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Book
Progressive Education Across the Continents: A Handbook
Africa, Americas, Asia, Educational change, Europe, John Dewey - Biographic sources, John Dewey - Cricism, interpretation, etc., Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Maria Montessori - Biographic sources, Maria Montessori - Criticism, interpretation, etc., Montessori method of education - Criticism, interpretation, etc.
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Language: English
Published: Frankfurt am Main, Germany: Peter Lang, 1995
ISBN: 978-3-631-48917-8 978-0-8204-2914-4 3-631-48917-X 0-8204-2914-7
Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 44
Article
Divergent and Convergent Thinking Across the Schoolyears: A Dynamic Perspective on Creativity Development
Available from: Wiley Online Library
Publication: The Journal of Creative Behavior, vol. 57, no. 2
Date: Jun 2023
Pages: 186-198
Child development, Comparative education, Creative thinking in children
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Abstract/Notes: Creative thinking is critical to overcome many daily life situations. As such, there has been a growing interest on how creative thinking develops during childhood. However, little is known about the underlying mechanisms driving its development. Indeed, almost all research has focused on divergent thinking, leaving aside convergent thinking, and did not thoroughly investigate how internal and/or external factors influence their development. Here, 222 children aged from 4 to 12 years old attending either a Montessori or a traditional school performed drawing-based convergent and divergent standardized tasks. In addition, a subset of 41 children were tested using similar tasks for a second session 3 years apart. The results revealed dynamic developmental stages of convergent and divergent thinking. More specifically, a loss of divergent thinking was counterbalanced by a gain of convergent thinking, especially during the fourth-grade slump (8–10 years old). Although Montessori-schooled children showed overall higher creative abilities than traditionally schooled children, no differences were observed in the developmental trajectories of convergent and divergent thinking between the two pedagogies. This suggests that progress and decrease in creative thinking may be mostly due to internal factors such as brain maturation factors than external factors such as peer pressure.
Language: English
DOI: 10.1002/jocb.569
ISSN: 2162-6057
Article
Longitudinal Corroboration of a Cross-Sectional Study of Development of Preschool Children with the Arrow-dot Test
Available from: SAGE Journals
Publication: Perceptual and Motor Skills, vol. 30, no. 1
Date: Feb 1970
Pages: 269-270
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Abstract/Notes: Children in a Montessori preschool were administered a series of tests at the beginning of the school year and retested on the same battery 8 mo. later, at the end of the school year. The children exhibited a mean gain of about 11 points on the Peabody Picture Vocabulary Test IQ. They also exhibited a decline in Impuisivity and an increase in Superego scores, on the average, as measured by the Arrow-Dot Test. These longitudinal results corroborate an earlier cross-sectional analysis; and, as these results follow a prediction from Freudian theory, give indication of construct validity for the test.
Language: English
DOI: 10.2466/pms.1970.30.1.269
ISSN: 1558-688X, 0031-5125
Book
Margaret E. Stephenson: Following the Child Across the Planes of Development
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Language: English
Published: Cleveland, Ohio: North American Montessori Teachers' Association, 2000