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Document
The Effects of Montessori Education on the Cognitive Ability of Elementary School Children
Available from: Academia
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Abstract/Notes: The Effects of Montessori Education on the Cognitive ability of Elementary School Children
Language: English
Published: May 16, 2014
Book Section
The Cognitive Effects of Pre-School Programs for Disadvantaged Children
Book Title: Revisiting Early Childhood Education
Pages: 223-240
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Language: English
Published: New York, New York: Holt, Rinehart and Winston, 1973
Book Section
The Treatment of Personality Variables in a Preschool Cognitive Program
Available from: Books to Borrow @ Internet Archive
Book Title: Preschool Programs for the Disadvantaged: Five Experimental Approaches to Early Childhood Education: Proceedings of the First Annual Hyman Blumberg Symposium on Research in Early Childhood Education
Pages: 111-164
Children with disabilities, Conferences, Developmentally disabled children, Early childhood care and education, Early childhood education, Hyman Blumberg Symposium on Research in Early Childhood Education (1st, Johns Hopkins University, Baltimore, Maryland, 1971), Inclusive education, Preschool children, Preschool education, Special education
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Language: English
Published: Baltimore, Maryland: Johns Hopkins University Press, 1972
ISBN: 978-0-8018-1370-2 0-8018-1370-0
Article
Investigating the Effect of Cognitive Rehabilitation on the Memory Improvement of Patients With Alzheimer
Available from: University of Social Welfare and Rehabilitation Sciences (Iran)
Publication: Iranian Rehabilitation Journal, vol. 21, no. 2
Date: Jun 2023
Pages: 319-326
Alzheimer's disease, Asia, Cognitive development, Dementia, Gerontology, Iraq, Middle East, Montessori-based interventions (MBI), Western Asia
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Abstract/Notes: Objectives: Alzheimer's is the most prevalent cognitive disturbance, with a high spread among the elderly. The current research aims to investigate the impact of cognitive rehabilitation on the memory improvement of Alzheimer's disease patients. | Methods: The current research used a semi-experimental design with pre-test and post-test designs. The statistical population in Baghdad in 2021 included 60 patients with Alzheimer's illness, all considered a statistical sample and separated into two experimental and control groups (30 people in each group). The patient's cognitive abilities were assessed prior to the intervention (pre-test), straightly after the intervention (post-test), and two months later (follow-up). The experimental group had twenty-eight 45-minute sessions of training based on the Montessori Method (two sessions per week). The data were analyzed in SPSS version 19 using the independent t-test and repeated measures analysis of variance (ANOVA). The results have a P-value of less than 0.05. | Results: The findings of the independent t-test demonstrated that there is no significant differ between the scores of the both groups during the pre-test stage (P>0.05) but that this difference is significant during the post-test and follow-up stages (P<0.001). In addition, the findings of repeated measures ANOVA indicated a significant differ between the both groups' mean scores in post-test and follow-up (P<0.001). | Conclusion: Cognitive rehabilitation can help patients with memory disorders and positively affect their memory performance.
Language: English
ISSN: 1735-3602, 1735-3610
Article
Montessori Teachers’ Communication Effects on Cognitive Development of Children
Available from: Journal of Namibian Studies
Publication: Journal of Namibian Studies, vol. 33, no. Special Issue On Multidisciplanary Research
Date: 2023
Pages: 115-131
Asia, Montessori method of education, Montessori method of education - Teachers, Montessori schools, Pakistan, South Asia, Teacher-student relationships, Teachers
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Abstract/Notes: Teachers' communication skills are one of the most critical aspects that must be considered in teaching-learning, especially in Montessori education, where the children are in the initial linguistic and cognitive development stage. Montessori classes provide designed environments, allowing children to exercise autonomy in selecting their tasks and actively engage in self-directed learning. If the teacher and children are not well prepared in the triangle of classroom environment, and management, it will be futile to teach the Montessori children. The study is designed to explore the Montessori teachers' effects on communication skills of the children's cognitive development. Private Montessori School of Karachi. This study uses the qualitative method for data collection and analysis. Semi-structured interviews with six teachers were conducted. The finding shows that Montessori teachers' communication skills are essential to students' cognitive and language development. Effective communication skills of teachers contribute to the holistic development of children. It is recommended that teachers be professionally trained, and a better classroom environment should be provided for self-learning based on auto-corrective strategies.
Language: English
ISSN: 1863-5954, 2197-5523
Article
The Cognitive Impact of Successive Montessori Programs: An Empirical Study
Available from: Montessori Norge
Publication: Montessori Collaborative World Review: The Montessori Roots of Social Justice, vol. 1, no. 1
Date: 2019
Pages: 54-67
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Language: English
Article
Unveiling Alternative Schools: A Systematic Review of Cognitive and Social-Emotional Development in Different Educational Approaches
Available from: ScienceDirect
Publication: Children and Youth Services Review
Date: Jan 28, 2024
Pages: Article 107480
Alternative education, Child development, Cognitive development, Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Social emotional learning, Waldorf method of education - Criticism, interpretation, etc.
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Abstract/Notes: Alternative schools such as Montessori, Reggio Emilia or Waldorf emerged on the educational scene over a century ago but have proliferated internationally in the last 15-20 years. In addition to being considered as educational alternatives to conventional approaches, these schools are often associated with enhanced benefits in cognitive, social, emotional, and personal development of attending children. This assumption stems from the fact that these approaches are aligned with the basic principles of child development, especially because in these schools, daily practices are organized according to children's developmental strengths and considering individual learning rhythms. However, empirical research on this assumption is scarce and little is known about the type of schools studied and the aspects of development analyzed. Thus, this systematic review aims to address two objectives: to identify which types of alternative schools have captured the interest of researchers and to explore the most studied areas of cognitive and socioemotional development during childhood, along with the main findings. The review includes studies conducted in the last decade that compare the effects of attending alternative schools versus conventional preschools, elementary schools, or high schools. Twenty-four articles were included, most of them focused on Montessori and, to a lesser extent, Waldorf schools. Other types of alternative schools (democratic, Freinet) had limited representation. Executive function, creativity and academic achievement have received more attention in research compared to well-being, social competence, or independence. Overall, the results show a better performance in children from alternative schools or no differences with their counterparts in conventional schools. However, this study provides a critical perspective on these findings, highlighting limitations that should be considered when interpreting them and guiding future research endeavors.
Language: English
DOI: 10.1016/j.childyouth.2024.107480
ISSN: 0190-7409
Master's Thesis
The Impact of Cognitively Guided Instruction on Students’ Mathematical Mindsets
Available from: St. Catherine University
Action research, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: The purpose of this research was to analyze the impact of an inquiry-based word problem-solving framework, known as Cognitively Guided Instruction (CGI), on students’ mathematical mindsets in an early elementary Montessori classroom. Students received one word problem-solving lesson per week over a six-week period. Students completed a pre-intervention and post-intervention mathematical mindset rubric, as well as CGI assessment. Both qualitative and quantitative results show that students had an increase in their variety of word problem-solving strategies, were able to solve word problems more accurately, and showed increased levels in self-efficacy, perception, and affinity towards math. Based on these results, CGI could be utilized as a supplementary instructional method to build students’ mathematical mindsets and word problem-solving skills in Montessori classrooms. Further research is needed to know if these results hold true for other student populations.
Language: English
Published: St. Paul, Minnesota, 2023
Article
The Impact of Montessori Education on the Cognitive, Social and Academic Development of Disadvantaged Preschoolers
Available from: Stockholm University Press
Publication: Journal of Montessori Research and Education, vol. 4, no. 1
Date: 2023
Pages: 25
Maria Montessori - Philosophy, Montessori method of education - History
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Abstract/Notes: On 6 May 2022, 70 years after Maria Montessori’s death, Stockholm University and the Department of Education and Didactics organized an international Montessori symposium. The idea was to present a breadth of research on Maria Montessori. The symposium dealt with Maria Montessori in the interwar period, an analysis of the history of ideas. Another presentation suggested possible research models to study this large field. The symposium also presented interpretations of Montessori’s writings that point her out as a visionary and pioneer in education for a sustainable world. An additional research area addressed was the potential of neuroscience to examine the effects of teaching theory and learning in Montessori education. Finally, this report describes a study on whether Montessori-inspired education compared to traditional education stands up in areas of socio-economic disadvantage.
Language: English
DOI: 10.16993/jmre.20
ISSN: 2002-3375
Article
POMA: A Tangible User Interface to Improve Social and Cognitive Skills of Sri Lankan Children with ASD
Available from: ScienceDirect
Publication: International Journal of Human-Computer Studies, vol. 144
Date: Dec 2020
Pages: Article 102486
Asia, Autism in children, Information and communications technology (ICT), South Asia, Sri Lanka, Technology and children
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Abstract/Notes: A Tangible User Interface (TUI) can bridge real-world physical objects with the digital world, which has much potential for children with ASD. However, at present, most TUIs have been developed for children in affluent countries. Such solutions may not be applicable for children with ASD in low resource countries like Sri Lanka. Therefore, we have designed a tablet-based, and cost-effective TUI called POMA (Picture to Object Mapping Activities) for supporting social and cognitive skills of Sri Lankan children with ASD. This paper presents the evaluation of POMA with 20 children with ASD (moderate: 6; mild: 14) and five special education teachers. Results show that both groups of children were able to play POMA accurately. However, children with moderate ASD required more time and help from the special education teachers to play POMA compared to children with mild ASD. This study identified several lessons for designing TUI, such as the importance of including audio prompts when the system is in idle state, using appropriate helper cues, using multiple types of reinforcements, easy-to-handle nature of the tangibles and the properties of them. Finally, we provide guidelines to overcome the issues for designing low-cost TUIs for children with ASD.
Language: English
DOI: 10.1016/j.ijhcs.2020.102486
ISSN: 1071-5819