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OKUL ÖNCESİ DİN, DEĞER VE AHLAK EĞİTİMİNDE MONTESSORİ METODU - INDIANA ÖRNEĞİ -

Year 2021, Volume: 24 Issue: 60, 9 - 34, 15.06.2021
https://doi.org/10.15745/da.931903

Abstract

Montessori eğitim metodu, özellikle okul öncesi eğitim olmak üzere, eğitimin farklı kademelerinde benimsenmiş ve uygulanmıştır. Montessori eğitim metodunun, geleneksel eğitimden öğrenci, öğretmen, disiplin, okul ortamı, kullanılan materyaller ve gelişim özelliklerine yaklaşım noktasında farklılaştığı kabul edilmektedir. Daha çok genel eğitimde uygulanan Montessori metodu, din, değer ve ahlak eğitiminde de kullanılmaktadır. Bu araştırma, Amerika Birleşik Devletleri Indiana Eyaleti’nde bulunan Montessori okullarını konu edinmektedir. Çalışmada, nitel araştırma yöntemi kapsamında fenomenolojik yaklaşım benimsenmiş olup, veri toplama aracı olarak gözlem, görüşme ve doküman incelemesi kullanılmıştır. Çalışmanın konusu, maksimum çeşitlilik ve kartopu yoluyla seçilen Montessori eğitmenlerinden oluşan çalışma grubu ile Montessori metodunda din, değer ve ahlak eğitimini tartışmaktır. Araştırmaya katılan Montessori okullarında yapılan gözlemler ve bir okula ait program incelemesi araştırma bulgularının yorumlarında yardımcı olarak kullanılmıştır.

Supporting Institution

TUBİTAK

Project Number

2219

References

  • Baligadoo, Priya Darshini. “Peace Profile: Maria Montessori—Peace Through Education, Peace”. Review: A Journal of Social Justice 26(2014), 427–433.
  • Bayram, Beyza. Değerler Eğitiminde Montessori Yöntemi. İstanbul: Üsküdar Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2014.
  • Burnett,Alice. “Montessori Education Today and Yesterday”. The Elementary School Journal 63/2 (1962), 71-77.
  • Cavalleti, Sofia Marchesa. “The Maria Montessori School of Religion (Rome)”. The Child in the Church. ed. Mortimer E. Standing. 167-178. Lake Ariel PA: Hillside Education, 1965-2017.
  • Creswell, John W. Qualitative Inquiry and research Design Choosing Among Five Approaches.Thousand Oks, London, New Delhi: SAGE Publications, 2007.
  • Dhiksha,J -Suresh. A. “Self-Esteem and Academic Anxiety of High School Students with Montessori and Traditional Method of Education”. Indian Journal of Health and Wellbeing 7/5 (2016), 543-545.
  • Duckworth,Cheryl. “Teaching Peace: a Dialogue on the Montessori Method”. Journal of Peace Education 3/1 (2006), 39–53.
  • Erakkuş, Özgür – Şanver, Mehmet. “Montessori Okullarında Temel Eğitimde Din ve Değerler Eğitimiyle İlgili Dersler”. Uludağ Eğitim Fakültesi Dergisi29/2 (2016), 431-444.
  • Eser, Hatice Tül Kübra. Din ve Ahlak Eğitimi Bağlamında Montessori Yönteminin Çocukların Sosyal Yaşamındaki Tezahürleri (Palet İlkokulu Örneği). Konya: Necmettin Erbakan Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2019.
  • Frady, Kathy. “ Rendering Theology with 2-year-old Children: a Godly Play and Grounded Theory Combination”. International Journal of Children's Spirituality 24/2 (2019), 183-201.
  • Francis, Vardle. “Education in aCompetitive and Golobalizing World: Approaches to Early Childhood and Elementary Education”. Hauppauge USANova 2009 Proqust ebrary 31 Ocak 2017.
  • Grajczonek,Jan- Truasheim, Maureen. “Implementing Godly Play in Educational Settings: a CautionaryTale”. British Journal of Religious Education39/2 (2017), 172-186.
  • Gutek, Gerald L. - Gutek, Patricia A. Bringing Montessori to Amerika. Tuscaloosa: The University of Alabama Press, 2016.
  • Gutek, Gerald Lee (ed.). The Montessori Method, The Origin of the Educational İnnovation: Including an abriged and annotated Edition of MariaMontessori’s The Montessori Method. Lanham, Boulder New York, Toronto, Oxford: Rowman &Littlefield Publishers Inc, 2004.
  • Hyde, Brendan. “Children's Spirituality And “The Goodshepherd Experience”.Religious Education 99/2 (2004), 137-150.
  • Hyde, Brendan. “Montessori and Jerome W. Berryman: Work, Play, Religious Education and the Art of Using The Christian Language System”. British Journal of Religious Education Aquatic Insects33/3 (2011), 341–353.
  • Hyde, Brendan. “Using the Evocative Phenomenological Method inthe Godly Play Room to Discover Insights into HowChildren Are a Means of Grace”. (2021).
  • Isaacs, Barbara. Bringing the Montessori Approach to your Early Childhood Practice. London, New York: Routlage, 2007.
  • Kayılı, Gökhan- Arı, Ramazan. “Examination of the Effects of the Montessori Method on Preschool Children's Readiness to Primary Education” Kuram ve Uygulamada Eğitim Bilimleri 11/4 (2011), 2091-2109.
  • Kızılabdullah, Yıldız. Çokkültürlü Toplumlarda Din Eğitimi Modelleri-Indiana Örneği-.Ankara: Otorite Yayınları, 2014.
  • Kramer, Rita. Maria Montessori A Biography. New York: Diversion Books, 1965-2017.
  • Kural, Elif. Montessori Eğitmenlerinin Sınıf Yönetimi Uygulamalarına Yönelik Görüşleri. İstanbul: Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2020.
  • Lilliard, Paula Polk. Montessori A Modern Approach. New York: Schocken Books, 1972.
  • Malm, Birgitte. “Constructing Professional Identities: Montessori Teachers‘Voices and Visions”. Scandinavian Journal of Educational Research 48/4 (2004), 397-412.
  • Montessori, Maria, My System of Education. New York City: The House of Childhood Inc, 1915.
  • Montessori, Maria. The Montessorı Elementary Material. çev. Arthur Livington. New York: Frederıck a. Stokes Company Publıshers, 1917.
  • Montessori, Maria. The Mass Explain to Children. Ketterin OH: Angelico Press, 1933-2015.
  • Montessori, Maria. DR. Montessori’s Own Handbook. Cambridge Massachussetts: Robert Bently Inc., 1964. Montessori, Maria. The Montessori Method. New York: Shocken Books, 1964.
  • Montessori, Maria. “On the Teaching of the Mass”. The Child in the Church. ed. Mortimer E. Standing. 207-240. Lake Ariel PA: Hillside Education, 1965-2017a.
  • Montessori, Maria. “The Atrium: Practical Suggestions”. The Child in the Church. ed. Mortimer E. Standing. 189-207. Lake Ariel PA: Hillside Education, 1965-2017b.
  • Montessori, Maria. “The Life of the Child within the Church”. The Child in the Church. ed. Mortimer E. Standing. 25-39. Lake Ariel PA: Hillside Education, 1965-2017c.
  • Montessori, Maria. Emici Zihin. çev. Okhan Gündüz. İstanbul: Kaknüs Yayınları, 2015.
  • Montessori, Maria. Çocuğun Keşfi. çev. Okhan Gündüz. İstanbul: Kaknüs Yayınları, 2016a.
  • Montessori, Maria. Çocuğunuz Hakkında Bilmeniz Gerekenler. çev. Zekiye Baykul. İstanbul: Kaknüs Yayınları, 2016b.
  • Montessori, Maria. Çocukluğun Sırrı. çev. Senem Bilgin. İstanbul: Kaknüs Yayınları, 2016c.
  • Mustafayeva, Lamiya. Montessori Eğitim Sistemi ve İslam Eğitim Sisteminin Karşılaştırılması. Bursa: Uludağ Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2016.
  • O’Shea, Gerard. “A Comparison of Catechesis of the Good Shepherd and Godly Play”. British Journal of Religious Education 40/3 (2018), 308-316.
  • Olcaytuberdi, Nurşen. Montessori Modeli ile Din ve Değerler Eğitimi (İstanbul Örneği). İstanbul: Marmara Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2019.
  • Oruç, Cemil. “Montessori Eğitim Yaklaşımının Din Eğitimine Uygulanması: Godly Play Örneği”. Değerler Eğitimi Dergisi17/38 (2019), 235-266.
  • Rathunde, Kevin - Csikszentmihalyi, Mihaly. “The Social Context of Middle School: Teachers, Friends and Activities in Montessori and Traditional School Environment” The Elementary School Journal 106/1 (2005), 59-80.
  • Standing, Mortimer E. Maria Montessori Her Life and Work. California: Academy Library Guild Fresno, 1957.
  • Standing, Mortimer E. (ed.). The Child in the Church. Lake Ariel PA: Hillside Education, 1965-2017.
  • Uçar, Sevinç. Montessori Eğitimi Alan ve Almayan Okul Öncesi Dönemdeki Çocukların Oyun Davranışlarının İncelenmesi. Ankara: Ankara Üniversitesi, Sağlık Bilimleri Enstitüsü, Yüksek Lisans Tezi, 2019.
  • BMS, Bloomington Montessori School. Erişim 25 Mayıs 2018. http://bloomingtonmontessori.org/wp-content/uploads/2018/05/BMS-Practical-Life-Scope-and-Sequence-2017.pdf
  • CGSUSA, Catechesis of the Good Shepherd. Erişim 27 Nisan 2021. https://www.cgsusa.org/discover/the-cgs-method-past/history/
  • GPF, Godly Play Foundation. Erişim 27 Nisan 2021. https://www.godlyplayfoundation.org/
  • PSR, Private School Review. Erişim 1 Mayıs 2021. https://www.privateschoolreview.com/indiana/montessori-private-schools

Montessori Method in Early Childhood Religious, Moral and Values Education -Indiana Sample-

Year 2021, Volume: 24 Issue: 60, 9 - 34, 15.06.2021
https://doi.org/10.15745/da.931903

Abstract

The Montessori Method is accepted as an alternative education model today. Although it was spread out in USA at the beginning of the 20th century, it is currently used and accepted all over the world. Although its application in pre-education is common, it has also been adopted and applied at different levels. The Montessori method differs from traditional education not only in terms of approach to students, teachers, discipline, and school environment, but also in the way it uses certain materials in its education. According to Maria Montessori, kids should be at the center of education, and the duty of teacher is to observe and guide children. The Montessori method, which is mostly applied in general education, is also used in the education of religion, values, and morals. In this study, besides Maria Montessori's thoughts on general education, her thoughts on religious education are also discussed. This research focuses on Montessori schools in Indiana, United States -. In this study, the qualitative research method and the phenomenological approach are adopted. Observation, interview, and document analysis are used as data collection tools. The subject of the study is the discussion of the Montessori method in terms of research results in religion, values and moral education and Montessori’s point of view on the subject. All participants, who work as instructors in Montessori schools, determined by maximum diversity and snowball sampling, Observation in Montessori schools and the program of one of them is used as an aid in the interpretation of the research findings.

Project Number

2219

References

  • Baligadoo, Priya Darshini. “Peace Profile: Maria Montessori—Peace Through Education, Peace”. Review: A Journal of Social Justice 26(2014), 427–433.
  • Bayram, Beyza. Değerler Eğitiminde Montessori Yöntemi. İstanbul: Üsküdar Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2014.
  • Burnett,Alice. “Montessori Education Today and Yesterday”. The Elementary School Journal 63/2 (1962), 71-77.
  • Cavalleti, Sofia Marchesa. “The Maria Montessori School of Religion (Rome)”. The Child in the Church. ed. Mortimer E. Standing. 167-178. Lake Ariel PA: Hillside Education, 1965-2017.
  • Creswell, John W. Qualitative Inquiry and research Design Choosing Among Five Approaches.Thousand Oks, London, New Delhi: SAGE Publications, 2007.
  • Dhiksha,J -Suresh. A. “Self-Esteem and Academic Anxiety of High School Students with Montessori and Traditional Method of Education”. Indian Journal of Health and Wellbeing 7/5 (2016), 543-545.
  • Duckworth,Cheryl. “Teaching Peace: a Dialogue on the Montessori Method”. Journal of Peace Education 3/1 (2006), 39–53.
  • Erakkuş, Özgür – Şanver, Mehmet. “Montessori Okullarında Temel Eğitimde Din ve Değerler Eğitimiyle İlgili Dersler”. Uludağ Eğitim Fakültesi Dergisi29/2 (2016), 431-444.
  • Eser, Hatice Tül Kübra. Din ve Ahlak Eğitimi Bağlamında Montessori Yönteminin Çocukların Sosyal Yaşamındaki Tezahürleri (Palet İlkokulu Örneği). Konya: Necmettin Erbakan Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2019.
  • Frady, Kathy. “ Rendering Theology with 2-year-old Children: a Godly Play and Grounded Theory Combination”. International Journal of Children's Spirituality 24/2 (2019), 183-201.
  • Francis, Vardle. “Education in aCompetitive and Golobalizing World: Approaches to Early Childhood and Elementary Education”. Hauppauge USANova 2009 Proqust ebrary 31 Ocak 2017.
  • Grajczonek,Jan- Truasheim, Maureen. “Implementing Godly Play in Educational Settings: a CautionaryTale”. British Journal of Religious Education39/2 (2017), 172-186.
  • Gutek, Gerald L. - Gutek, Patricia A. Bringing Montessori to Amerika. Tuscaloosa: The University of Alabama Press, 2016.
  • Gutek, Gerald Lee (ed.). The Montessori Method, The Origin of the Educational İnnovation: Including an abriged and annotated Edition of MariaMontessori’s The Montessori Method. Lanham, Boulder New York, Toronto, Oxford: Rowman &Littlefield Publishers Inc, 2004.
  • Hyde, Brendan. “Children's Spirituality And “The Goodshepherd Experience”.Religious Education 99/2 (2004), 137-150.
  • Hyde, Brendan. “Montessori and Jerome W. Berryman: Work, Play, Religious Education and the Art of Using The Christian Language System”. British Journal of Religious Education Aquatic Insects33/3 (2011), 341–353.
  • Hyde, Brendan. “Using the Evocative Phenomenological Method inthe Godly Play Room to Discover Insights into HowChildren Are a Means of Grace”. (2021).
  • Isaacs, Barbara. Bringing the Montessori Approach to your Early Childhood Practice. London, New York: Routlage, 2007.
  • Kayılı, Gökhan- Arı, Ramazan. “Examination of the Effects of the Montessori Method on Preschool Children's Readiness to Primary Education” Kuram ve Uygulamada Eğitim Bilimleri 11/4 (2011), 2091-2109.
  • Kızılabdullah, Yıldız. Çokkültürlü Toplumlarda Din Eğitimi Modelleri-Indiana Örneği-.Ankara: Otorite Yayınları, 2014.
  • Kramer, Rita. Maria Montessori A Biography. New York: Diversion Books, 1965-2017.
  • Kural, Elif. Montessori Eğitmenlerinin Sınıf Yönetimi Uygulamalarına Yönelik Görüşleri. İstanbul: Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2020.
  • Lilliard, Paula Polk. Montessori A Modern Approach. New York: Schocken Books, 1972.
  • Malm, Birgitte. “Constructing Professional Identities: Montessori Teachers‘Voices and Visions”. Scandinavian Journal of Educational Research 48/4 (2004), 397-412.
  • Montessori, Maria, My System of Education. New York City: The House of Childhood Inc, 1915.
  • Montessori, Maria. The Montessorı Elementary Material. çev. Arthur Livington. New York: Frederıck a. Stokes Company Publıshers, 1917.
  • Montessori, Maria. The Mass Explain to Children. Ketterin OH: Angelico Press, 1933-2015.
  • Montessori, Maria. DR. Montessori’s Own Handbook. Cambridge Massachussetts: Robert Bently Inc., 1964. Montessori, Maria. The Montessori Method. New York: Shocken Books, 1964.
  • Montessori, Maria. “On the Teaching of the Mass”. The Child in the Church. ed. Mortimer E. Standing. 207-240. Lake Ariel PA: Hillside Education, 1965-2017a.
  • Montessori, Maria. “The Atrium: Practical Suggestions”. The Child in the Church. ed. Mortimer E. Standing. 189-207. Lake Ariel PA: Hillside Education, 1965-2017b.
  • Montessori, Maria. “The Life of the Child within the Church”. The Child in the Church. ed. Mortimer E. Standing. 25-39. Lake Ariel PA: Hillside Education, 1965-2017c.
  • Montessori, Maria. Emici Zihin. çev. Okhan Gündüz. İstanbul: Kaknüs Yayınları, 2015.
  • Montessori, Maria. Çocuğun Keşfi. çev. Okhan Gündüz. İstanbul: Kaknüs Yayınları, 2016a.
  • Montessori, Maria. Çocuğunuz Hakkında Bilmeniz Gerekenler. çev. Zekiye Baykul. İstanbul: Kaknüs Yayınları, 2016b.
  • Montessori, Maria. Çocukluğun Sırrı. çev. Senem Bilgin. İstanbul: Kaknüs Yayınları, 2016c.
  • Mustafayeva, Lamiya. Montessori Eğitim Sistemi ve İslam Eğitim Sisteminin Karşılaştırılması. Bursa: Uludağ Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2016.
  • O’Shea, Gerard. “A Comparison of Catechesis of the Good Shepherd and Godly Play”. British Journal of Religious Education 40/3 (2018), 308-316.
  • Olcaytuberdi, Nurşen. Montessori Modeli ile Din ve Değerler Eğitimi (İstanbul Örneği). İstanbul: Marmara Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2019.
  • Oruç, Cemil. “Montessori Eğitim Yaklaşımının Din Eğitimine Uygulanması: Godly Play Örneği”. Değerler Eğitimi Dergisi17/38 (2019), 235-266.
  • Rathunde, Kevin - Csikszentmihalyi, Mihaly. “The Social Context of Middle School: Teachers, Friends and Activities in Montessori and Traditional School Environment” The Elementary School Journal 106/1 (2005), 59-80.
  • Standing, Mortimer E. Maria Montessori Her Life and Work. California: Academy Library Guild Fresno, 1957.
  • Standing, Mortimer E. (ed.). The Child in the Church. Lake Ariel PA: Hillside Education, 1965-2017.
  • Uçar, Sevinç. Montessori Eğitimi Alan ve Almayan Okul Öncesi Dönemdeki Çocukların Oyun Davranışlarının İncelenmesi. Ankara: Ankara Üniversitesi, Sağlık Bilimleri Enstitüsü, Yüksek Lisans Tezi, 2019.
  • BMS, Bloomington Montessori School. Erişim 25 Mayıs 2018. http://bloomingtonmontessori.org/wp-content/uploads/2018/05/BMS-Practical-Life-Scope-and-Sequence-2017.pdf
  • CGSUSA, Catechesis of the Good Shepherd. Erişim 27 Nisan 2021. https://www.cgsusa.org/discover/the-cgs-method-past/history/
  • GPF, Godly Play Foundation. Erişim 27 Nisan 2021. https://www.godlyplayfoundation.org/
  • PSR, Private School Review. Erişim 1 Mayıs 2021. https://www.privateschoolreview.com/indiana/montessori-private-schools
There are 47 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Yıldız Kızılabdullah 0000-0002-8625-7987

Project Number 2219
Publication Date June 15, 2021
Published in Issue Year 2021 Volume: 24 Issue: 60

Cite

ISNAD Kızılabdullah, Yıldız. “OKUL ÖNCESİ DİN, DEĞER VE AHLAK EĞİTİMİNDE MONTESSORİ METODU - INDIANA ÖRNEĞİ -”. Dini Araştırmalar 24/60 (June 2021), 9-34. https://doi.org/10.15745/da.931903.