MONTESSORI VA VALDORF TA’LIMINING O‘QUVCHILAR TASAVVURINI ISHLATISHDAGI BOG‘LIQLIGI
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Maktab yoshidagi bolalarda ilk davrlardanoq fikrlash qobiliyatini shakllantirish va tasavvur doirasini kengaytirishda Montessori
va Valdorf maktablari ta’limi yo‘lga qo‘ygan uslub o‘zining dolzarbligi va ahamiyatliligi bilan yaqqol ajralib turadi.
Tadqiqotlarning natijasiga ko‘ra, ushbu ta’lim uslublari bolalarning o‘z qobiliyatlarini namoyon etishlari hamda yuksak
cho‘qqilarni zabt etishlari uchun asos bo‘lib xizmat qiladi.
1. Lillard Paula Polk. Montessori: A Modem Approach New York: Schocken Books* 1973.
2. Hyubner Teodor, “Rudolf Shtayner maktablari”, Amerika-Germaniya sharhi. 1952 yil fevral, 2-bet.
3. Edwards Carolyn Pope. "Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia." Research Gate, 2002.
4. Lash M. (2008). Classroom community and peer culture in kindergarten. Early Childhood Education. Journal, 36(1), 33–
38.
5. Cossentino, J. (2009). Culture, craft, & coherence: The unexpected vitality of Montessori teacher training. Journal of
Teacher Education, 60(5), 520-527.
6. Edmunds, F., & Barton, M. (2004). An introduction to Steiner education: The Waldorf school. Forest Row [UK]: Sophia
Books.
7. Nordlund C. N. (2013). Waldorf education: Breathing creativity. Art Education, 66(2), 13–19.
8. Clouder C., & Rawson, M. (1998). Waldorf education. Hudson, NY: Anthroposophic Press. Cossentino, J. (2009).
9. Cornelius Elizabeth M., Early Childhood Education and die Waldorf School Plan.
10. Spring Valley, N.Y.: Waldorf School Monographs 1983.
11. Gitter Lena L., The Montessori Way Seattle: Special Child Publications, inc. 1970.
12. Torrens I. Pol, “Ijodkorlikdagi sarguzashtlar”, “Bolalik ta'limi”, 19 - jild. 1963-yil oktabr, 79-80-betlar.
13. Shtayner Rudolf, Ta'lim va zamonaviy ma'naviy hayot, Antroposofik nashriyot Co. 1923, 123-125-betlar.
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