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1655 results

Doctoral Dissertation

A Comparison of Traditional vs. Montessori Education in Relation to Children's Self-Esteem, Self-Efficacy, and Prosocial Behavior

Available from: ProQuest - Dissertations and Theses

Academic achievement, Americas, Caribbean, Comparative education, Elementary education, Latin America and the Caribbean, Montessori schools, Puerto Rico, Student attitudes

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Abstract/Notes: The present study compares elementary school children from Traditional and Montessori programs. The purpose is to investigate how different educational philosophies and teaching methods affect perceived levels of self-esteem, self-efficacy, prosocial behavior and aggressive behavior in children. The participants in this study consisted of second through sixth grade students who were attending Montessori and Traditional schools since the age of five, or earlier. All children completed the Washington Self-Description Questionnaire (WSDQ), three subscales of the Children's Multi-dimensional Self-Efficacy Scales (i.e., academic achievement, self-regulated learning, & social), the Physical and Verbal Aggression Scale, and the Prosocial Behavior Scale. No significant differences were revealed between the Montessori and Traditional programs in relation to the children's perceived levels of self-esteem, self-efficacy for academic achievement, self-efficacy for self-regulated learning, social self-efficacy, or prosocial behavior. However, the Montessori children reported significantly lower levels of physical/verbal aggression than the Traditional children. Moreover, as Montessori children develop a heightened ability to work within a group of peers, they seem to develop lower levels of physical/verbal aggression, which was not found among Traditional children. Furthermore, Montessori children's perceived ability to make and keep friends of the same gender was found to significantly improve with increased years in the program, which was not found in the Traditional method. For Montessori children, their perceived ability to work together in a group was found to be positively associated with heightened levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Furthermore, the Montessori children's levels of self-esteem were correlated significantly with their perceived levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Although Traditional children were also found to gain self-efficacy for self-regulated learning through working together at young ages, as they proceed to higher grade levels, their self-efficacy for self-regulated learning decreased.

Language: English

Published: San Juan, Puerto Rico, 2002

Book

Optimizing Early Child Care and Education

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Language: English

Published: London, England: Gordon & Breach, 1990

ISBN: 2-88124-769-5

Article

Montessori - A Special Education: The Autistic Spectrum: Autism, Asperger Syndrome (AS) and Semantic Pragmatic Disorder (SPD) - A Practical Montessori Response

Available from: Casa Vera Montessori School

Publication: Montessori International

Asperger's syndrome in children, Autism in children, Children with disabilities, Inclusive education

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Language: English

ISSN: 1470-8647

Book

Navyng ki shiksha / नवयुग की शिक्षा [New age education]

Maria Montessori - Writings

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Language: Hindi

Published: Delhi, India: Chand, 1952

Edition: [1st Hindi Edition]

Article

Goals of a Montessori Education

Publication: Montessori NewZ, vol. 44

Pages: 7

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Language: English

Doctoral Dissertation

Environmental Awareness in Early Years Education: A Systematic Content Analysis on Research from Different Countries

Available from: HARVEST - University of Saskatchewan

Comaprative education, Environmental education, Montessori method of education, Reggio Emilia approach (Early childhood education), Waldorf method of education

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Abstract/Notes: This systematic literature review and content analysis was conducted to ascertain what research from different countries have found regarding the development of environmental awareness in the early years. Environmental awareness in the context of this study speaks to an understanding of the symbiotic relationship of the different entities coexisting within the environment. Research has shown that as children’s environmental knowledge increases, their personal attitudes are modified to more pro-environmental ways. Environmental awareness, over time, may also support children to develop a sense of identity that goes beyond the individual and encompasses how they see themselves as living cohesively as part of the environment through socialization and experience. This systematic literature review and content analysis explored what programs and practices exist in different parts of the world that engage children in various activities in biodiverse places, to support the development of their environmental awareness, which is based on their geographical location, culture, and socialization. To determine how children are supported as they develop their environmental awareness, this content analysis reviewed 80 articles from 15 countries. The findings of this systematic content analysis revealed that research from 15 countries across the world embrace the discourse of early childhood environmental education, but with different foci and objectives. These differences are sometimes determined based on social interactions, family values, community norms, national curricula, geographical locations, and culture. This systematic content analysis also revealed that young children can recognize interdependency and develop relationships with other-than-humans within the environment through programs such as nature schools, place-based education, forest schools, and other kindergarten programs. This recognition enables children to honour themselves as humans to survive and to become mindful of the needs of other entities within the environment and of the need to exist interdependently. Through programs and practices as revealed by the systematic content analysis children can deepen their environmental awareness, see themselves as part of the environment, and perhaps can then go on to participate in decision-making and action initiatives to sustain and support the environment.

Language: English

Published: Saskatoon, Saskatchewan, Canada, 2022

Article

An Analysis of the Philosophy of Montessori Educational Theories / 몬테소리 아동 교육론의 사상적 기초에 관한 분석

Available from: RISS

Publication: 아동교육 [The Korean Journal of Child Education], vol. 5, no. 2

Pages: 191-204

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Language: Korean

ISSN: 1226-2722

Article

The Montessori Method: Liberal Education

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: 613-614

Montessori method of education - Criticism, interpretation, etc.

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Language: English

ISSN: 0040-7887

Article

Early Crusade Planted Seeds for NHC Infant-and-Toddler Teacher Education Initiative [North Harris College, North Houston, Texas]

Available from: ProQuest

Publication: Montessori Life, vol. 16, no. 1

Pages: 36-37

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Language: English

ISSN: 1054-0040

Article

The Four Planes of Education

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1969, no. 2/3

Pages: 4–10

Child development, England, Europe, Great Britain, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Northern Europe, Scotland, Trainings, United Kingdom

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Language: English

ISSN: 0519-0959

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