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Article
Attention Deficit or Nature Deficit Disorder?
Publication: Montessori International, vol. 81
Date: Oct 2006
Pages: 33–35
Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, Inclusive education, People with disabilities
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Language: English
ISSN: 1470-8647
Article
Paying Attention to Attention: Brain Development and the Critical Period of Focused Attention and Concentration
Publication: Infants and Toddlers, vol. 12, no. 3
Date: 2008
Pages: 5–10, 17–20
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Language: English
Book
Young Communication Disordered Children and the Montessori Approach to Their Education
Children with disabilities, Inclusive education, Montessori method of education
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Language: English
Published: New York, New York: St. Joseph's school for the deaf, 1965
Article
Attention Deficit Disorder: What It Is–and What It Is Not
Publication: Montessori Life, vol. 9, no. 3
Date: 1997
Pages: 37
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Language: English
ISSN: 1054-0040
Article
The Application of The Attention Deficit Hyperactivity Disorder Rating Scale (DSM-IV) in Early Childhood Center / 유아교육기관에서 ADHD진단 척도의 실제 적용
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 15
Date: 2010
Pages: 23-35
Asia, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea
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Abstract/Notes: The purpose of this study was to investigate the reliability of the ADHD Rating Scale(DSM-IV) using teachers in Early Childhood Center. To do this, ADHD Scales using teacher was discussed with a specialist group consisting of 3 doctors in degree at Early Childhood Education and Child Development and 3 teachers of early childhood centers. And then the data was collected in 1 class(four-years) at early childhood center. So, the subjects of this study were 32 children(boy 18/girl 14) and their 2 teachers. Statistics used for data analysis were Frequency, t-test, inter-observer and test-retest reliability. The major findings of this study were as follows: First, the prevalence of children with ADHD based on teachers rating are 3(teacher1) and 4(teacher2). Second, according to the item analysis of ADHD, teachers are rating similar on children with ADHD Scale(DSM-IV). Third, inter-observer and test-retest reliability were significant. In conclusion, it is considered that the ADHD Rating Scale(DSM-IV) has validity using teachers in Early Childhood Center. / 본 연구에서는 ADHD진단 검사 중 오늘날 가장 널리 사용되고 있는 도구인 「정신장애진단 및 통계편람(DSM-IV)」을 유아교육기관에서 교사가 사용하였을 때, 타당도가 어떠한지 살펴보았다. 전문가와 교사집단과의 사전 연구를 통해 ADHD진단척도와 연구대상을 위한 기준이 제시되었고, 4세아 1개 반(유아 32명, 담임교사 2명)이 선정되었다. 교사들은 학기가 시작된 지 6개월과 9개월 이후 2회에 걸쳐 유아의 ADHD성향을 측정하였다. 그리고 평정자 간 신뢰도와 검사-재검사 신뢰도를 살펴보았다. 연구결과는 다음과 같다. 첫째, 한 교실에서 교사가 평가한 ADHD 성향유아는 3명(교사1)과 4명(교사2)으로 밝혀졌다. 둘째, ADHD에 대한「정신장애진단 및 통계편람(DSM-IV)」의 문항분석 결과, 교사들의 의견이 대부분 비슷하였다. 셋째, 교사들의 평정자 간신뢰도와 검사-재검사 신뢰도는 통계적으로 유의하였다.
Language: Korean
ISSN: 1226-9417
Article
Attention Deficit Hyperactivity Disorder: A Practical Montessori Response
Publication: Montessori International, vol. 69
Date: Oct 2003
Pages: 20–23
Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, Hyperactive children, Inclusive education, People with disabilities
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Abstract/Notes: Part 1 of 4 on special needs
Language: English
ISSN: 1470-8647
Article
Efficacy of Montessori Education in Attention Gathering Skill of Children
Available from: Academic Journals
Publication: Educational Research and Reviews, vol. 10, no. 6
Date: 2015
Pages: 733-738
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Abstract/Notes: The aim of this study is to evaluate the efficacy of Montessori education which is offered to upskill the attention gathering skill of children with attention-deficit/hyperactivity disorder. In total fifteen preschooler participants, six girls and nine boys who are diagnosed with ADHD (7 of the children with ADHD, 8 with only AD), joined to this research. This is a research designed with pre-post test design study with a control group of experimental design. In this research with the aim of improving the attention gathering level; eye-hand coordination, development of tactile, visual and auditory senses and for improving their acquired distinctiveness “tactile boards, sound boxes, binomial cubes and color tablets” are used from Montessori materials. FTFK Attention test is applied to children before and after the intervention. After the training, when scores are compared, the significant improvement is seen in their post test scores.
Language: English
DOI: 10.5897/ERR2015.2080
ISSN: 1990-3839
Article
Whole-Group Instruction Practices and Children's Attention: A Preliminary Report
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education, vol. 26, no. 2
Date: 2012
Pages: 154-168
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Abstract/Notes: This study developed a typology of recommended teacher practices related to whole-group instruction in preschool classrooms and examined the relationship between teachers' use of the practices and children's attentiveness. Thirty-nine classrooms in 31 schools (15 public and 16 private) were observed during regularly scheduled whole-group instruction sessions. Bivariate correlations indicated a positive relationship between children's attentiveness and number of practices that teachers used, but not between attentiveness and length of activity. Regression analyses suggested a set of eight specific practices that are related, with length of activity, to children's attentiveness.
Language: English
DOI: 10.1080/02568543.2012.657744
ISSN: 0256-8543, 2150-2641
Article
Peer Interactions During Storybook Reading on Children’s Knowledge Construction: An Experimental Study on K2 and K3 Children
Available from: Frontiers in Education
Publication: Frontiers in Education - Educational Psychology, vol. 9
Date: 2024
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Abstract/Notes: This study explored the effects of peer interactions on kindergarten children’s construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixed-age or more competent peers is more important in supporting knowledge construction. Sixty-four younger children in K2 and older children in K3 with similar socioeconomic backgrounds were recruited from a Montessori kindergarten in Kunming, China. An experimental design was applied to explore age group and conserver dominance effects on conservation and conflict resolution. Children were assigned randomly to eight groups in three 30-to-40-minute intervention sessions. Each session had a different theme for the children to learn about conservation and conflict resolution concepts and a hands-on activity to practice and discuss. ANOVAs were performed to test group effects, while multiple regression analyses were conducted to explore individual variations in age and pre-test scores in predicting post-test scores. Conservation knowledge was significantly better among children who differed in age groups in the post-test, but differences were not found in conflict resolution knowledge. Groups balanced with equal conservers and non-conservers improved the best, suggesting that peer social interactions can facilitate conservation and conflict resolution construction. These results provide new insights for early childhood educators to support peer interactions and children’s development. Implications, limitations, and future research are discussed.
Language: English
DOI: 10.3389/feduc.2024.1253782
ISSN: 2504-284X
Article
English with Non-English Children in a Montessori House of Children
Publication: Around the Child, vol. 14
Date: 1971
Pages: 40-48
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Language: English
ISSN: 0571-1142