Language: English

ISSN: 1071-6246

Abstract/Notes: The purpose of this paper, through a review of current research, is to compare and contrast the Montessori Method and traditional programs and to identify the extent of the social and academic benefit from each. Researchers have found that there are some academic advantages to both programs. However, the academic gains that a child makes in traditional prekindergarten programs appear to diminish as the child gets older. Socially, children who have attended Montessori programs appear to enjoy school and have better relationships with peers and teachers than those in traditional program. An important thing to note is much of this research is inconclusive because of sampling bias due to study design. It is my recommendation that some of the aspects of Montessori education be incorporated into the traditional programs and that this continue as a supplement to the regular school day. Perhaps if students continue to be provided with additional support as they are in prekindergarten, the academic gains experienced as a result could be longer lasting.

Language: English

Published: Marquette, Michigan, 2009

Abstract/Notes: During the past ten years, a total of 3,642 teachers and administrators have attended the Korean Montessori Teacher Training Program (KMTTP). A sample of Montessori teachers (n = 261) and Korean parents (n = 375) from 32 Korean Montessori schools located in the major cities of Korea were surveyed in order to evaluate the effectiveness of this teacher preparation program. The EXPECTATIONS AND GOAL ATTAINMENT QUESTIONNAIRE (EGAQ), designed by the researcher, was the instrumentation used to conduct this study. Major findings demonstrated that 74.5 percent of the teachers surveyed indicated that their main reasons for attending the KMTTP were to increase their professional competency and their knowledge of child development through Montessori philosophy. The correlation between teachers' levels of satisfaction with their preparation and perceived effectiveness of the training program was higher (r =.29, p $<$.05) than between their levels of satisfaction with the program and their perceptions of their preparedness after completion of training (r =.18, p $<$.05). Significant differences existed between perceived effectiveness of the KMTTP and teachers' ages, positions, and years of experience. Older teachers and those with more advanced teaching positions expressed greater satisfaction with the program. Teachers indicated that, upon completion of the KMTTP, they felt more prepared in, than knowledgeable of, Montessori educational methodology. From the parent perspective, the most frequently cited reason (74.3%) for sending their child to a Montessori School was to provide a learning environment that nurtured their child's interpersonal growth. A majority of the parents (58.5%) were very satisfied with the Montessori experience; no parents were dissatisfied or very dissatisfied. In correlating the effectiveness of Montessori education with specific outcomes, parents indicated highest levels of satisfaction in the areas of "concentration" and "academic achievement." A majority of the teachers surveyed (52.8%) encouraged the implementation of the Montessori Teacher Training Program in neighboring countries, with 42.1 percent strongly encouraging implementation. This study demonstrated the need for further development and improvement in the area of Montessori teacher training in Korea.

Language: English

Published: San Francisco, California, 1994

Abstract/Notes: The present study involved the evaluation of the effectiveness of four types of preschool programs on the educational development of lower and middle class children. Middle class children were exposed to "unit" and "cognitive" based preschool programs; lower class children were exposed to "day care" and Montessori programs. Comparison of the children's performances in cognitive, behavioral-social, sensory-motor, and language areas to appropriate control groups indicated that the type of program presented was not significant. However, preschool educational experience, irrespective of program, was significant in facilitating educational development. Furthermore, middle class children excelled beyond the lower class children. (Author)

Language: English

Abstract/Notes: The purpose of this study is to examine effectiveness of Montessori-based Program for demented elderly. To test the effectiveness of the program, this study employed pretest-posttest control group design. Total 18 demented elderly have completed the program. 9 demented elderly were in experimental group, whereas 9 ones belonged to control group. To measure the effectiveness of the program, we used the scale of MMSe-k, depression scale, relationship assessment scale, psychogeriatric dependency rating scale. One of the contribution from this study is that we have found that Montessori-based Program is effective for Korean demented elderly. According to the results, we recommends that: 1) the development of Korean style Montessori-based Program for demented elderly is necessary. 2) the differential group intervention according to the stage of dementia is necessary. / 본 연구는 몬테소리 프로그램이 치매노인의 인지기능, 우울, 대인관계, 및 일상생활수행능력에 미치는 영향을 알아보기 위하여 전후 시험 통제집단 설계를 이용하여 프로그램의 효과를 검증한 실험 연구이다. 연구결과에 따르면 몬테소리프로그램은 치매노인의 인지기능과 대인관계 및 일상생활수행능력은 향상시키고 우울은 감소시키는데 효과가 있는 것으로 나타났다. 몬테소리프로그램을 실시하지 않은 통제집단은 사전검사보다 2 개월이 지난 사후검사에서 인지기능과 일상생활수행능력이 통계적으로 유의미한 수준에서 부정적으로 변화되고, 우울과 대인관계 기술 역시 유의미한 수준은 아니지만 부정적으로 더 변화되어진 것으로 나타났다. 이에 비하여 몬테소리프로그램을 실시한 실험집단은 통제집단과는 대조적으로 인지기능과 대인관계 기술은 유의미하게 증가되고 우울은 유의미하게 감소되는 것으로 나타났으며, 일상생활수행능력 역시 유의미한 수준은 아니었지만 증가하는 것으로 나타남으로써 몬테소리프로그램의 효과를 검증할 수 있었다.따라서 본 연구에 이은 후속연구의 필요성과 함께 몬테소리 프로그램을 우리나라의 치매노인들에게 적용하기 위해서는 한국적 문화를 반영한 ‘치매노인을 위한 한국형 몬테소리 프로그램’의 개발이 필요하다는 것과 그리고 이러한 프로그램은 치매의 진행 정도에 따른 집단 구성을 통하여 실시할 필요가 있다는 것을 제안하였다.

Language: Korean

ISSN: 1598-1649, 2671-812X

Abstract/Notes: The study aimed to measure the impact of a program based on Montessori activities in developing practical life skills for pre-school children.The study sample consisted of (80) children enrolled in kindergarten, divided equally into two groups: experimental and control in the age group (5-6) years, and the study followed the quasi-experimental approach and the following tools: the practical life skills scale, and the training program Based on Montessori activities prepared by the study team, and the results of the study concluded: There are statistically significant differences at the level of significance (0.01) between the mean scores of the children of the experimental and control groups in the post-measurement of life skills, and their totality is in favor of the children of the experimental group. The results also showed that there were statistically significant differences at the level of significance (0.01) between the mean scores of the children of the experimental group in the two measurements of practical life skills, and their total sum in favor of the post measurement, in addition to that there were no statistically significant differences between the mean scores of the children of the experimental group in the two post measurements. The traceability of practical life skills, and their totality. Finally, the results showed that there are no statistically significant differences at the level of significance (0.05) between the mean scores of the children of the experimental group in the dimensional measurement of my skills: (personal care, dealing with others) according to the gender variable (male / female), while significant differences were found. A statistic at the level of significance (0.05) between the mean scores of the children of the experimental group in the dimensional measurement of sensory focus and accuracy skill, and the total sum of practical life skills according to the gender variable (male / female) in favor of females.

Language: Arabic

ISSN: 2090-9551, 2090-956X

Abstract/Notes: هدفت الدراسة الحالية الي قياس مدي فاعلية برنامج تدريبي قائم على طريقة منتسوري في تحسين مهارات القراءة لدي التلاميذ ذوي صعوبات التعلم بمرحلة الطفولة المبكر [The current study aimed to measure the effectiveness of a training program based on the Montessori method in improving reading skills among pupils with learning difficulties in early childhood.]

Language: Arabic

ISSN: 2410-874X

Language: English

ISSN: 1071-6246

Abstract/Notes: So far as the guideline is concerned, there are close resemblances of the teacher`s role emphasised in the Montessori program and that emphasised in the Kamii program. The role is summarized as follows. 1. The teacher should be the provider of the environment and the helper of the children. 2. The teacher should respect the voluntary actions of children. While the teacher`s roles are shown to be similar in both programs, her functions turn out to be different in each program. One of the roles of the teacher in the Montessori program is to provide the settled environment and to repair the damaged materials immediately. But she need not and should not introduce a new environment in addition to the existing environment. On the other hand, it is necessary for the teacher in Kamii program to provide a variety of ample environment and produce new environment during the process of Childrens activities. In the second role, the teacher in the Montessori program should take up the position of a complete non-interventor once the children concentrate on their work. The Montessori program puts emphasis on the principle on non-intervention of the teacher and lets the children realize and correct their errors. Likewise, the teacher in the Kamii program is not allowed to teach in front of the children. This program also encourages the children to experience many different ways of being `wrong`. The teacher intervenes occasionally but she should be very careful in the intervention, and the success depends on the development of children`s activities in consequence of such intervention, that is to say, the teacher should play a role of motivational stimulator. To conclude, we reconfirm that one cannot carry out the teacher`s role successfully in a specific program without a clear understanding of the basic principle and the purpose of the program.

Language: Korean

ISSN: 1226-9565, 2733-9637

Language: Korean

ISSN: 1226-2722