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Article
The Language of Children as a Natural Base for Learning to Read
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 8, no. 2
Date: Spring 1981
Pages: 23–34
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Language: English
ISSN: 0010-700X
Article
Preschool Experience in 10 Countries: Cognitive and Language Performance at Age 7
Available from: ScienceDirect
Publication: Early Childhood Research Quarterly, vol. 21, no. 3
Date: 2006
Pages: 313-331
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Abstract/Notes: The IEA Preprimary Project is a longitudinal, cross-national study of preprimary care and education designed to identify how process and structural characteristics of the settings children attended at age 4 are related to their age-7 cognitive and language performance. Investigators collaborated to develop common instruments to measure family background, teachers’ characteristics, setting structural characteristics, experiences of children in settings, and children’s developmental status. Data from 10 countries are included in the analysis; in most countries, the sample of settings is representative of preprimary settings in that country. For the analysis, a 3-level hierarchical linear model was employed that allowed decomposition of variation of child outcomes into three parts—variation among children within settings, among settings within countries, and among countries. Four findings are consistent across all of the countries included. Age-7 language improves as teachers’ number of years of full-time schooling increases and the predominant type of activity teachers propose in settings is free choice rather than personal/social. Age-7 cognitive performance improves as children spend less time in whole group activities and the variety of equipment and materials available increases. There were also a number of findings that varied across countries depending on particular country characteristics. The findings support child-initiated activities and small group activities and are consistent with developmentally appropriate practices promoting active learning.
Language: English
DOI: 10.1016/j.ecresq.2006.07.007
ISSN: 0885-2006, 1873-7706
Article
Amid Budget Shortfall, a Visionary Loses His School [InterCultura Montessori Foreign Language School, Oak Park, Illinois]
Publication: Public School Montessorian, vol. 17, no. 2
Date: Winter 2005
Pages: 1
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Language: English
ISSN: 1071-6246
Article
Language Immersion: M. J. Rosanova's Well-Considered Advice on Starting a Program
Publication: Public School Montessorian, vol. 17, no. 1
Date: Fall 2004
Pages: 25
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Language: English
ISSN: 1071-6246
Article
Leadership, Language and Following Your Dreams [Nancy McCormick Rambusch]
Publication: Public School Montessorian, vol. 17, no. 1
Date: Fall 2004
Pages: 8
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Language: English
ISSN: 1071-6246
Article
The Case for Second Language Programs
Publication: Public School Montessorian, vol. 15, no. 2
Date: Winter 2003
Pages: 20-23
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Language: English
ISSN: 1071-6246
Article
Bilingual and Spanish Language Resources
Publication: Public School Montessorian, vol. 15, no. 1
Date: Fall 2002
Pages: 25
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Abstract/Notes: El Boletin, September 2002
Language: English
ISSN: 1071-6246
Article
Human Rights: Common Language of Humanity
Publication: Public School Montessorian, vol. 15, no. 1
Date: Fall 2002
Pages: 4, 16
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Language: English
ISSN: 1071-6246
Article
Peer Effects on Children's Language Achievement During Pre-Kindergarten
Available from: JSTOR
Publication: Child Development, vol. 80, no. 3
Date: 2009
Pages: 686-702
Article
School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria
Available from: Asian Institute of Research
Publication: Education Quarterly Reviews, vol. 4, no. 3
Date: 2021
Pages: 243-251
Africa, Comparative education, Montessori method of education, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.
Language: English
DOI: 10.31014/aior.1993.04.03.335
ISSN: 2621-5799, 2657-215X