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999 results

Article

On Readiness for School

Publication: NAMTA Quarterly, vol. 2, no. 3

Pages: 28-44

Readiness for school

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Language: English

Book

Guidelines for Operating a Montessori School: Standard Operating Procedures for a Montessori School

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Language: English

Published: [S.l.]: Fleege, 1984

Edition: 9. ed

Article

Why Do We Pay for a Montessori School When We Could Send Our Children to Public School for Free?

Publication: Tomorrow's Child, vol. 17, no. 1

Pages: 21

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Language: English

ISSN: 1071-6246

Article

Exploring Montessori Programs for the Middle School Years: Athens [GA] Montessori Middle School: A Place for the Adolescent

Publication: Tomorrow's Child, vol. 11, no. 4

Pages: 5–7

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Language: English

ISSN: 1071-6246

Master's Thesis

Vilka metoder väljer förskollärare och barnskötare för arbetet med förskolebarns skriv- och läsutveckling? [What methods do preschool teachers and childminders choose for the work with preschool children's writing and reading development?]

Available from: DiVA Portal

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Abstract/Notes: Syftet med studien var att få kunskap om de metoder som förskollärarna använder vid arbetet med skriv- och läsutveckling. I studien ingick sju förskolor där de ansvariga förskollärarna/barnskötarna ...

Language: Swedish

Published: Stockholm, Sweden, 2013

Article

✓ Peer Reviewed

Does Preschool Curriculum Make a Difference in Primary School Performance: Insights into the Variety of Preschool Activities and Their Effects on School Achievement and Behaviour in the Caribbean Island of Trinidad; Cross-Sectional and Longitudinal evidence

Available from: Taylor and Francis Online

Publication: Early Child Development and Care, vol. 103, no. 1

Pages: 27-42

Americas, Caribbean, Latin America and the Caribbean, Trinidad and Tobago

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Abstract/Notes: Preschool education is an important and much studied topic in developed countries, and of growing importance in the third world. Studies exploring preschool experience have noted positive effects when comparing children with access to preschool versus children without access, and effects of particular curriculum approaches over the length of primary schooling. This study adopts a focused sample, cross‐sectional design to explore the types of preschool experience available (denoted by types of preschool activities which equate broadly to curriculum approaches) and whether variation in preschool experience affects core curriculum (English, science, mathematics) performance and classroom behaviours throughout the years of primary schooling in Trinidad and when children complete their primary education in the form of a national ‘common entrance examination’ for entry into a stratified secondary school system. Results show that a large majority of the sampled children attended preschool and that most of the preschool experience was traditional and teacher centred. Neither child centred or teacher centred preschool activities affected academic performance in the core subjects during the primary school years or at the end of their primary school career. Type of preschool activity did affect teacher perception of behaviour in class. Child centred experience facilitated a social/peer orientation in children. High levels of teacher centred experience detracted from later relationships with teacher. Results were confounded by social class, with middle class children having most access to (the limited amount available) child centred preschool experience and performing at the highest academic and behavioural levels in the classroom although in limited numbers. The discussion questions the appropriacy of the various preschool activities for pupils within a cultural orientation of traditional upbringing and primary schooling practices.

Language: English

DOI: 10.1080/0300443941030103

ISSN: 0300-4430, 1476-8275

Book Section

Montessori and the Process of Education: Readiness for Learning; The Geneva School; The Importance of Structure; Intuitive and Analytic Thinking; Aids to Teaching; Motives for Learning

Book Title: Education for Human Development: Understanding Montessori

Pages: 50-63

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Language: English

Published: Oxford, England: Clio Press, 1992

ISBN: 978-90-79506-35-4

Series: Montessori Series , 11

Article

✓ Peer Reviewed

Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children

Available from: APA PsycNet

Publication: Journal of Educational Psychology, vol. 106, no. 4

Pages: 1066-1079

African American community, African Americans, Americas, Latin American community, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America

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Abstract/Notes: Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black (n = 6,700) children enrolled in 2 different types of Title-1 public school pre-K programs: those in programs using the Montessori curriculum and those in more conventional programs using the High/Scope curriculum with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (Lebuffe & Naglieri, 1999), whereas children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile-Diagnostic (Nehring, Nehring, Bruni, & Randolph, 1992) at the beginning and end of their 4-year-old pre-K year. All children, regardless of curriculum, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but they demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.

Language: English

DOI: 10.1037/a0036799

ISSN: 0022-0663, 1939-2176

Book Section

Miljöns betydelse för lusten att lära: några lärares tankar om den förberedda miljön inom montessoripedagogiken [The importance of the environment for the desire to learn: some teachers' thoughts on the prepared environment in Montessori pedagogy]

Available from: Malmo University

Book Title: Barns villkor i cirkelform: forskningscirkel om barndom, lärande, ämnesdidaktik [Children's conditions in a circular form: research circle on childhood, learning, subject didactics]

Pages: 12-50

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Abstract/Notes: En intervjustudie av Bodil Cronquist, handlar om montessoriverksamheten och det som kallas den ”förberedda miljön” i montessoripedagogiken. [An interview study by Bodil Cronquist, is about the Montessori activities and what is called the "prepared environment" in Montessori pedagogy.]

Language: Swedish

Published: Malmö, Sweden: Malmö högskola, 2014

ISBN: 978-91-7104-449-5

Series: Rapporter om utbildning , 2

Book Section

Statlig utbildningsteve saluför idén om en förskola för alla [State education television markets the idea of a preschool for all]

Available from: DiVA Portal

Book Title: Förskolans aktörer: Stat, kår och individ i förskolans historia [Preschool actors: State, corps and individual in preschool history]

Pages: 67-87

Europe, Northern Europe, Scandinavia, Sweden

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Abstract/Notes: Från att ha varit en tämligen marginell företeelse vid 1900-talets början, har förskolan blivit en angelägenhet för en stor del av den svenska befolkningen. Idag deltar mer än 90 procent av alla barn mellan två och sex år i offentligt finansierad förskole- och barnomsorgsverksamhet. Avsikten med föreliggande antologi är att belysa olika aspekter av denna avgörande utveckling. Bland författarna märks både de som bidragit till att definiera forskningsfältet, såväl nationellt som internationellt, och de vars bidrag illustrerar mer sentida utvecklingstendenser inom området. I fokus för antologin står tre teman som varit centrala både i förskolans historia och dess historieskrivning: stat, yrkeskår och individ. Bland de ämnen som behandlas återfi nns den svenska barnträdgårdsrörelsens historia, Montessoripedagogiken reception under mellankrigstiden, utvecklingen av pedagogiska leksaker och den statliga televisionens betydelse för förskolesektorns expansion. Tack vare den inledande introduktionen till förskolans historieskrivning, och den avslutande bibliografi n med närmare 200 poster, utgör volymen också en god introduktion till ett mycket vitalt forskningsfält. [From being a rather marginal phenomenon at the beginning of the 20th century, preschool has become a matter for a large part of the Swedish population. Today, more than 90 percent of all children between the ages of two and six participate in publicly funded preschool and childcare activities. The purpose of the present anthology is to shed light on various aspects of this crucial development. Among the authors are both those who have contributed to defining the field of research, both nationally and internationally, and those whose contributions illustrate more recent development trends in the field. The focus of the anthology is three themes that have been central to both the preschool's history and its history writing: state, profession and individual. Among the topics covered are the history of the Swedish kindergarten movement, the Montessori pedagogy reception during the interwar period, the development of educational toys and the importance of state television for the expansion of the preschool sector. Thanks to the introductory introduction to preschool history writing, and the concluding bibliography with almost 200 entries, the volume is also a good introduction to a very vital field of research.]

Language: Swedish

Published: Uppsala, Sweden: Historiska Institutionen, Uppsala Universitet, 2011

ISBN: 978-91-977312-9-4

Series: Opuscula Historica Upsaliensia , 44

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