Language: English

Published: New York City, New York, 1971

Language: English

Published: Urbana-Champaign, Illinois, 1970

Abstract/Notes: The regulation of behavior is a major issue in early childhood development, with important implications for children’s adaptive and maladaptive developmental outcomes. Emerging research suggests that the degree of successful self-regulation depends upon the efficiency of the child’s attentional system and that the ability to focus and sustain attention supports emotional self-regulation throughout the lifespan. The neural networks that underlie the development of attention are beginning to be charted. Studies have shown that the executive attention network undergoes considerable development between the ages of 2 and 7. To support this development, research scholars have suggested the need to develop curriculum to promote focused and sustained attention in preschool programs. One hundred years ago, Maria Montessori observed that when the environment was designed to promote concentration, children went through a transformative process, which she referred to as normalization. Is normalization the same as self-regulation? This study was designed to examine whether Montessori’s theory of normalization can be considered an applied theory of self-regulation. This was accomplished by analyzing Csikszentmihalyi’s optimal experience theory and Ryan and Deci’s self-determination theory to provide the requisite guidance for developing curriculum capable of nurturing multiple aspects of self-regulation, which led to a conceptual framework for the comparison with Montessori’s theory of normalization. Montessori’s theoretical perspective is not readily available in published literature. Therefore this study used qualitative methods to conduct interviews with 12 Montessori teacher trainers. These individuals are considered the highest authority regarding Montessori theory and practice. Though Montessori’s contributions to the field of Early Childhood Education are often mentioned in university textbooks, the underlying theory (normalization) that guides her work receives little discussion. Without a clear understanding of Montessori’s theoretical perspective, research scholars are not able to isolate distinguishing characteristics that can assess self-regulation as an outcome of the curriculum nor can they adequately compare this approach with other forms of education. By introducing Montessori’s theory of normalization and analyzing it as a theory of selfregulation, this study has created a conceptual framework to articulate the governing characteristics and educational principles necessary to enhance practices that support the development of self-regulation in early childhood.

Language: English

Published: Corvallis, Oregon, 2008

Abstract/Notes: The purpose of this study was to compare reading and math academic achievement scores of a cohort of students who had experienced mixed-age (two-grade span) and multiage (three-grade span) configurations, in a selected nongraded elementary school located in East Tennessee. Student attitude toward school, gender and socioeconomic status were also analyzed. The causal-comparative quantitative approach, along with convenience sampling, was the foundation for this study. Academic achievement normal curve equivalency (NCE) scores from the TerraNova Comprehensive Test of Basic Skills for the 1997-2000 academic years and survey results from the Attitude Toward School Inventory (Meier, 1973) given in the concluding year (2000) were analyzed using ANOVA, ANCOVA and t-tests to determine which configuration produced better results for students. Statistically significant results (p=. 05) were found indicating that the multiage students performed better in reading achievement during the 1997 and 1998 years (ANOVA). ANCOVA results indicated multiage configuration to be statistically significant in 2000 when controlling for prior reading achievement. ANOVA results proved to be statistically significant in math for the multiage configuration in 1998. NCE mean scores in reading and math were higher, some significantly higher, for all four years 1997, 1998, 1999, and 2000 for those students in the multiage (three-grade span) configuration. No statistically significant differences were found in configurations regarding attitude toward school, however in all subtest areas the multiage (three-grade span) students mean scores were higher than the mixed-age (two-grade span) students scores. Findings include a stronger case for multiage (three-grade span) configuration when planning a nongraded developmentally appropriate elementary program.

Language: English

Published: Johnson City, Tennessee, 2001

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

Language: English

ISSN: 0277-9064

Abstract/Notes: Bu araştırmanın amacı okul öncesi dönemdeki çocukların sosyal becerilerini eğitim aldıkları program türüne incelemektir. MEB Okul Öncesi Eğitim Programı ve Montessori yaklaşımına göre eğitim alan 5 yaş grubu çocukların sosyal becerileri değerlendirilmiştir. Araştırma nicel araştırma kapsamında tasarlanmış ve genel tarama modeline uygun olarak gerçekleştirilmiştir. Katılımcılar, 2013-2014 eğitim öğretim yılında okul öncesi eğitim kurumuna devam eden ve MEB Okul Öncesi Eğitim Programına ve Montessori Eğitim Yaklaşımına tabi olan 5 yaş grubu toplam 303 çocuktan oluşturulmuştur. Araştırma İstanbul ilinde Küçükçekmece, Bahçelievler, Çekmeköy ve Maltepe ilçelerinde bulunan 23 okulda görev yapan 40 öğretmen ile yürütülmüştür. Araştırmanın verileri araştırmacı tarafından geliştirilen Kişisel Bilgi Formu ve Elibol Gültekin (2008) tarafından uyarlanan Sosyal Beceri Ölçeği ile elde edilmiştir. Yapılan analizler sonucunda MEB programına göre eğitim alan çocukların iletişim becerilerinin, Montessori yaklaşımına göre eğitim alan çocukların iletişim becerilerinde daha yüksek olduğu, MEB programına göre eğitim alan çocukların davranış problemlerinin Montessori yaklaşımına göre eğitim alan çocukların davranış problemlerinden daha yüksek olduğu sonucuna ulaşılmıştır. Çocukların cinsiyetine, babalarının yaşına ve kardeş sayılarına göre sosyal becerileri farklılık göstermezken, annelerinin yaşına, anne baba eğitim durumuna, ailenin gelir düzeyine ve okul öncesi eğitime devam sürelerine göre farklılık gösterdiği belirlenmiştir. / The aim of this study is to analyze the social skills of preschool children according to the type of educational program they receive. In this study, the social skills of 5 years old children who took education according to Ministry of Education Preschool Education Program and Montessori educational approach were evaluated. The study was designed in quantitative research approach and survey method was used. Participants consisted of 300 children aged 5 who continue their preschool education according to Ministry of Education Preschool Education Program and Montessori educational approach in 2013-2014 academic year. The study was conducted with 40 teachers from 23 different schools in Istanbul city, Kucukcekmece, Bahcelievler, Cekmekoy and Maltepe districts. The data of the study were obtained through Personal Information Form developed by the researcher and Social Skills Scale adapted by Elibol Gultekin (2008). According to the analyses, it was found that the communication skills of children who take education according to Ministry of Education program were higher than those of children who take education according to Montessori approach. It was also found that the behavior problems of children who take education according to Ministry of Education program were higher than those of children who take education according to Montessori approach. While there was no difference in children's social skills according to their gender, father's age and the number of siblings, there was a significant difference in children's social skills according to their mother's age, education degree of their parents, level of income of the family and duration of preschool attendance.

Language: Turkish

Published: Istanbul, Turkey, 2015

Abstract/Notes: The study investigates the impact of the Montessori-based individualized education program on the problem-solving skills of children who need special education. The study group consists of five children from the 4-7 age group, three of which have pervasive development disorder, and two, mental deficiency. The children attend Kayseri Melikgazi Special Education and Rehabilitation Center. The study employed a mixed research model, with an experimental pattern based on a single group employed in pre-test and post-test, without any control group,whereby the participants were subjected to the Montessori-based Individualized Education Program for 12 weeks. The data collection tool used in the study was the Problem Solving Skills Scale (PÇBÖ) 4-7 age group form, developed by Aydoğan, Ömeroğlu, Büyüköztürk and Özyürek (2012), and applied during the pre-test and the post-test, Child Observation Form and along with the Personal Information Sheet. Data analysis employed the wilcoxon signed rank test. The study led to the observation that a significant difference existed between the pre-test and post-test scores pertaining to the children with which the Montessori-based Individualized Education Program was implemented, along with perceived improvements in the children's self-care abilities, language and speaking skills, psycho-motor skills, and attention span for activity. / Araştırmada, Montessori temelli bireysel eğitim programının özel gereksinimli çocukların problem çözme becerilerine etkisinin incelenmesi amaçlanmıştır. Çalışma grubuna; Kayseri Melikgazi Özel Eğitim ve Rehabilitasyon Merkezine devam eden, dört-yedi yaşlar arasında yaygın gelişimsel bozukluğu olan üç ve zihinsel yetersizliği olan iki çocuk olmak üzere toplam beş çocuk dahil edilmiştir. Karma araştırma modelinin kullanıldığı araştırmada, deneme modellerinden tek grup öntest-sontest kontrol grupsuz deneysel desen kullanılmış ve katılımcılara 12 hafta süreyle Montessori Temelli Bireysel Eğitim Programı uygulanmıştır. Çalışmanın veri toplama aşamasında öntest ve sontest veri toplama aracı olarak Aydoğan, Ömeroğlu, Büyüköztürk ve Özyürek (2012) tarafından geliştirilen Problem Çözme Becerileri Ölçeği (PÇBÖ) 4-7 yaş formu, Çocuk Gözlem Formu ile Genel Bilgi Formu kullanılmıştır. Verilerin analizinde wilcoxon işaretli sıralar testi kullanılmıştır. Araştırmadan elde edilen bulgulara göre; Montessori Bireysel Eğitim Programı uygulanan çocukların öntest-sontest puanları arasında anlamlı farklılık olduğu ve deneysel işlemin özellikle çocukların öz bakım becerilerinde, dil ve konuşma becerilerinde, psiko-motor becerilerinde ve çocukların etkinliğe gösterdikleri dikkat süresinde artma olduğu gözlenmiştir.

Language: Turkish

Published: Bolu, Turkey, 2018

Abstract/Notes: This study was conducted to examine the primary school learning outcomes of the Montessori education model, which is one of the widely used alternative education models developed by the educator and Doctor Maria Montessori, according to the teachers' opinions. In this study, qualitative research method was used. Semi-structured interview form was used as data collection tool. Eight teachers working in a private school attended by students who graduated from schools where the Montessori method was used participated in the study. The obtained data were analyzed by content analysis method. Findings the Montessori education method; It has been concluded that it affects students' social skills and problemsolving skills positively, while its effect on academic achievement is different for each student. In the light of the findings obtained at the end of the study, suggestions were made regarding the application of the Montessori method at the primary school level and achieving the target gains. / Bu çalışma eğitimci ve Doktor Maria Montessori tarafından geliştirilen ve yaygın olarak kullanılan alternatif eğitim modellerinden biri olan Montessori eğitim modelinin ilkokul öğrenme çıktılarının öğretmen görüşlerine göre incelenmesi amacıyla yapılmıştır. Bu araştırmada nitel araştırma yöntemi esas alınmıştır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmaya Montessori metodu uygulanan okullardan mezun olan öğrencilerin devam ettiği bir özel okulda çalışan sekiz öğretmen katılmıştır. Elde edilen veriler içerik analizi yöntemi ile analiz edilmiştir. Bulgular Montessori eğitim metodunun; öğrencilerin sosyal beceri ve problem çözme becerileri düzeylerini olumlu yönde etkilediğini ortaya koyarken, akademik başarıya etkisinin her öğrenci için farklı olduğu sonucuna ulaşılmıştır. Araştırmanın sonucunda ulaşılan bulgular ışığında Montessori metodunun ilkokul düzeyinde uygulanabilmesine ve hedef kazanımlara ulaşabilmesine dair önerilerde bulunulmuştur.

Language: Turkish

Published: Istanbul, Turkey, 2021

Language: Italian

Published: Trento, Italy: Erickson, 2019

ISBN: 978-88-590-2042-4 88-590-2042-5