teaching – methods which, at the onset of the twentieth century, were actually still common in rural one-room schools. The Dalton Plan proves to be not very original. Parkhurst recycled various ideas and methods which had already been developed and tried out in the preceding decades. Her pretension of having introduced something new and authentic is implausible. That raises two questions: how to explain the discrepancy between the image Parkhurst presents of her own work and the image derived from historical comparison, and how to explain the popularity of the Dalton Plan in the 1920s, given that it was not unique or particularly innovative.

The Dalton Plan is often considered to be a version of the Montessori Method: as if the theory and practice of the Italian education reformer were the guiding force in Parkhurst’s educational reform. This is a misconception. As an educational practice, the Dalton Plan developed independently from Montessori. It was practically ready when Parkhurst first came into contact with her.  It is, however, plausible that Parkhurst was influenced by Montessori as to the theoretical justification of the Dalton Plan. In the years prior to writing Education on the Dalton Plan, Parkhurst was intensively involved with Montessori’s work and that she had great respect for her expertise and talent.

Nowhere in her book, has Parkhurst referred to Maria Montessori (1870-1952). Their collaboration between 1915 and 1918 is only mentioned indirectly.  Such step-motherly treatment fails to do justice to the collaboration, nor does it do justice to the kinship of their ideas.  We shall compare the approaches of Montessori and Parkhurst with regard to three crucial points: individual work, individual choice and the role of the teacher. Then we shall examine how elementary ideas of Parkhurst’s relate to Montessori’s thought and practice. But first we shall briefly sketch the flirtation between Parkhurst and Montessori.

Abstract
Dr. Maria Montessori’s work in the early 1900’s led to the development of an educational philosophy and methods that are practiced today throughout the world. This paper considers fundamental aspects that contribute to authenticity and consistency in Montessori education. Because many of the essentials of Montessori are intangible, they are difficult to measure. I propose that intangible Montessori practices and procedures are equally as important as a physical classroom filled with didactic materials.
Keywords:  Montessori, authenticity

Within the public Montessori community, most research has related to schools in urban areas. This thesis explores public Montessori programs in rural and remote areas. This paper addresses current scientific thought, including systems thinking and cosmogenesis. Next, this thesis explores educational theory—particularly, Montessori education and rural education—and leadership theory with regard to new scientific thought. This paper also explores neurophenomenology, one approach to research, a methodology that acknowledges both objective and subjective realities. Finally, this paper examines objective data and shares subjective experiences regarding public Montessori programs in rural and remote settings.
Schools in rural and remote settings represent approximately 25% of all public Montessori programs in the United States. They are an important part of the larger Montessori community. These rural and remote schools have advantages and challenges that schools in urban and suburban areas do not. Perhaps rural and urban Montessori leaders could benefit from more contact with each other and the chance to exchange ideas and experiences.

A Montessori approach is known as a self-activated, collaborative, and hands-on educational method. The multicultural nature of Montessori schools offers many benefits for the English as a Second Language (ESL) students who experience lots of drawbacks starting their educational journey in a new country. This exploratory case study took place in a private Montessori school in Florida. The data were collected using in-depth interviews of immigrant parents and two focus groups that included Montessori teachers and immigrant students. The study concluded that overall parents and students have positive attitudes toward the Montessori approach and offered guidelines for future research on educating ESL students.

Öz: Bu çalışmada, Montessori materyallerinin beş-altı yaş aralığındaki orta düzeyde zihinsel yetersizliği olan çocukların küçük kas becerilerine etkisi incelenmiştir. Araştırmanın çalışma grubunu belirlemek amacıyla seçkisiz olmayan örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılmıştır. Araştırmanın çalışma grubu; orta düzeyde zihinsel engeli bulunan dört çocuktan oluşmaktadır. Araştırmada tek denekli araştırma modellerinden denekler arası çoklu yoklama modeli kullanılmıştır. Verilerin toplamasında Küçük Adımlar Erken Eğitim Programı Gelişimsel Yetersizliği Olan Çocuklara Yönelik Gelişim Becerileri Envanteri kullanılmıştır. İzleme oturumu verileri, öğretim oturumları sonlandıktan 7, 14 ve 21 gün sonra toplanmıştır. İzleme oturumları deneklerin %100 düzeyinde performans göstermeleri ile sonuçlanmıştır. Genelleme oturumunda ise deneklerden birisi %80, birisi %90 ve ikisi %100 düzeyinde performans göstermişlerdir. Araştırma sonucunda, Montessori materyalleri ile çalışmanın orta düzeyde zihinsel yetersizliği olan çocuklarının küçük kas becerilerinin geliştirilmesinde etkisinin olduğu söylenebilir. Ayrıca araştırmanın sosyal geçerlik verilerini oluşturması için deneklerin sınıf öğretmenleri ile yarı yapılandırılmış görüşme formu ile veriler toplanmıştır. Toplanan bu veriler de araştırma bulgularını destekler niteliktedir. Abstract: The effect of Montessori materials on fine muscle skills of five-six year-old children with moderate mental disabilities was studied in this research. The study group of the research included four children. A single-case multiple-probe-design-across-participants was used in the research. SSEIP-DSI for Children with Developmental Disabilities was used to collect data. Follow-up data were collected on the 7th, 14th, and 21st days following the teaching sessions. Follow-up sessions were completed with 100% performance for all subjects. In the generalization session, one of the subjects performed 80%, one 90% and two 100%. It can therefore be suggested that working with Montessori materials has an effect on the development of small muscle skills of children with moderate mental disability. In addition, using the semi-structured interview form, data were collected from the classroom teachers of the subjects to ensure the social validity data of the research. This collected data seem to support the findings of the research.

This six-week qualitative action research self-study investigated how critically reflecting upon personal heritage while engaging with decolonial, antiracist perspectives would affect perception and attitudes towards Montessori materials, pedagogical philosophy and methodology. With critical pedagogy as a theoretical framework, the researcher surveyed decolonial scholarship for recommendations. She followed a program revealed by the literature. She took two tests at the beginning and end of the study to establish a baseline of bias. For the first two weeks of the study, she engaged with Indigenous peoples' cultural production. She studied ancestral trauma for the following two weeks. To provoke equal understanding and connectedness to her own ancestry, she also engaged with media concerning her own lineage for two weeks. In accordance with critical pedagogy, these engagements were followed by critical reflections, leading to a more aware state that actively resists colonial (and other) oppressions. During the last two weeks of the study she also read about the struggles of and connected with people in the Palestinian territories towards an engaged praxis of solidarity. While the metrics of spiritual preparedness and critical consciousness remained evasive, the researcher observed deepening understanding throughout the study coding and analyzing journal reflections for themes. Recommendations following the study include: a dialogue-centered approach to Montessori teacher trainings, supplementation that includes decolonial knowledges, critical pedagogy, anti-racism, and trauma informed care. Research is needed to ascertain the effects of decolonial preparation upon guides and environments towards critical consciousness development in Montessori children. Indigenous erasure in classic Montessori materials need be addressed.

Μία από τις σπουδαιότερες μορφές που δεσπόζει στην παιδαγωγική επιστήμη, είναι η Μαρία Μοντεσσόρι (1870-1952) η οποία σηματοδότησε μία νέα αντίληψη για το παιδί και την οικογένεια και με το πλούσιο και συνάμα καινοτομικό της έργο έθεσε τις βάσεις της εκπαιδευτικής μεταρρύθμισης στη μεταπολεμική περίοδο

The purpose of this study is to examine the teachers' attitudes working in preschool education institutions that implement the practices of Montessori, Reggio Emilia, and the Ministry of National Education (MoNE) program. This study was carried out in descriptive research (survey) method. The study group was composed of 81 teachers working at Montessori, Reggio Emiliainspired and MoNE preschools in Kadıköy, Maltepe and Ataşehir districts of İstanbul. "Attitude Scale for Family Participation Studies for Teachers" was used as a data collection tool. In the analysis of the data, Kruskal Wallis and Mann Whitney U tests were used. As a result of data analysis; the attitude scores of the teachers working in the Reggio Emilia-inspired preschools were higher than the Montessori-inspired and MoNE preschools. In this context, it was detected that the Reggio Emilia approach is determinative on the teachers' attitudes regarding the family participation practices in preshools included in the study. According to the findings of the research, it was concluded that family participation studies of different educational approaches should be considered and implemented as an integrated approach according to the needs in Turkey.

Half a decade later after the passing of its founder, there are many questions about the Montessori philosophy and methodology. Can the Montessorians stay true to the views and ideals of Dr Montessori? How do you tell that a Montessori school is authentic? What is the yardstick for an authentic Montessori classroom? In my opinion, authenticity, is all about the teacher’s spiritual preparedness, and understanding of the philosophy. Drawing from different scholarly peer-reviewed research, I explain in this paper why the teacher is the most important element in preserving the authenticity of the Montessori methodology in the classroom. The teacher is the one that puts all the puzzles together (all the elements) to create an authentic Montessori classroom.

The current research was conducted with the purpose of analyzing the effect of Montessori method supported by Social Skills Training Program on kindergarten children's skills of understanding feelings and social problem solving. 53 children attending İhsan Doğramacı Applied Nursery School affiliated to Selcuk University, Faculty of Health Sciences in Konya during 2013-2014 school year were included in the study group. Wally Feelings Test and Wally Social Problem Solving Test were used as data collection tools. The tests were applied to the children as pre and post-test. In addition, the tests were applied to the experimental group again six weeks after the end of the educational program. Kruskal Wallis H test and Wilcoxon Signed Rank Test were used for the analysis of the data. When findings were analyzed comparing post-test scores of Wally Feelings Test and Wally Social Problem Solving Test of experimental and control groups 1 and 2, it was found that there was a significant difference in favour of the experimental group. When comparing the post and follow-up test scores of Wally Feelings Test and Wally Social Problem Solving Test of the experimental group, it was seen that there was no significant difference. In conclusion, the study results showed that Montessori method supported by Social Skills Training Program supports the development of children's skills of understanding feelings and social problem solving.

This study was undertaken to discover the effect of the Montessori Method on the cognitive tempo of 4–5-year-old children. Using an experimental pre-test–post-test paired control group design, the study sample included 60 children attending İhsan Doğramacı Applied Nursery School (affiliated to Selcuk University, Department of Health Sciences) in Konya during the 2015–2016 education year. The data of the study were
collected using Kansas Reflection-Impulsivity Scale for Preschool – Form A. The tests were administered to children before and after the treatment and a follow-up test was administered to the treatment group
six weeks following the completion of the treatment. The statistical
analyses of the research data were done using Mann–Whitney U test
and Wilcoxon Signed Rank Test. The results of the study indicated that
the Montessori Method decreases the number of errors and extends the
reflection time among the preschool children in the treatment group.