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Article
Effects of Variations in the Nursery School Setting on Environmental Constraints and Children's Modes of Adaptation
Available from: JSTOR
Publication: Child Development, vol. 42, no. 3
Date: 1971
Pages: 839-869
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Abstract/Notes: This study asked how specific characteristics of preschool settings affect the naturalistic occurrence of environmental constraints and children's adaptations to them. A taxonomy of 7 varieties of constraints invented by Jackson and Wolfson (1968) and a taxonomy of 14 adaptations were used. The constraints conformed to Schoggen's (1963) definition of conflict environmental force units (conflict EFU). 2 middle-class nursery schools and 2 Head Start programs were studied. These environments enabled the effects of several ecological variables- structure of the daily program, spaciousness of the schoolroom, and teacher-children ratio-and several personal variables-age, sex, and social class -on the incidence of conflict EFU and adaptations to be determined. Differential linkages of the adaptations with varieties of conflict EFU were also examined. The environmental variable which differentiated preschool settings was the program structure, and significant effects for age, sex, and social class were also found.
Language: English
DOI: 10.2307/1127453
ISSN: 0009-3920
Master's Thesis (Action Research Report)
The Effectiveness of Grace and Courtesy Lessons in a Montessori Environment
Available from: St. Catherine University
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Abstract/Notes: This study explored the effectiveness of grace and courtesy lessons in teaching a specific set of social skills to young children as well as how this approach impacts children’s ability to navigate related social situations successfully and independently. Research took place over seven weeks in a Montessori primary environment, comprised of 26 children aged 33 months to six years of age. The school is located in an urban, low socioeconomic area and is a hybrid private early childcare center and K-6 charter school. Research data was gathered in the form of field journal notes to record the presenter’s general thoughts and feelings after each lesson, a tally sheet to record the number of children present at the lesson versus the number who repeated, a tally sheet for the number of interactions observed during morning observation periods, and an observation log for those observed interactions detailing who was involved and what happened. Results point to the effectiveness of this intervention as language was not only retained, but implemented independently by children in naturally occurring social interactions. More research should be done in how this method translates to other early childhood settings as well as how it translates across age groups.
Language: English
Published: St. Paul, Minnesota, 2023
Article
Nyūji no tame no kankyō-dzukuri / 乳児のための環境づくり / Preparing the Montessori Environment for Infants
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 38
Date: 2005
Pages: 6-13
Classroom environments, Early childhood care and education, Early childhood education, Infants, Montessori method of education, Prepared environment
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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
Language: Japanese
ISSN: 0913-4220
Article
Montessōri kyōiku kankyō / モンテッソーリ教育環境 [The Montessori Educational Environment]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 30
Date: 1998
Pages: 80-89
Montessori method of education - Criticism, interpretation, etc.
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Language: Japanese
ISSN: 0913-4220
Article
Watashi no 'kankyō ni yoru hoiku'-ron / 私の「環境による保育」論 [My Theory of "Environmental Childcare"]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 28
Date: 1996
Pages: 58-67
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Language: Japanese
ISSN: 0913-4220
Article
Gekihen suru kankyō no naka no kodomo / 激変する環境の中の子ども [Children in a Rapidly Changing Environment]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 26
Date: 1994
Pages: 1
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Language: Japanese
ISSN: 0913-4220
Article
[Contemporary Environment Problems and Montessori Education]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 24
Date: 1992
Pages: 75-84
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Language: Japanese
ISSN: 0913-4220
Master's Thesis (M.A. In Reading, Language And Literacy)
Reading Comprehension Strategy Instruction as Part of a Balanced Literacy Approach in a Montessori Lower Elementary Environment
Available from: California State University - ScholarWorks
Elementary education, Literacy, Montessori method of education, Montessori schools, Reading
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Abstract/Notes: Montessori is not well known among the larger community of educators, but it does fulfill many, if not all, of the standards researchers use to define excellent classrooms and teaching practices. Montessori environments are literature rich and there is a strong emphasis on skills instruction and vocabulary development. There are many lessons that address different aspects of literacy instructionbut there are not lessons or materials that specifically address reading comprehension strategy instruction. Montessori teachers are as aware of reading comprehension strategies as any other educator, but I believe there is not enough emphasis placed on these lessons because of the lack of materials in the classroom that would support such instruction. At best, this instruction is uneven in the community because it depends on an individual teacher's initiative and knowledge. Another factor I believe affects reading comprehension strategy instruction is the reliance on the Simple View of Reading, which states that reading comprehension is a product of decoding skills and vocabulary knowledge. While the SVR has been shown to be an inadequate view of reading, it is still the prevailing model. The purpose of this project was to create a resource guide that would provide background knowledge on the importance of comprehension strategy instruction and provide a framework for Montessori teachers in the "Lower Elementary" or "Elementary 1" level (grades 1-3) to use. The resource guide includes detailed descriptions of the factors and strategies that contribute to reading comprehension, lesson plans, book suggestions for teaching the lessons, and graphic organizer suggestions.
Language: English
Published: San Marcos, California, 2022
Article
Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments
Available from: University of Chicago Press
Publication: American Journal of Education, vol. 111, no. 3
Date: 2005
Pages: 341-371
Comparative education, Montessori method of education - Criticism, interpretation, etc., Motivation (Psychology)
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Abstract/Notes: This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., the combination of high intrinsic motivation and high salience or importance) while engaged in academic activities at school. The traditional middle school students reported higher salience while doing academic work; however, such responses were often accompanied by low intrinsic motivation. When engaged in informal, nonacademic activities, the students in both school contexts reported similar experiences. These results are discussed in terms of current thought on motivation in education and middle school reform.
Language: English
DOI: 10.1086/428885
ISSN: 0195-6744, 1549-6511
Article
Maktabgacha Ta’lim Muassasalarida Montessori Muhitini Yaratishning Shart - Sharoitlari va O’ziga Xosligi [Conditions and Characteristics of Creating a Montessori Environment in Preschool Educational Institutions]
Available from: Academics Research
Publication: Ilm Fan Taraqqiyotida Zamonaviy Metodlarning Qo'llanilishi [Use of Modern Methods in the Development of Science], vol. 2, no. 29
Date: 2023
Pages: 123-131
Asia, Central Asia, Classroom environments, Early childhood care and education, Early childhood education, Learning environments, Montessori method of education, Prepared environment, Preschool education, Uzbekistan
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Abstract/Notes: Ushbu maqolada Maktabgacha ta’lim tashkilotlarida Montessori muhitini yaratishning shart -sharoitlari va o’ziga xosligi haqida so’z borgan.Doktor Montessori shunday degan edi: "Bolalar 3 dan 6 yoshgacha, 6 dan 9 yoshgacha va 9 yoshdan 12 yoshgacha bo'lgan guruhga joylashtirilishi kerak. Oddiy maktablarda bo'lgani kabi, faqat o'sha yoshdagi bolalarni sinflarga taklif qilmayman.Ko'pchilik, masalan, 3 yoshdan 6 yoshgacha bo'lgan bolalarni xonaga joylashtiraman, deb hisoblashadi, chunki menda uchta alohida xonani yaratish uchun yetarli xona yoki yetarli darajada bolalar yo'q. Garchi mingdan oshiq bola va juda katta bino bo'lsa ham, men uch yoshga to'lgan bolalarni bir guruhga qo'shib berishni istardim". Bolalar uzluksiz ta'lim va rivojlanish jarayonini amalga oshirish uchun guruhlarga joylashtiriladi.
Language: Uzbek