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Mzunguko wa Kazi wa Saa 3 katika Elimu ya Montessori

Muhtasari

Mzunguko wa Kazi wa Saa 3 ni sehemu muhimu ya elimu ya Montessori, njia ya kufundishia iliyotengenezwa na Dkt. Maria Montessori mapema karne ya 20[1]. Njia hii inategemea shughuli zilizoongozwa na mwanafunzi, kujifunza kwa vitendo, na mchezo wa ushirikiano[2]. Mzunguko wa Kazi wa Saa 3 ni kipindi cha kazi isiyoingiliwa, iliyoongozwa na mwanafunzi ambayo inaruhusu watoto kujishughulisha kwa kina na kujifunza kwao[3]. Wakati huu, watoto wako huru kuchagua shughuli zao na kufanya kazi kwa kasi yao wenyewe, kuimarisha uhuru, umakini, na upendo wa kujifunza[4].

Sababu

Dkt. Maria Montessori aligundua kuwa watoto wana mwelekeo wa asili wa kuzingatia kazi ambazo zinawavutia, na wanapopewa muda wa kutosha, wanaweza kufikia hali ya kujihusisha kwa kina na kuridhika[5]. Mzunguko wa Kazi wa Saa 3 hutoa muda huu muhimu, kuwaruhusu watoto kuchunguza maslahi yao kikamilifu na kukamilisha kazi zao bila kuhisi haraka[6]. Njia hii inalingana na utafiti wa hivi karibuni kuhusu "ujuzi laini," ambao ni sifa za kibinafsi, malengo, motisha, na upendeleo ambao wana thamani katika soko la ajira, shuleni, na maeneo mengine mengi[7].

Utekelezaji

Katika darasa la Montessori, Mzunguko wa Kazi wa Saa 3 kawaida hutokea asubuhi, wakati watoto wako macho na wamejikita zaidi[8]. Walimu hufanya kama viongozi, wakiwasilisha vifaa na shughuli mpya, lakini kwa sehemu kubwa wanaacha watoto kuongoza kujifunza kwao wenyewe[9]. Watoto wanahimizwa kurudia shughuli mara nyingi kama wanavyotaka, ambayo inaimarisha kujifunza na kuwaruhusu kumudu ujuzi kwa kasi yao wenyewe[10]. Njia hii inaungwa mkono na utafiti unaonyesha kwamba michezo na shughuli ngumu zinaweza kuongeza kujitolea, mtiririko, na kuingia kwa kujifunza[11].

Umuhimu

Mzunguko wa Kazi wa Saa 3 ni muhimu kwa maendeleo ya ujuzi muhimu na sifa kama vile uhuru, nidhamu ya kibinafsi, umakini, na motisha ya ndani[12]. Pia inaheshimu mitindo na kasi ya kujifunza kwa watoto, kuhamasisha mtazamo chanya kuelekea kujifunza[13]. Utafiti umedhihirisha kwamba mchezo sio bure; inaboresha muundo wa ubongo na inahamasisha utendaji wa utawala, ambayo inaturuhusu kufuata malengo na kupuuza vikwazo[14].

Matumizi katika Shule za Montessori

Mzunguko wa Kazi wa Saa 3 unatumika katika shule za Montessori duniani kote, kutoka shule za chekechea hadi shule za msingi[15]. Inachukuliwa kuwa msingi wa elimu ya Montessori na inatekelezwa kwa uthabiti katika tamaduni na muktadha tofauti[16]. Nguvu ya mchezo na umuhimu wa kujifunza kuongozwa na mwanafunzi unatambuliwa zaidi na zaidi katika uwanja mpana wa elimu[17].

Faida na Hasara za Mzunguko wa Kazi wa Saa 3

Faida

  • Inakuza Kujifunza kwa Kina: Mzunguko wa Kazi wa Saa 3 unaruhusu watoto kujishughulisha kwa kina na kujifunza kwao, kuimarisha uhuru, umakini, na upendo wa kujifunza[18]. Inatoa muda unaohitajika kwa watoto kuchunguza kikamilifu maslahi yao na kukamilisha kazi zao bila kuhisi haraka[19].
  • Inakuza Ujuzi Laini: Mzunguko wa Kazi wa Saa 3 unalingana na utafiti wa hivi karibuni kuhusu "ujuzi laini," ambao ni sifa za kibinafsi, malengo, motisha, na upendeleo ambao wana thamani katika soko la ajira, shuleni, na maeneo mengine mengi[20].
  • Inaboresha Muundo wa Ubongo: Utafiti umedhihirisha kwamba mchezo, sehemu muhimu ya Mzunguko wa Kazi wa Saa 3, inaboresha muundo wa ubongo na inahamasisha utendaji wa utawala, ambayo inaturuhusu kufuata malengo na kupuuza vikwazo[21].

Hasara

  • Inahitaji Walimu Wenye Ujuzi: Kutekeleza Mzunguko wa Kazi wa Saa 3 kwa ufanisi kunahitaji walimu walio na ujuzi katika njia ya Montessori na wanaweza kuongoza kujifunza kwa watoto bila kudhibiti sana[22].
  • Huenda Isifae Watoto Wote: Ingawa watoto wengi hufanikiwa katika mazingira ya kujifunza kuongozwa na mwanafunzi, ya kucheza ya Mzunguko wa Kazi wa Saa 3, huenda isiwe inafaa kwa watoto wote, haswa wale ambao wanapendelea mazingira ya kujifunza yenye muundo zaidi[23].
  • Masuala Yanayohusiana na Usawa: Kunaweza kuwa na masuala yanayohusiana na usawa yanayohusiana na Mzunguko wa Kazi wa Saa 3, kwa sababu sio familia zote zina uwezo wa kupata shule za Montessori au rasilimali za kutekeleza mbinu za Montessori nyumbani[24].

Umuhimu Kwa Vikundi Tofauti vya Umri

Mzunguko wa Kazi wa Saa 3 unatumika katika shule za Montessori duniani kote, kutoka shule za chekechea hadi shule za msingi[25]. Hata hivyo, utekelezaji wa Mzunguko wa Kazi wa Saa 3 unaweza kutofautiana kulingana na kundi la umri. Kwa mfano, watoto wadogo wanaweza kuhitaji mwongozo na msaada zaidi wakati wa mzunguko wa kazi, wakati watoto wakubwa wanaweza kuwa na uwezo wa kufanya kazi kwa kujitegemea zaidi[26]. Utafiti zaidi unahitajika kuamua ufanisi wa Mzunguko wa Kazi wa Saa 3 kwa vikundi tofauti vya umri.

Marejeleo

  1. ↑ Lillard, A. S. (2017). Montessori: The science behind the genius. Oxford University Press.
  2. ↑ Lillard, A. S. (2017). Montessori: The science behind the genius. Oxford University Press.
  3. ↑ Montessori, M. (1967). The absorbent mind. Holt, Rinehart and Winston.
  4. ↑ Lillard, A. S. (2013). Playful learning and Montessori education. American Journal of Play, 5(2), 157-186.
  5. ↑ Montessori, M. (1949). The absorbent mind. Thiruvanmiyur, Madras: Kalakshetra Publications Press.
  6. ↑ Lillard, A. S., & Else-Quest, N. (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893-1894.
  7. ↑ Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19(4), 451-464.[1]
  8. ↑ Rathunde, K. (2001). Montessori education and optimal experience: A framework for new research. The NAMTA journal, 26(1), 1-10.
  9. ↑ Lillard, A. S. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401.
  10. ↑ Lillard, A. S., & Else-Quest, N. (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893-1894.
  11. ↑ Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179.[2]
  12. ↑ Montessori, M. (1966). The secret of childhood. Ballantine Books.
  13. ↑ Lillard, A. S. (2017). Montessori: The science behind the genius. Oxford University Press.
  14. ↑ Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). The Power of Play: A Pediatric Role in Enhancing Development in Young Children. Pediatrics, 142(3).[3]
  15. ↑ Montessori, M. (1967). The discovery of the child. Ballantine Books
  16. ↑ Lillard, A. S. (2017). Montessori: The science behind the genius. Oxford University Press.
  17. ↑ Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). The Power of Play: A Pediatric Role in Enhancing Development in Young Children. Pediatrics, 142(3).[4]
  18. ↑ Montessori, M. (1967). The absorbent mind. Holt, Rinehart and Winston.
  19. ↑ Lillard, A. S., & Else-Quest, N. (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893-1894.
  20. ↑ Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19(4), 451-464.[5]
  21. ↑ Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). The Power of Play: A Pediatric Role in Enhancing Development in Young Children. Pediatrics, 142(3).[6]
  22. ↑ Lillard, A. S. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401.
  23. ↑ Goldhaber, D. (1999). School Choice: An Examination of the Empirical Evidence on Achievement, Parental Decision Making, and Equity. Educational Researcher, 28(9), 16-25.[7]
  24. ↑ Goldhaber, D. (1999). School Choice: An Examination of the Empirical Evidence on Achievement, Parental Decision Making, and Equity. Educational Researcher, 28(9), 16-25.[8]
  25. ↑ Montessori, M. (1967). The discovery of the child. Ballantine Books.
  26. ↑ Goldhaber, D. (1999). School Choice: An Examination of the Empirical Evidence on Achievement, Parental Decision Making, and Equity. Educational Researcher, 28(9), 16-25.[9]
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