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124 results

Article

✓ Peer Reviewed

The Montessori Preschool Landscape in the United States: History, Programmatic Inputs, Availability, and Effects

Available from: Wiley Online Library

Publication: ETS Research Report Series, vol. 2019, no. 1

Pages: 1-20

Americas, Montessori method of education, North America, United States of America

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Abstract/Notes: The Day 1 Academies Fund aims to support a network of high-quality, full-scholarship, Montessori-inspired preschools in underserved communities. To provide insight into the fund's pedagogical inspiration, in this report I provide a high-level overview of the Montessori preschool landscape in the United States. This overview includes 5 key programmatic elements of a traditional Montessori approach to teaching and learning in classrooms serving preschool-aged children, the reported availability of Montessori programs that enroll 3- and 4-year-old children, and what is known about enrollees' demographics. To situate this information in the larger, publicly financed, early education policy context, I also provide similar data for state-funded pre-K and federally funded Head Start programs for preschoolers. In addition, I review research on children's outcomes after participating in U.S.-based Montessori preschool and elementary programs. This overview provides some context for understanding how the Day 1 Academies Fund eventually defines the constructs of high quality, Montessori inspired, and underserved. This review also suggests it could be useful for the Fund's stakeholders to undertake short-term research examining the current early education options of families with low incomes living in low-access-to-Montessori states as well as long-term research aimed at expanding the research base on the effects of Montessori programs aimed at preschoolers.

Language: English

DOI: 10.1002/ets2.12252

ISSN: 2330-8516

Article

[A Study of Adaptability and Adjustment to the Society in Montessori Pedagogy]

Publication: Kyushu jogakuin tanki daigaku gakujutsu kiyo / 九州女学院短期大学学術紀要 / Kyushu Jogakuin Research Journal, vol. 10

Pages: 44-54

Asia, East Asia, Japan, Montessori method of education - Criticism, interpretation, etc.

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Language: Japanese

ISSN: 0286-5467

Article

✓ Peer Reviewed

The Correlation Between Active Participation and Metacognitive Ability of Primary School Students Through Montessori Learning Method

Available from: Jurnal Inovasi Pendidikan Dasar

Publication: Jurnal Inovasi Pendidikan Dasar / Journal of Innovation in Elementary Education, vol. 4, no. 2

Pages: 63-70

Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia

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Abstract/Notes: Metacognitive was the student's skill in the process of acting (activity) and thinking (mental process). This skill could improve their learning process and memory. Student who had metacognitive skill will be able to control and to arrange his learning activity by himself. Active participation was the interaction both physically and psychologically to think, to interact, to try and to find new things in the learning process. The purpose of this research was to find the relationship between active participation and the metacognitive ability of students, especially in elementary school. This research was a correlation study. Population of this research was 5th grade students in SD Negeri 3 Klangenan academic year 2017/2018. Sample was taken using purposive sampling technique. The data was collected by observation and written test. The instruments for active participation was observation sheets and the instrument for metacognitive ability was a multiple choice test that consist of 20 questions. The data was analyzed using correlation technique using IBM SPSS Statistics 16.0 for windows. Based on the data nalaysis, it was obtained was 0.682. At a significant level 5% then was 0.413. Based on value then it showed that there was a positive and significant corelation between active participation and metacognitive ability of students 5th grade SD Negeri 3 Klangenan.

Language: English

ISSN: 2477-3581, 2477-3859

Article

✓ Peer Reviewed

Usability of Montessori Tangible User Interfaces to Support Learners’ Retention Skills in Preschools

Available from: Springer Link

Publication: Personal and Ubiquitous Computing, vol. 27

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Abstract/Notes: Introducing tangible user interfaces in the educational context is gaining attention in the Human–Computer Interaction research community. Numerous syntheses of research studies highlighted the potential impacts of tangible-based interaction on improving students’ knowledge gains, understanding, and collaboration. However, the existing literature lacks exploring the impacts that physical interaction with a tangible user interface might have on young students’ short-term retention skills and their user experience. This study set out to assess the effectiveness of tangible physical objects in empowering young learners’ short-term retention skills and their usability in an authentic educational context. The experimental study was performed at a primary school with 48 preschool students (aged 4–5) assigned to two groups to evaluate the educational potential of tangible interaction modality compared to a classical Montessori activity relying on non-augmented objects. The analyses were based on students’ responses to post-tests performed after 1 day after the learning session, and the System Usability Scale questionnaire conducted in the teacher’s presence. Results indicate the potential of interacting with the Montessori tangible user interface on supporting preschool students’ knowledge building. The usability questionnaire reveals that tangible physical objects are suitable for young learners’ use. It was found that the properties of the tangible interaction modality engaged young learners in the Montessori activity. The study contributes to the educational technology community by providing a better understanding of the potential of using tangible-based interaction modality within the classroom context to support young learners’ understanding, knowledge building, and learning engagement.

Language: English

DOI: 10.1007/s00779-022-01706-9

ISSN: 1617-4917

Article

Creative Ability in Children

Publication: Around the Child, vol. 6

Pages: 1-4

Conferences, Creative ability in children, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949), Maria Montessori - Writings

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Language: English

ISSN: 0571-1142

Article

✓ Peer Reviewed

The Power of Authority and the Montessori Teachers’ (In)Ability to Learn: Research Intervention Report

Available from: Uniwersyteckie Czasopisma Naukowe

Publication: Problemy Wczesnej Edukacji [Issues in Early Education], vol. 48, no. 1

Pages: 100-109

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Abstract/Notes: The article concentrates on the issue of Montessori teachers’ attitude towards pedagogical knowledge they develop during different forms of training. The analysis presented in the text is based on quasi-experiment rooted in Critical Realism research paradigm. Eighty-two Montessori teachers participated in a workshop and were asked to comment on eight different quotes. Half of them knew that these extracts had been taken from the publications by Maria Montessori and the other half did not have that knowledge. As a result, the first group of teachers formulated numerous critical remarks whereas the other one concentrated on positive interpretations. This experiment might shed some light on the power of authority and limitations to transform teachers’ implicit pedagogical presuppositions. The teachers that took part in this experiment were provided with the opportunity to problematize their personal teaching theories.

Language: English

DOI: 10.26881/pwe.2020.48.09

ISSN: 1734-1582, 2451-2230

Article

Acceptability and Knowledge of Montessori Method of Education Among Early Years’ Practitioners in Lagos State.

Available from: University of Lagos Library (Nigeria)

Publication: UNILAG Journal of Curriculum and Instruction, vol. 1, no. 1

Pages: 191-204

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Abstract/Notes: This study investigated the acceptability and knowledge of the Montessori Method of education among early years' practitioners in Lagos State. Four research questions and one hypothesis were raised for the study. A descriptive survey research design was adopted for the study. The population for the study consisted of all early years' practitioners in Lagos State while the sample comprised 126 early years practitioners which were stratified as 102 early years' practitioners (teachers) and 24 school operators (school heads/owners). In the first stage, proportionate sampling technique was used in selecting four Nursery schools from each of the six educational districts of Lagos State out of which two were Montessori Schools and the other two were non-Montessori schools. The total number of Nursery schools used for the study were twenty-four; whyile a random sampling technique was used in selecting four teachers from each Montessori school and five teachers from non-Montessori schools. Forty-eight Montessori teachers and fifty-four non-Montessori teachers were used for the study. The two researcher's designed instruments that were used to gather data for the study were Early Years' Practitioners Knowledge of Montessori Method (EYPKOMM) and School Operators Perception of Montessori Method (SOPOMM). EYPKOMM measured teachers' knowledge about the Montessori Method and it consisted of 20 close-ended items while SOPOMM consisted of 25 items on 4 point Likert scale. The study revealed that the majority of the teachers had average qualifications to work in early years' classrooms and that their knowledge of the Montessori Method is a little above average. It it also revealed school operators were enthusiastic and preferred the Montessori Method to conventional method but noted that the method is expensive to implement and too rigid to be adopted in conventional schools. It is therefore recommended that: (i) teachers seeking employment in a Montessori school should have professional training and experience; (ii) more awareness programme should be organized for early years' practitioners; (iii) The Montessori method should be adapted so that all stakeholders of education can benefit from it.

Language: English

ISSN: 2736-0199

Article

✓ Peer Reviewed

Effectiveness of Two Instructional Methods on Reasoning Ability of Children with Hearing Impairment in Nigeria / Uticaj dva nastavna metoda na sposobnost rasuđivanja kod dece sa oštećenjem sluha u Nigeriji

Available from: SCIndeks

Publication: Specijalna Edukacija i Rehabilitacija [Special Education and Rehabilitation], vol. 17, no. 4

Pages: 395-417

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Abstract/Notes: Language has a noteworthy role in the cognitive development and social ability of an individual. However, a delay in language could affect an individual ability to think critically. Tis could be breached through impactful method of instruction from elementary school. Thus, this study examined the differential effectiveness of Montessori didactic and Direct Instructional methods on reasoning ability of children with hearing impairment in Lagos State. Te sample size was 29 pupils comprising 15 male and 14 female pupils with hearing impairment. Te Reasoning Ability Test was used to gather relevant data while mean, standard deviation, mean difference, Analysis of Covariance (ANCOVA) and Least Significant Difference (LSD) were the statistical tool used to analyse the data. The study found that both Montessori Didactic Material and Direct Instruction method were efficacious in teaching pupils with hearing impairment. However, the former was more effective. The teaching methods do not have significant gender effect on pupils with hearing impairment. It was recommended that Montessori didactic method should be employed in teaching elementary school pupils because it encourages active participation in learning process in form of self- direction and independence not minding gender, intellectual and economic disparities

Language: English

DOI: 10.5937/specedreh17-18600

ISSN: 2406-1328, 1452-7367

Article

✓ Peer Reviewed

The Degree of Availability of Early Developmental Learning Standards in the Kingdom of Saudi Arabia (2015) with Montessori Activities

Available from: IJO Journals

Publication: International Journal of Educational Research, vol. 6, no. 1

Pages: 26-54

Asia, Middle East, Montessori method of education, Saudi Arabia, Western Asia

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Abstract/Notes: The study aimed to reveal the degree of Availability of early developmental learning standards in Montessori activities. Analysis in light of it, and the study used the descriptive approach in the manner of content analysis for the Activities of the Culture Corner in the light of developmental early learning standards The most prominent finding of the study is that the learning approach criterion came first with a medium degree, with frequencies amounting to (311) with a rate of (36.03%), followed by the Criterion of language development and knowledge in a medium degree, with frequencies amounting to (275) with a rate of (32.09%), While the Criterion of social-emotional development came in the last rank with a medium degree, with frequencies amounting to (277) with a rate of (31.8%), While the history activities came from the corner of Culture ranked first with frequencies amounting to (217) with a Rate of (24.8%), While astronomy activities came last with frequencies amounting to (27) with a Rate of (3%). Kindergarten l In light of the standards of the Kingdom of Saudi Arabia.

Language: Arabic

ISSN: 2805-413X

Article

Early Writing Ability for Early Childhood Education Using Metal Insets Media with Motor Sensory

Available from: International Journal of Social Science and Education Research Studies

Publication: International Journal of Social Science and Education Research Studies, vol. 3, no. 1

Pages: 190-198

Child development, Early childhood care and education, Early childhood education, Montessori materials, Writing - Instruction and study

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Abstract/Notes: Language is a socially or conventionally accepted code used to express a concept through the use of the desired symbols and combinations of symbols arranged by words. Early childhood is in a sensitive period in language, language skills are very important, they have a vital role in all aspects of intellectual development, in this period children will continue to master and develop their language’s development, if no stimulus is given, children will have limited intellectual development. Early language development involves four skills: hearing, speaking, reading, and writing. Writing is a helpful approach to encourage children to use signs and symbols to communicate their ideas. The aims of this study are to describe and analyze the application of Metal Insets media with sensory motor for learning to write through literature studies, explain the characteristics of Metal Insets Media with sensory motor, analyze the advantages and disadvantages of Metal Insets Media with sensory motor. This research method is a qualitative with a literature study approach to describe and analyze. The results obtained that Metal Insets media is a writing aid to stimulate early writing ability childhood involving sensory motor it is related to Montessori’s research about humans control their surroundings with their hands and change it in accordance with the direction of their minds, which is inextricably linked to their body morphology and abilities, Metal Insets application take notice on Montessori approach, with the four pillars, such as sensitive periods, a prepared environment, sensory education and spontaneous activity through repetition.

Language: English

ISSN: 2770-2782, 2770-2790

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