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

Abstract/Notes: 53 4- and 5-yr-olds in traditional and Montessori nursery schools were observed for social interaction during free play. The schools differed on teaching orientation and grading but had the same child/adult ratio. Ss in both settings engaged in the same amount of social interaction, but Ss in the Montessori setting had longer mean durations of interactions and more verbal and less nonverbal interaction. Males interacted more than females and adults intervened with males more than with females. Results are discussed as they relate to child/adult ratio and differences across and within settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Language: English

DOI: 10.1037/0022-0663.68.6.725

ISSN: 0022-0663, 1939-2176

Abstract/Notes: This research aims to study the learning outcomes of students in a Montessori Teaching Course using an inductive teaching method and to study the student satisfaction on learning the course. The samples were 48 early childhood education students studying the Montessori Teaching Course at Suan Dusit University, in the first semester of the academic year 2019. The research tools included an assessment form of 5 aspects of learning outcome and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, and dependent t-test. The findings showed that the students’ post-test scores were higher than the pre-test scores with statistical significance at .01 level and the students had satisfaction at a high level on the Montessori Teaching course using the inductive teaching method. Additionally, the most satisfaction was the study benefits, followed by the learning ability, the study atmosphere, and the knowledge management, respectively.

Language: Thai

DOI: 10.14456/educu.2021.18

ISSN: 2651-2017

Abstract/Notes: According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study. The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study. The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.

Language: English

DOI: 10.11114/jets.v8i3.4620

ISSN: 2324-8068

Language: English

ISSN: 0022-0590

Abstract/Notes: In this article the metaphor of the storyteller is employed to argue the case for a critical phenomenology applied to understanding the "text" of the daily life-world of young children in childcare settings. The ideology of "preschooling" is examined and specific case studies of young rebels are presented. With the aid of Gadamer's notion of the "fusion of horizons," an attempt is made to understand the expenential world of the young child. In the process, themes depicting the social landscape of early institutional life are discussed.

Language: English

DOI: 10.1177/002205748316500203

ISSN: 0022-0574, 2515-5741

Language: English

DOI: 10.1177/002205742309700805

ISSN: 0022-0574, 2515-5741

Language: English

DOI: 10.1177/002205741608401108

ISSN: 0022-0574, 2515-5741

Language: English

ISSN: 0022-0574, 2515-5741

Language: English

ISSN: 0022-0574, 2515-5741