The purpose of this research was to investigate and identify the relationships between the Montessori program and children’s sociality. Children from two kindergartens were observed in order to answer the following questions: 1. Are there any correlations between the Montessori program and children’...
The purpose of this research was to investigate and identify the relationships between the Montessori program and children’s sociality. Children from two kindergartens were observed in order to answer the following questions: 1. Are there any correlations between the Montessori program and children’s sociality? 1.1 Does the duration of exposure of children to the Montessori program determine their tendency to socialize? 1.2 Does every kindergarten utilizing the Montessori program realize similar results? 2. Are the social and developmental characteristics of a class containing children who registered at varying times different from those of anotherclass containing children who registered during the same year? A total of sixty children were observed for the purposes of this research. The children were all 6 years old, and attended kindergartens that are located in Changwon, Kyungnam. For the purposes of this research the kindergartens are referred to as "D" and "S". The two kindergartens have been operating under the Montessori program for more than 10 years, while continuing to implement the children’s education program as required by the Korean Education Department. Over the years, they both have become well known for their high degree of professionalism. Two groups of thirty children each were selected from "D" and "S" kindergartens respectively. Both groups were further sub-divided into 3 groups containing 10 children each. "D" and "S" kindergartens had children who registered within a 1 to 3 year period. The sub-groups of those from "D" kindergarten included children no matter when they first registered. This group was called "mixed-year". On the other hand, the sub-groups of children from "S"kindergarten were placed together based on the year within which they registered. This group was referred to as "same-year". The assessment instrument utilized in this research was modified and improved from "Societal Behavior Assessment Survey" previously used for "Development of Children’s Sociality", which had been studied by Wonyoung Lee, Chanok Park, and Yeonghee Mo. The assessment instrument was firstly created to assess the social skills of children and then later revised and supplemented through the period of preliminary assessment by Wonyoung Lee, Chanok Park, and Yeonghee Mo. Many parts of the instrument were again modified and supplemented in the areas of Personal Emotion Controllability, Personal Relationship Formability, and Kindergarten Adaptability. The part within the Personal Relationship Formability was finally selected and modified by this researcher. During the assessment, a teacher and a child communicated with each other and the teacher dictated all the answers from the children. Communications between teachers and specific groups of children were all recorded in order to increase the assessment reliability. Data obtained from the assessment were itemized and analyzed with regard to how the children reacted and the level of detail given in their answers. After observing how children in each group responded, the expression method of those in different groups was not the same. The recorded parts were all organized per sub-group and all the tape recordings were transcribed to help with clearly understanding the conversations. The results of this research showed that the educational approach of the Montessori program had a direct positive effect on the sociality of the children. Specifically, the data showed that those children in the mixed-year group were more sociable in contrast to those in the same-year group.
The purpose of this research was to investigate and identify the relationships between the Montessori program and children’s sociality. Children from two kindergartens were observed in order to answer the following questions: 1. Are there any correlations between the Montessori program and children’s sociality? 1.1 Does the duration of exposure of children to the Montessori program determine their tendency to socialize? 1.2 Does every kindergarten utilizing the Montessori program realize similar results? 2. Are the social and developmental characteristics of a class containing children who registered at varying times different from those of anotherclass containing children who registered during the same year? A total of sixty children were observed for the purposes of this research. The children were all 6 years old, and attended kindergartens that are located in Changwon, Kyungnam. For the purposes of this research the kindergartens are referred to as "D" and "S". The two kindergartens have been operating under the Montessori program for more than 10 years, while continuing to implement the children’s education program as required by the Korean Education Department. Over the years, they both have become well known for their high degree of professionalism. Two groups of thirty children each were selected from "D" and "S" kindergartens respectively. Both groups were further sub-divided into 3 groups containing 10 children each. "D" and "S" kindergartens had children who registered within a 1 to 3 year period. The sub-groups of those from "D" kindergarten included children no matter when they first registered. This group was called "mixed-year". On the other hand, the sub-groups of children from "S"kindergarten were placed together based on the year within which they registered. This group was referred to as "same-year". The assessment instrument utilized in this research was modified and improved from "Societal Behavior Assessment Survey" previously used for "Development of Children’s Sociality", which had been studied by Wonyoung Lee, Chanok Park, and Yeonghee Mo. The assessment instrument was firstly created to assess the social skills of children and then later revised and supplemented through the period of preliminary assessment by Wonyoung Lee, Chanok Park, and Yeonghee Mo. Many parts of the instrument were again modified and supplemented in the areas of Personal Emotion Controllability, Personal Relationship Formability, and Kindergarten Adaptability. The part within the Personal Relationship Formability was finally selected and modified by this researcher. During the assessment, a teacher and a child communicated with each other and the teacher dictated all the answers from the children. Communications between teachers and specific groups of children were all recorded in order to increase the assessment reliability. Data obtained from the assessment were itemized and analyzed with regard to how the children reacted and the level of detail given in their answers. After observing how children in each group responded, the expression method of those in different groups was not the same. The recorded parts were all organized per sub-group and all the tape recordings were transcribed to help with clearly understanding the conversations. The results of this research showed that the educational approach of the Montessori program had a direct positive effect on the sociality of the children. Specifically, the data showed that those children in the mixed-year group were more sociable in contrast to those in the same-year group.
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