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Article
A Montessori Manual for Parents of Preschoolers – Part 1
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 6, no. 1
Date: Winter 1979
Pages: 23–38
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Abstract/Notes: A Montessori Manual for Parents of Preschoolers (Part 1 of 2)
Language: English
ISSN: 0010-700X
Article
Long-Term Effects of Four Preschool Programs: Sixth, Seventh, and Eighth Grades
Available from: JSTOR
Publication: Child Development, vol. 54, no. 3
Date: Jun 1983
Pages: 727-741
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
Article
Vygotsky and Montessori: The Process of Learning in the Preschooler
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 14, no. 1
Date: Winter 1987
Pages: 6–11
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Language: English
ISSN: 0010-700X
Article
Alternatív pedagógiák az óvodai nevelésben [Alternative pedagogies in preschool education]
Available from: National Széchényi Library
Publication: Magiszter, vol. 17, no. 2
Date: Winter 2019
Pages: 218-224
Alternative education, Montessori method of education - Criticism, interpretation, etc.
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Language: Hungarian
ISSN: 1583-6436
Article
Teacher-Child Interactions in Preschool and Task Persistence
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 15, no. 3
Date: 1978
Pages: 459-466
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Abstract/Notes: This study was designed to investigate specific aspects of preschool teacher-child interactions as they relate to task persistence in classroom vs. laboratory settings. It was hypothesized that teacher's criticism and interference would be associated with low task behavior in children, and that reward would be associated with high task behavior in both the classroom and an experimental setting; and that the children's task behavior in the two settings would be correlated. The procedure involved observation of teacher and antecedent child behavior in four Montessori classrooms for 8 days; timed observations of percent of time each child spent on-task in the classroom; and an experimental task, given individually outside the classroom. The results confirm all hypothesized relationships except that between reward in the classroom with persistence on the experimental task.
Language: English
DOI: 10.3102/00028312015003459
ISSN: 0002-8312, 1935-1011
Article
Social-Cognitive Play Patterns in Same-Age and Mixed-Age Preschool Classrooms
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 24, no. 3
Date: 1987
Pages: 463-476
Article
Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 45, no. 2
Date: 2008
Pages: 443-494
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Abstract/Notes: A randomized-trials design was used to evaluate the effectiveness of a preschool mathematics program based on a comprehensive model of research-based curricula development. Thirty-six preschool classrooms were assigned to experimental (Building Blocks), comparison (a different preschool mathematics curriculum), or control conditions. Children were individually pre-and posttested, participating in 26 weeks of instruction in between. Observational measures indicated that the curricula were implemented with fidelity, and the experimental condition had significant positive effects on classrooms' mathematics environment and teaching. The experimental group score increased significantly more than the comparison group score (effect size = 0.47) and the control group score (effect size = 1.07). Early interventions can increase the quality of the mathematics environment and help preschoolers develop a foundation of mathematics knowledge.
Language: English
ISSN: 0002-8312, 1935-1011
Article
Public Preschool Programs: More Than Standardizing Gestures Are Needed
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 5, no. 4
Date: Fall 1978
Pages: 24–26
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Language: English
ISSN: 0010-700X
Article
Dalcroze, Montessori And Preschool Music Teaching
Available from: JSTOR
Publication: American Music Teacher, vol. 40, no. 6
Date: 1991
Pages: 24-58
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Language: English
ISSN: 0003-0112
Article
The Montessori Preschool: Preparation for Writing and Reading
Available from: Springer Link
Publication: Annals of Dyslexia, vol. 47
Date: 1997
Pages: 241-256
Children with disabilities, Dyslexic children, Inclusive education, Learning disabilities
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Abstract/Notes: Dr. Maria Montessori was a perceptive observer of the learning processes of children, and nowhere is this revealed more clearly than in her approach to language. She viewed reading as the ultimate abstraction of language rather than a specific skill to be taught. Decoding is the skill to be taught. The concept of indirect and direct preparation for learning is of major importance in the rich heritage she gave us. She saw the existence of an epigenesis of intellectual functioning, which implies that the experiential roots of a given schema, or learned behavior, will lie in antecedent activities that may be quite different in structure from the schema to be learned. She used this principle effectively. This article discusses how Montessori's method and materials address the indirect and direct preparation for learning written language.
Language: English
DOI: 10.1007/s11881-997-0028-4
ISSN: 0736-9387, 1934-7243