Efficiency of Montessori method
DOI:
https://doi.org/10.14527/C1S1M2Abstract
The aim of this study is to examine the efficiency of Montessori Method in disabled and nondisabled preschool children. For this purpose, a total of 15 children, consisting of one hyperactive child, one child diagnosed with autism and 13 non-disabled children under "Inclusive Project for Disabled and Nondisabled Preschoolers" financed by European Union has been included into the study and they have been given Montessori education for a period of two months. Descoeudres Dictionary Test, Dictionary and Language Test, Peabody Picture Word Test and Denver II Developmental Scanning Test have been applied to the children in the beginning and end of the study, which was designed with an experimental single group pretest ' final test model, and daily observations have been made for two months. According to the results of this study, a meaningful difference has been reported between the pretest ' final test t test results of Descoeudres Dictionary Test, Dictionary and Language Test, Peabody Picture Word Test while pretest results of Denver II Developmental Scanning Test showed that 10 of nondisabled children were normal and 3 of them were found to be questionable, and the result of the hyperactive child was reported as abnormal while the result of the autistic child was found as being untestable. In terms of the final test results for Denver II Developmental Scanning Test, test results of all of the nondisabled children were reported as normal and they were observed to be capable of achieving advanced articles; the test result of the hyperactive child was found to be normal while the autistic child was observed to have reached development level in conformity with his/her age in terms of personal- social and fine and gross motor skills and that this child could achieve some of the language articles while failing in others. As a result of the daily observations made for a period of two months, excessive activity, aprosexia, anxiety, and failure in following directives, frequent crying, being offended and aggression were observed initially in hyperactive and autistic children while such behaviors were reported to be reduced significantly after the Montessori education. Achievement of such results in disabled and nondisabled children gives the impression that Montessori Method is efficient.Downloads
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References
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Öner, N. (1997). Türkiye'de kullanılan psikolojik testler. İstanbul: Boğaziçi Üniversitesi Yayınları.
Pollard, M. (1996). Maria Montessori. Dünyadaki eğitim sisteminde devrim yapan İtalyan doktor. Ankara: İlkkaynak Kültür ve Sanat Ürünleri.
Rule, A.C., & Welch, G. (2008). Using object boxes to teach the form, function, and vocabulary of the parts of the human eye. Science Activities, 145(2), 13-22.
Shipley, G.L., & Oborn, C.S. (1996). A review of four preschool programs: A preschool model that works (Report No. PS024757) Chicago, IL: Mid- Western Educational Research Association (ERIC Document Reproduction No. ED 401 034).
Soundy, C.S. (2003). Portrait of exemplary Montessori practice for all literacy teacher. Early Childhood Education Journal, 31(2), 127-131.
Soundy, C.S. (2009). Young children's imaginative play: Is it valued in Montessori classrooms?. Early Childhood Education Journal, 36, 381-383.
Sykes, H. (2006). Past foundational thoughts about learning in different registers: Decolonial, cross- cultural, and Montessori on. Curriculum Inquiry, 36(1), 5-13.
Temel, Z.F. (2005). Okulöncesi eğitimde yeni yaklaşımlar. Bilim ve Aklın Aydınlığında Eğitim Dergisi, 6(62).
Tzuo, P.W. (2007). The tension between teacher control and children's freedom in a child- centered classroom: Resolving the practical dilemma through a closer look at the related theories. Early Childhood Education Journal, 35(1), 33-39.
Walsh, B.A., & Petty, K. (2007). Frequency of six early childhood education approaches: A 10 year content analysis of early childhood education journal. Early Childhood Education Journal, 34(5), 301-305.
Wheeler, I (2010). http://www.nais.org
Wills, E. (2006). Best of class. Teacher Magazine, 18(3).
Zinn, L. (2005). Activities for dementia care unlocking what remains. Nursing Homes / Long Term Care Management. February. 25-31.
Bower, B. (2006). Montessori learning aid. Science News, 170(14). 26-29.
Bruck, L. (2001). Montessori comes to dementia care.
Not for profit report. Nursing Homes Terms Care Management, August. 33-34.
Business Center (2010). find.pcworld.com/64147 Büyüköztürk, Ş. (2003). Sosyal bilimler için very analizi el kitabı, (3. Baskı). Ankara: Pegem Akademi Yayıncılık.
Caedmon School Report. (2010). Caedmon School Opens Nursery for Faculty and Staff. Independent School, 69(3). Spring.
Chesterfield Montessori School Report. (2007). When the outdoors is your classroom. Independent School, 66(2). Winter.
Cosgrove, S.A., & Ballou, R.A. (2006). A complement to lifestyle assessment: Using montessori sensorial experiences to enhance and intensify early recollections. The Journal of Individual Psychology, 62(1), 47-58.
Cossentino, J.M. (2006). Big work: Goodness, vocation, and engagement in the montessori method. Curriculum Inquiry, 36(1), 63-92.
Crain, W. (2004). Montessori. Encounter: Education for meaning and social justice, 17(2), 2-4.
Çağlar, D. (1979). Geri zekâlı çocuklar ve eğitimi, (2.
Baskı). Ankara: Ankara Üniversitesi Eğitim Fakültesi Yayınları. No: 82. 106-108.
Çakıroğlu Wilbrandt, E. (2008). Okulöncesi dönem Montessori yöntemi ile kaynaştırma uygulamaları. Öğretmen el kitabı. Ankara: Poyraz Ofset.
Çakıroğlu Wilbrandt, E., Aydoğan, Y. ve Kılınç, F.E. (2008). Montessori yöntemiyle kaynaştırma eğitimi. Ankara: Poyraz Ofset.
Fernandez, E.F. (2007). Orientación professional del docente a partir de la investigacion acción. Caso: construcción de un projecto de formación en valores, 31(2), 111-125.
Glenn, C.M. (2003). The longitudinal assessment study (LAS): Eighteen year follow-up final report. ED478792.
Hope Gazza, I. (2009). Reinventing the wheel: Seeking excellence in education. The Delta Kappa Gamma Bulletin. Fall. 34-36.http://www.montessori.com http://www.montessori.edu http://montessoriegitimi.blogspot.com/
Jacobson, L. (2007). Taming Montessori. Education Week, 26(7), 22-45.
Karasar, N. (1991). Bilimsel araştırma yöntemi, (4.Basım). Ankara: Sanem Matbaacılık.
Koçyiğit, S. ve Kayılı, G. (2009). Montessori eğitimi alan ve almayan anaokulu öğrencilerinin sosyal becerilerinin karşılaştırılması. Selçuk Üniversitesi. Sosyal Bilimler Dergisi, 20, 510-516. (www.sosyalbil.selcuk.edu.tr:8080/589)
Korkmaz, E. (2006). Montessori metodu eğitimde bir alternatif. Ankara: Algı Yayın.
Köksal Akyol, A. ve Oğuz, V. (2005). Millî Eğitim Bakanlığı 2002 23-72 aylık çocuklar için okulöncesi eğitim programı ile Montessori yaklaşımı arasındaki benzerlikler. XIV. Ulusal Eğitim Bilimleri Kongresi. Pamukkale Üniversitesi Eğitim Fakültesi. 28-30 Eylül 2005. Denizli. Bildiri Kitabı. 913-919.
Lillard, A. (2008). Montessori life: A publication of the American Montessori society, 20(4), 20-25. E J819577.
Lin, L.C., Yang, M.H., Kao, C.C., Wu, S.C., Tang,S.H., & Lin, J.G. (2009). Using acupressure and Montessori based activities to decrease agitation for residents with dementia: A cross over trial. Jags, 57(6), 1022-1029.
Malm, B. (2004). Constructing professional identities: Montessori teachers' voices and visions. Scandinavian Journal of Educational Research, 48(4), 397-412.
Marshall, M. (2005).http://www.educationpublishing.com/
Martin, R.A. (2004). Philosophically based alternative in education. Encounter: Education for meaning and social justice, 17(1), 17-27.
Mc Carthy, C. (2007). National Catholic Reporter. March, 9. 26.
Montessori, M. (1992). Çocuk eğitimi Montessori metodu (Güler Yüce, çev.). İstanbul: Özgür Yayınları.
Noise & Vibration Bulletin (2009). News & Comment.161-162.
Ohtoshi, T., Muraki, T., & Takada, S. (2008). Investigation of age-related developmental differences of button ability. Pediatrics International, 50, 687-689. (doi: 10.1111/j.442- 200X.2008b02634.X)
Oliver, K. (2006). Head of the class. The Crisis. September-October. 7.
Öner, N. (1997). Türkiye'de kullanılan psikolojik testler. İstanbul: Boğaziçi Üniversitesi Yayınları.
Pollard, M. (1996). Maria Montessori. Dünyadaki eğitim sisteminde devrim yapan İtalyan doktor. Ankara: İlkkaynak Kültür ve Sanat Ürünleri.
Rule, A.C., & Welch, G. (2008). Using object boxes to teach the form, function, and vocabulary of the parts of the human eye. Science Activities, 145(2), 13-22.
Shipley, G.L., & Oborn, C.S. (1996). A review of four preschool programs: A preschool model that works (Report No. PS024757) Chicago, IL: Mid- Western Educational Research Association (ERIC Document Reproduction No. ED 401 034).
Soundy, C.S. (2003). Portrait of exemplary Montessori practice for all literacy teacher. Early Childhood Education Journal, 31(2), 127-131.
Soundy, C.S. (2009). Young children's imaginative play: Is it valued in Montessori classrooms?. Early Childhood Education Journal, 36, 381-383.
Sykes, H. (2006). Past foundational thoughts about learning in different registers: Decolonial, cross- cultural, and Montessori on. Curriculum Inquiry, 36(1), 5-13.
Temel, Z.F. (2005). Okulöncesi eğitimde yeni yaklaşımlar. Bilim ve Aklın Aydınlığında Eğitim Dergisi, 6(62).
Tzuo, P.W. (2007). The tension between teacher control and children's freedom in a child- centered classroom: Resolving the practical dilemma through a closer look at the related theories. Early Childhood Education Journal, 35(1), 33-39.
Walsh, B.A., & Petty, K. (2007). Frequency of six early childhood education approaches: A 10 year content analysis of early childhood education journal. Early Childhood Education Journal, 34(5), 301-305.
Wheeler, I (2010). http://www.nais.org
Wills, E. (2006). Best of class. Teacher Magazine, 18(3).
Zinn, L. (2005). Activities for dementia care unlocking what remains. Nursing Homes / Long Term Care Management. February. 25-31.
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Published
2011-03-01
How to Cite
Eratay, E. (2011). Efficiency of Montessori method. Pegem Journal of Education and Instruction, 1(1), 11–19. https://doi.org/10.14527/C1S1M2
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