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724 results

Article

Multiage Programming Effects on Cognitive Developmental Level and Reading Achievement in Early Elementary School Children

Available from: Taylor and Francis Online

Publication: Reading Psychology, vol. 25, no. 1

Pages: 1-17

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Abstract/Notes: Differences in cognitive developmental level and reading achievement of elementary school children in multiage programming and traditional classrooms were explored. There is controversy regarding the benefit of multiage classrooms for learning academic subjects. According to previous research (e.g., Almy, Chittenden, & Miller, 1967; Brekke, Williams, & Harlow, 1973; Cromey, 1999), cognitive developmental level, reading achievement, and classroom type all seem to be related entities. This study assesses the effects of multiage classrooms compared to traditional classrooms on cognitive developmental level and reading ability of kindergartners, first graders, and second graders. The effects of cognitive developmental level on reading ability were also explored. The results support the connections among cognitive developmental level, reading ability, and classroom type.

Language: English

DOI: 10.1080/02702710490271800

ISSN: 0270-2711

Article

Learning from Students, Learning from Music: Cognitive Development in Early Childhood Reflected through Music-Perceptual Tasks

Available from: Rider University

Publication: Visions of Research in Music Education, vol. 17, no. 1

Pages: 1-21

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Abstract/Notes: The purpose of this study was to investigate young children’s perception of melodic construction in hope of finding clues about their broader cognitive development in nonmusical domains. Following Jeanne Bamberger’s example of musical-perceptual tasks with Montessori bells, four children aged three to six were presented with a melodic construction task and asked to create a representation of their work. Analysis of data revealed common themes with varied results of (a) eagerness or hesitancy to participate, (b) whether bells were moved or played, (c) exploration of bells, (d) internalization of rhythm, (e) cognitive readiness for melodic construction, and (f) role of visual representation. No cross-case findings could be drawn about broader cognitive development, however specific characteristics of the children and their approach to the melodic construction task are presented. Recommendations for further study center on potential clues a melodic construction task could provide about language construction in individual children.

Language: English

ISSN: 1938-2065

Article

Cognitive Development and Classroom Practices with Special Reference to the Montessori Method

Publication: Around the Child, vol. 13

Pages: 73-77

Albert Max Joosten - Writings, Asia, Child development, Cognitive development, India, Montessori method of education, Rajendra Kumar Gupta - Writings, South Asia, ⛔ No DOI found

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Abstract/Notes: Paper read at the 4th Annual Conference of the Indian Association for Pre-School Education, Hyderabad, December 1968

Language: English

ISSN: 0571-1142

Article

Vygotsky's Theory of Cognitive Development

Publication: Montessori Life, vol. 3, no. 3

Pages: 13–15

⛔ No DOI found

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Language: English

ISSN: 1054-0040

Book Section

Montessori with the Culturally Disadvantaged: A Cognitive-Developmental Interpretation and Some Research Findings

Available from: Taylor and Francis Online

Book Title: Early Formal Education: Current Theory, Research, and Practice

Pages: 105-118

African American community, African Americans, Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: This chapter describes a small research project evaluating the effects of a Montessori pre-school program upon the cognitive development of a group of Negro children from families in the Aid to Dependent Children category. The program has involved bringing a group of these children into classrooms for middle-class children in a parent-organized Montessori school in Hyde Park. Glen Nimnicht reports that the New Nursery School project at Colorado State College has also found some decreases in IQ in permissive non-integrated classroom programs for culturally disadvantaged children. During the summer, three Head Start classrooms were held in the Ancona Montessori School in the context of a general summer school program. Two of the classrooms were integrated: they were composed of half Head Start children, half middle-class children. The children of average IQ on first testing increased as much as did the children of low IQ on first testing.

Language: English

Published: New York: Routledge, 2017

Edition: 1st

ISBN: 978-1-351-31268-4 978-1-138-52252-7

Book Section

Montessori with Culturally Disadvantaged: A Cognitive-Developmental Interpretation and Some Research Findings

Book Title: Early Education: Current Theory, Research, and Action

Pages: 105-118

African American community, African Americans, Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Language: English

Published: Chicago: Aldine Pub. Co., 1968

Book Section

Montessori with Culturally Disadvantaged: A Cognitive-Developmental Interpretation of Some Research Findings

Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives

Pages: 169-180

African American community, Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: This article was originally published as an entry in Early Education, eds. R. D. Hess and R. M. Bear (Chicago: Aldine, 1968), p. 105-118.

Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1983

Edition: 2nd ed.

ISBN: 0-536-04367-1

Article

From Absorbent Mind to Metacognition: Montessori Classroom as a Context of Child’s Cognitive Development

Publication: MoRE Montessori Research Europe newsletter, no. 1

⛔ No DOI found

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Abstract/Notes: Dorota Zdybel, University of Maria Curie-Sklodowska in Lublin, Poland

Language: English

ISSN: 2281-8375

Book Section

Montessori with Culturally Disadvantaged: A Cognitive-Developmental Interpretation of Some Research Findings

Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives

Pages: 153-162

African American community, Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: This article was originally published as an entry in Early Education, eds. R. D. Hess and R. M. Bear (Chicago: Aldine, 1968), p. 105-118.

Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1981

Edition: 1st ed.

ISBN: 0-536-03647-0

Article

La estimulación sensorial en el desarrollo cognitivo de la primera infancia / Sensory stimulation in cognitive development of early childhood

Available from: Universidad de Sevilla (Spain)

Publication: Revista Fuentes, vol. 19, no. 1

Pages: 73-83

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Abstract/Notes: Este artículo se deriva de la investigación realizada en Trabajo de Grado para optar al título de Licenciadas en Educación Preescolar en la Fundación Universitaria Luis Amigó y ha sido denominada “La Estimulación de los Sentidos en la Actividad Pedagógica con Niños y Niñas de 3 a 5 años de edad para el beneficio del Desarrollo Cognitivo en el Colegio Montessori de Medellín en el año 2016”. En éste se abordarán las categorías: “actividades docentes para la estimulación sensorial”, “tiempo y frecuencia de la estimulación sensorial respecto a los dispositivos básicos del aprendizaje” y por último “estrategias para la estimulación sensorial”.  Esta investigación fue realizada bajo el paradigma cualitativo y se inscribe en el tipo de estudio descriptivo, cuenta con una muestra de 28 niños y niñas de los grados maternal, pre-jardín y jardín del colegio Montessori de Medellín; los datos fueron recolectados por medio de entrevistas semi-estructuradas, observaciones participantes y no participantes. Uno de los hallazgos más importantes de la presente investigación fue la identificación de factores externos que intervienen directamente en el desempeño de los dispositivos básicos del aprendizaje en los niños y las niñas en las actividades implementadas para la estimulación sensorial. [This article is derived from the research "La Estimulación de los Sentidos enla Actividad Pedagógica con Niños y Niñas de 3 a 5 años de edad para el beneficio del Desarrollo Cognitivo en el Colegio Montessori de Medellín en el año 2016". Where the categories "educational activities for sensory stimulation", "time and frequency ofsensory stimulation on the basic learning devices" and finally "strategies for sensory stimulation" will be addressed.This research was conducted under the qualitative paradigm and fits into the type of descriptive study and has a sample of 28 children of maternal degrees, pre-kindergarten and Montessori school garden Medellin; Data were collected through semi-structured interviews, participant observation and non-participants. The most important finding of this research was the identification of externalfactors directly involved in the performance of the basic devices of learning in children.]

Language: Spanish

ISSN: 2172-7775

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