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874 results

Article

✓ Peer Reviewed

The Importance of Using Maria Montessori Methodology in Preschool Education

Available from: IndianJournals

Publication: Asian Journal of Multidimensional Research (AJMR), vol. 9, no. 4

Pages: 186-191

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Abstract/Notes: This article explains the importance of using the methodology of Maria Montessori, an Italian researcher who has been successfully practicing in preschool education. The author also focuses on the role of modern pedagogical technology in personal education and comments on the practical possibilities of Montessori's research in preschool education.

Language: English

DOI: 10.5958/2278-4853.2020.00117.2

ISSN: 2278-4853

Article

✓ Peer Reviewed

The Montessori Preschool: Preparation for Writing and Reading

Available from: Springer Link

Publication: Annals of Dyslexia, vol. 47

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

Article

✓ Peer Reviewed

Dalcroze, Montessori And Preschool Music Teaching

Available from: JSTOR

Publication: American Music Teacher, vol. 40, no. 6

Pages: 24-58

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Language: English

ISSN: 0003-0112

Article

✓ Peer Reviewed

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

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

DOI: 10.3102/0002831207312908

ISSN: 0002-8312, 1935-1011

Article

✓ Peer Reviewed

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

Pages: 463-476

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Language: English

DOI: 10.3102/00028312024003463

ISSN: 0002-8312, 1935-1011

Article

The Children Shall Teach Them: Good Things Happen When High School Students Observe a Montessori Preschool

Publication: Public School Montessorian, vol. 19, no. 1

Pages: 1, 20

Public Montessori

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Abstract/Notes: Ballard High School, Seattle, Washington

Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Usability of Montessori Tangible User Interfaces to Support Learners’ Retention Skills in Preschools

Available from: Springer Link

Publication: Personal and Ubiquitous Computing, vol. 27

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Abstract/Notes: Introducing tangible user interfaces in the educational context is gaining attention in the Human–Computer Interaction research community. Numerous syntheses of research studies highlighted the potential impacts of tangible-based interaction on improving students’ knowledge gains, understanding, and collaboration. However, the existing literature lacks exploring the impacts that physical interaction with a tangible user interface might have on young students’ short-term retention skills and their user experience. This study set out to assess the effectiveness of tangible physical objects in empowering young learners’ short-term retention skills and their usability in an authentic educational context. The experimental study was performed at a primary school with 48 preschool students (aged 4–5) assigned to two groups to evaluate the educational potential of tangible interaction modality compared to a classical Montessori activity relying on non-augmented objects. The analyses were based on students’ responses to post-tests performed after 1 day after the learning session, and the System Usability Scale questionnaire conducted in the teacher’s presence. Results indicate the potential of interacting with the Montessori tangible user interface on supporting preschool students’ knowledge building. The usability questionnaire reveals that tangible physical objects are suitable for young learners’ use. It was found that the properties of the tangible interaction modality engaged young learners in the Montessori activity. The study contributes to the educational technology community by providing a better understanding of the potential of using tangible-based interaction modality within the classroom context to support young learners’ understanding, knowledge building, and learning engagement.

Language: English

DOI: 10.1007/s00779-022-01706-9

ISSN: 1617-4917

Article

✓ Peer Reviewed

Beliefs About Teaching in Montessori and Non-Montessori Preschool Teachers

Available from: SAGE Journals

Publication: Journal of Teacher Education, vol. 32, no. 2

Pages: 41-44

Americas, Comparative education, North America, Teachers - Attitudes, United States of America

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Language: English

DOI: 10.1177/002248718103200209

ISSN: 0022-4871

Master's Thesis (Action Research Report)

The Effectiveness of Roleplaying in Teaching Preschoolers Social Skills

Available from: St. Catherine University

Action research

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Abstract/Notes: The study was designed to evaluate the effectiveness of role-play as a means of enhancing the social skills of preschool students in a Montessori setting. A total of 37 children between the ages of two and a half to six years who participated in a five week study. The interventions were conducted once a week for four weeks, during which children took turns participating in simulated scenarios that mirrored their everyday experiences. After the role-play presentation, assessments and group discussions were conducted to evaluate the children's comprehension. The research data was gathered before, during and after the interventions. The researcher used checklists and observation records to document the number and details of conflicts, as well as the children's behavior and conflict resolution skills. The study revealed a decrease in both the frequency of conflicts and the level of aggression, indicating the effectiveness of role-play in cultivating social skills in children. However, the study also indicated the need for further research and extended observation to support new and younger children in adapting to the environment and to keep track of how effectively children internalize and sustain the skills they have acquired.

Language: English

Published: St. Paul, Minnesota, 2023

Report

Effectiveness of Direct Verbal Instruction on IQ Performance and Achievement in Reading and Arithmetic [Academic Preschool, Champaign, Illinois]

Available from: ERIC

Academic achievement, Americas, Arithmetic, Early childhood care and education, Early childhood education, Literacy, Mathematics education, North America, Reading, United States of America

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Abstract/Notes: This experiment was based on the assumption that the academic failure of the disadvantaged or middle class child is due to a failure of instruction and that if above-normal learning schedules were maintained, the second year of an enrichment program would not show the customary drop in gains from the first year. The subjects of this study were 43 disadvantaged Negro and white 4-year-olds of high, middle, and low intelligence. Fifteen of the children were placed in an experimental group (I) and 28 in a control group (II). A 2-year program involving a group (III) of middle class 4-year-olds was also conducted, with a control group (IV) consisting of middle class 4-year-olds in a Montessori preschool. Groups I and III received a 2-year experimental program in which rapid attainment of basic academic concepts was emphasized. Group II received a 2-year traditional preschool education. Group I achieved significantly greater Stanford-Binet IQ gains than Group II and maintained them over the 2-year program. Group III children also benefited measureably from the program and demonstrated greater achievement in many areas than Group IV.

Language: English

Published: Washington, D.C., 1966

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