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

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

Abstract/Notes: Using data from the 2015–16 round of the Private School Universe Survey, I examine the types of private schools that decide to participate in school voucher programs in seven locations: Milwaukee, Wisconsin, Indiana, Ohio, Louisiana, D.C., and North Carolina. Regression analysis indicates that more specialized private schools tend to be less likely to participate in voucher programs than regular private schools. Specifically, the preferred model finds that private schools that identify as Montessori, special education, and alternative are less likely to participate in voucher programs than schools that identify as regular. In addition, schools that are non-coeducational and schools that focus on serving homeschool students are less likely to participate in voucher programs. I also find that random admissions mandates and state testing requirements are negatively associated with private school participation in voucher programs, while the prohibition of copayment is positively associated with program participation.

Language: English

DOI: 10.1080/15582159.2019.1673954

ISSN: 1558-2159, 1558-2167

Abstract/Notes: This report presents results from an experimental comparison of four prekindergarten programs and a 3-year follow-up through second grade. The major purposes of the study were: (a) to obtain information on program dimensions; and (b) to assess program effects on the cognitive, motivational, and perceptual development of 4-year-olds. Fourteen classes were conducted in Head Start throughout 1968-1969-two in Montessori; four each in Traditional, an enrichment program; Bereiter-Engelmann, an academic drill approach; and Darcee, which combined an emphasis on aptitudes and attitudes. Children were randomly assigned within schools to experimental or nonexperimental classes. They were assessed after 8 weeks and after 6 months of school. A control group was also tested-a non-preschool group similar to the experimental sample. Monitoring of treatments was done live and also from videotapes. In the kindergarten year, one class from each program entered a token-economy Follow-Through program. The remainder entered Regular kindergarten. Video-tape monitoring was also done in kindergarten and first-grade classes. Results-program dimensions: the prekindergarten programs did differ, and most of the differences were in predicted directions. Programs were similar to or different from each other depending upon which treatment dimensions were used. Four distinct programs existed only on the more molecular techniques (e. g., modeling or role playing). On some molar dimensions there were only two treatments; on others one program stood apart from the other three. All programs were low on some dimensions, and on others no distinction could be made. Program effects: the prekindergarten programs did have different effects on children, both in terms of immediate impact and over a 4-year period regardless of what programs they had later. The immediate effects on cognitive variables were predictably greater for more didactic programs. Stable effects over 4 years, however, were in noncognitive areas. There were no stable main effects from later programs, but differential effects on both cognitive and noncognitive measures resulted from various combinations of prekindergarten and kindergarten programs.

Language: English

DOI: 10.2307/1165878

ISSN: 0037-976X

Language: English

ISSN: 0091-732X

Abstract/Notes: The extent to which early childhood programs produce long-term benefits in children's cognitive development, socialization, and school success is a matter of some controversy. This article reviews 36 studies of both model demonstration projects and large-scale public programs to examine the long-term effects of these programs on children from low-income families. The review carefully considers issues related to research design. It includes studies of preschool education, Head Start, child care, and home visiting programs, and focuses primarily on the effects of program participation on children's cognitive development. Results indicate that early childhood programs can produce large short-term benefits for children on intelligence quotient (IQ) and sizable long-term effects on school achievement, grade retention, placement in special education, and social adjustment. Not all programs produce these benefits, perhaps because of differences in quality and funding across programs. The article concludes with recommendations for future action.

Language: English

ISSN: 1054-8289, 1550-1558

Abstract/Notes: This study compared Montessori and day care compensatory programs for disadvantaged children. Students in the treatment programs were compared to a disadvantaged control group and an advantaged middle-class control group on eight tests of cognitive skill and on a composite factor score derived from the eight tests as a single summary index. Analysis indicated that treatment differences existed on six of the nine analyses. Both preschool programs were effective in raising levels of performance beyond those of other disadvantaged Students and both approached middle class levels of performance, yet the treatment groups did not differ from each other.

Language: English

DOI: 10.1080/00220671.1974.10884719

ISSN: 0022-0671

Abstract/Notes: There are a wide variety of approaches towards education and treatment that have been used in the education of individuals with special needs. One of these approaches is the Montessori Method. The Montessori Method emphasizes that education is a natural process and believes that the child behaves by listening to his or her own inner voice and in this way develops self control and learning. Mentally disabled and autistic children and other children with developmental disorders exist in the same environment with their able peers in special education schools which practice the Montessori Method. Furthermore, the Montessori Method provides the child to find the best and the easiest way of learning through practicing by himself. In the present study, the topics of equipment, arrangement of the educational environment, education and teaching methods, the role of the teacher in education in the Montessori Method and the use of the method in disabled children will be discussed. / Özel gereksinimli bireylerin eğitiminde çok çeşitli eğitim ve öğretim yaklaşımı vardır bunlardan birisi de Montessori yöntemidir. Montessori yöntemi, eğitimin doğal bir süreç olduğunu vurgular ve çocuğun kendi iç sesini dinleyerek hareket edeceğine, böylece hem kendi kendini denetlemeyi hem de öğrenmeyi gerçekleştireceğine inanır. Montessori yöntemini uygulayan özel eğitim okullarında, zihinsel engelli, otistik özellikleri olan çocuklar ve diğer gelişimsel bozuklukları olan çocuklar engelli olmayan akranları ile birlikte aynı ortamda bulunurlar. Ayrıca Montessori yöntemi, çocuğa kendi kendine uygulayarak en iyi ve en kolay şekilde öğrenme yolunu bulmasını sağlar. Bu çalışmada, Montessori yönteminde; araç gereç, eğitim ortamının düzenlenmesi, eğitim öğretim yöntemleri, öğretmenin eğitimdeki rolü ve yönteminin engelli çocuklarda kullanımı konularına yer verilmiştir.

Language: Turkish

ISSN: 1308-4933

Abstract/Notes: Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education.

Language: English

ISSN: 2378-3923

Abstract/Notes: Although multiage grouping is part of a greater approach to change in education, classroom problems can result when the approach's rationale is not understood. Three precepts of vertical grouping concern heterogeneity of student groups, individualized materials and activities, and a caring learning community. Factors influencing successful programs are described. (LB)

Language: English

DOI: 10.1080/00094056.1992.10521787

ISSN: 0009-4056, 2162-0725