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406 results

Article

✓ Peer Reviewed

Montessori Play and Learn: A Parents' Guide to Purposeful Play from 2-6 by Lesley Britton[review]

Available from: JSTOR

Publication: Young Children, vol. 48, no. 4

Pages: 86-87

Book reviews

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Language: English

ISSN: 0044-0728

Article

✓ Peer Reviewed

Something for Everyone: Benefits of Mixed-Age Grouping for Children, Parents, and Teachers.

Available from: JSTOR

Publication: Young Children, vol. 48, no. 5

Pages: 82-87

Child development, Classroom environments, Early childhood education, Nongraded schools, Parent-teacher relationships

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Abstract/Notes: Discusses the benefits of mixed-age grouping for children's social and cognitive development and reservations parents sometimes have about mixed-age groupings. Also discusses issues that teachers need to consider when implementing mixed-age groups: children's personal care routines; furnishings; children's language, motor, creative, and social development; and the needs of adults. (BB)

Language: English

ISSN: 0044-0728

Article

✓ Peer Reviewed

Relationship betweeen perceived Montessori characteristics and parents satisfaction

Publication: European Journal of Social Sciences / Revue Européene des Sciences Sociales, vol. 16, no. 3

Pages: 371-391

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Abstract/Notes: Perceived Montessori Characteristics refers to as Montessori internal and external environment that contributes to an individuality of a Montessori kindergarten. Focus of this study is the internal attributes, which are academic, teachers’ social skills and corporate image. Understanding of a new concept in an education business is very important for developing an effective marketing strategy, in order to regulate marketing practice or to cause socially desirable behaviors. The total of 225 questionnaires was distributed to the parents. However, completed questionnaire returned were 151 with 67% response rate. In factor analysis of perceived Montessori characteristics conducted also found that the three sub-dimensions have converted to six sub-dimensions. The six new sub-dimensions of perceived Montessori characteristics were core alternative competencies, corporate image, teachers’ cooperation, teachers’ assertion, core competencies and teachers’ climate. The future research needs to empirically testing these dimensions towards parent’s satisfaction.

Language: English

ISSN: 1450-2267

Article

✓ Peer Reviewed

Experiences of Parents and Teachers on Kindergarten Pupils’ Readiness in the New Normal

Available from: European Journal of Education and Pedagogy

Publication: European Journal of Education and Pedagogy, vol. 3, no. 4

Pages: 109-115

Asia, Australasia, Early childhood care and education, Maria Montessori - Philosophy, Maria Montessori - Philosophy, Philippines, Southeast Asia

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Abstract/Notes: This study built into the parents' and teachers' experiences regarding the Kindergarten learners' readiness in the New Normal in the identified Kindergarten schools in Tacloban City during School Year 2020-2021. Using the descriptive phenomenology design, 10 Kindergarten teachers and 10 parents of Kindergarten learners served as respondents. The interview questionnaire served as the main instrument. Data obtained were transcribed, coded, and analyzed to determine the emerging themes and essence of the study. The results revealed that parents’ and teachers’ experiences regarding the Kindergarten learners' readiness in the new normal were teaching and learning related. They view Kindergarten learners as unprepared to enter Kindergarten education in the new educational landscape because they have not mastered the basic literacy skills as preschoolers and still have separation anxiety. Teachers have experienced exhausting all efforts to meet ideal instruction and reinforce positive guidance. These brought an impression that Kindergarten learners are unprepared to learn the learning competencies outlined for their level of education. Hence, it is recommended that the school adopt the implications and recommendations for parents and Kindergarten teachers.

Language: English

DOI: 10.24018/ejedu.2022.3.4.424

ISSN: 2736-4534

Article

✓ Peer Reviewed

Awareness of Parents About Montessori Education: A Sample of Ankara and Seattle

Available from: DergiPark Akademik

Publication: Education Reform Journal, vol. 3, no. 2

Pages: 88-101

Americas, Middle East, Montessori method of education, North America, Parent education, Turkey, United States of America

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Abstract/Notes: The purpose of this study is to examine the Montessori awareness of parents living in Ankara and living in Seattle and whose children are attending Montessori preschool. The study group of the research was created by 61 parents whose children are attending Montessori Preschool in Turkey/Ankara and 21 parents whose children are attending Montessori Preschool in USA/Seattle. The research data were collected through “General Information Form” and “Parent Conception Form”. While General Information Form has demographic questions, Parent Conception Form has questions about Montessori education to gauge awareness of parents. Parent Conception Form is a three point Likert-type form. IBM SPSS STATISTICS V23.0 was used in the analysis of the data. Frequency and percentage values ​​are used in the analysis of the data. As a result of the research, it was determined that the parents living in Ankara and sending their children Montessori Preschool in Ankara have similar thoughts to parents living in Seattle and sending their children Montessori Preschool in Seattle. It has been determined that all parents that is included in the research have knowledge about the Montessori approach-based education.

Language: English

DOI: 10.22596/erj2018.0302.88.101

ISSN: 2602-3997

Article

✓ Peer Reviewed

To What Extent Do Parents of Montessori-Educated Children “Do Montessori” at Home? Preliminary Findings and Future Directions

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 4, no. 1

Pages: 14-24

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

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Abstract/Notes: Few, if any, empirical studies have explicitly examined the home environments of Montessori-educated children, and specifically whether or not Montessori parents reinforce or undermine their children’s Montessori education at home. With a sample of 30 parents of Montessori-educated toddlers and preschoolers attending a private Montessori school in the Midwest, this cross-sectional study examined Montessori parents’ knowledge of Montessori methods and their parenting beliefs and behaviors at home. Results suggested that Montessori parents from the targeted school were knowledgeable about and valued Montessori methods, even though few had a Montessori education themselves. Parents in this sample varied in their parenting behaviors and choices at home, with some parents who intentionally reinforced Montessori principles and others whose behaviors were inconsistent with a Montessori approach. Findings from this preliminary study provide a first glimpse into the beliefs and behaviors of Montessori parents from which future studies can build upon. Montessori educators and administrators will benefit from future research involving Montessori parents, particularly for those who offer Montessori-based parent education sessions to the families they serve.

Language: English

DOI: 10.17161/jomr.v4i1.6737

ISSN: 2378-3923

Article

✓ Peer Reviewed

Parents’ Reasons for Sending Their Child to Montessori Schools

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 4, no. 1

Pages: 1-13

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

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Abstract/Notes: Although the Montessori Method of education is more than 100 years old, the number of Montessori schools in the United States has exponentially increased since 1990. Montessori methods and practices can be complex and difficult for parents to understand, even among parents whose child attends Montessori schools. Moreover, it is unclear why parents decide to enroll their child in Montessori schools. This study presents the results of a survey administered to 124 parents whose children were enrolled in 3 Montessori schools in Massachusetts. Findings indicate that 4 reasons motivated parents’ choice of Montessori education: attraction to Montessori principles, perceived fit with the Montessori philosophy or school, anticipated outcomes, and attraction to the Montessori classroom. These findings indicate that, to support parents’ decision-making, Montessori administrators should invest in parental and public awareness about Montessori education and provide prospective families with specific information related to school fit, classroom environment, and long-term student outcomes.

Language: English

DOI: 10.17161/jomr.v4i1.6714

ISSN: 2378-3923

Article

✓ Peer Reviewed

What Shall We Do: Pretend or Real? Preschoolers’ Choices and Parents’ Perceptions

Available from: Taylor and Francis Online

Publication: Journal of Cognition and Development, vol. 21, no. 2

Pages: 261-281

Children, Early childhood care and education, Early childhood education, Parent and child, Play

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Abstract/Notes: Pretend play is common in childhood. Yet by age 4, children shown pretend and real activities in a book said they would choose to do the real activity over the pretend one. The present studies extended this research, examining children’s actual behavior in laboratory and school settings (Study 1, n = 32, M = 59.32 months; and Study 2, n = 16, M = 54.08 months), their choices about pretend roles (Study 3, n = 50, M = 59.48 months), and parents’ perspectives on what children prefer (Study 4, n = 83). As in prior work, 4-year-olds preferred real activities from a book; by 5, children also engaged more with real activities. In contrast, 3- to 4-year-olds preferred pretend roles and 5- to 6-year-olds were ambivalent. Parents correctly predicted children’s preference for real activities, but they did not predict that children’s reality preferences increase with age.

Language: English

DOI: 10.1080/15248372.2019.1709469

ISSN: 1524-8372

Article

✓ Peer Reviewed

Factors That Influence Parents' Choice of Pre-Schools Education in Malaysia: An Exploratory Study

Available from: International Journal of Business and Social Science

Publication: International Journal of Business and Social Science, vol. 2, no. 15

Pages: 115-128

Asia, Australasia, Malaysia, Parent attitudes, Parent attitudes, Parents - Perceptions, School choice, Southeast Asia

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Abstract/Notes: The objective of this study is to identify the important factors contribute most to parents' choice of pre-school for their children. Parents' choice of pre-school is influenced by various factors that are mostly associated with the pre-school institution itself. Parent have different educational believes and preferences which puts them in a dilemma when making decision for their children pre-school education. it is important for pre-school businesses to meet the needs of both parents and children in order to attract and retain their customer. Data was collected using a survey questionnaire. The sample consisted of 162 parents who have pre-school children. Multiple regression analysis was used to identify the predictor variables that contributed to the choice of pre-schools. The main factors that influence parents' choice of pre-schools are branding, private-run institutions, safety and security, quality of teaching and hygiene. English medium and religion-based pre-schools are the preferred pre-schools chosen by these parents.

Language: English

ISSN: 2219-1933, 2219-6021

Book Section

Talking with Parents: Conferences and Communications

Available from: ERIC

Book Title: The Relevance of Montessori Today: Meeting Human Needs-Principles to Practice: Proceeding of the AMI/USA National Conference, Bellevue, Washington, July 25-26, 1996

Pages: 50-52

AMI/USA National Conference (Bellevue, Washington, 25-26 July 1996), Americas, North America, United States of America

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Language: English

Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997

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