Abstract/Notes: 25th International Montessori Congress, Sydney, July, 2005

Language: English

ISSN: 1470-8647

Abstract/Notes: Examines the relationship between two preschool program directors' and teachers' beliefs, instructional decisions, and preschool children's conceptions of reading and writing. Results show that preschool children's conceptions of reading and writing reflected the practices of the two programs. (Author/BB) Directors of two preschool programs were interviewed regarding their orientations toward reading and writing instruction. Ten children from each program were interviewed regarding their conceptions of reading and writing. One school was found to have a “mastery of specific skills/text-based” orientation, and the other was found to have a “holistic/reader-based” orientation. A relationship was found between preschool program's orientations toward reading and writing instruction and children's ideas about reading and writing. The relationships between preschool practices and children's conceptions are examined. Implications for the influence of preschool teacher's beliefs and instructional decisions on children's conceptions of reading and writing are discussed.

Language: English

DOI: 10.1016/S0885-2006(89)90077-X

ISSN: 0885-2006, 1873-7706

Abstract/Notes: Includes selected excerpts from the English translation of the Italian text "Educazione e pace" [Education and Peace] (by Maria Montessori) published by the Theosophical Society in India in 1943.

Language: English

Published: Altoona, Pennsylvania: Parent Child Press, 1989

ISBN: 0-939195-02-X 978-0-939195-02-2

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0519-0959

Abstract/Notes: This research investigates the learning impact of Montessori prekindergarten training as compared to traditional approaches with economically deprived Puerto Rican and Negro children. The three-part, 156-page monograph includes a 22-page introduction to Parts I and II, and a 37-page appendix to Part I. Parts I and II assess training effects of the first year of schooling, focusing on children beginning prekindergarten at approximately 4 to 4 1/2 years of age. The basic research design also includes an evaluation of training for children beginning school at 3 to 3 1/2 years. Part I contains an evaluation of perceptual and cognitive abilities. Part II investigates pupil preference for cognitive styles typifying ego strength in the young child and relevant for autonomous problem-solving strategies. Part III includes a follow-up assessment conducted at the end of kindergarten in order to investigate the cumulative effects of training over a longer period of schooling. The appendix to Part I contains age, sex, and ethnicity trends for the population investigated, a 25-page description of the test battery, a sample teaching log monthly checklist, and a list of sample questions for teacher interviews. The monograph also includes a list of 54 references used for Parts I, II, and III.

Language: English

Published: New York, New York, Sep 1969

Language: English

DOI: 10.1111/j.1467-8624.2009.01291.x

ISSN: 0009-3920, 1467-8624

Abstract/Notes: The question of whether early academic environments provide a challenge or a pressure for young children is being hotly debated, yet there is little empirical research on this topic. This paper presents a subset of data from a two-year comprehensive project designed to examine this question. Parental attitudes and behaviors along with school philosophy and practices comprised the predictor variables used to define "academic environments." This study then focused on how these family and school variables related to child outcome measures of academic competence, creativity, and emotional well-being for 90 prekindergarten children, and a follow-up sample of 56 kindergarten children. The results suggest no academic advantages for children from highly academic environments, and potential disadvantages in creative expression (measured as originality) and emotional well-being (measured as test anxiety and attitudes toward school). Possible interpretations and ramifications of these results are discussed.

Language: English

DOI: 10.1207/s15566935eed0106_1

ISSN: 1040-9289, 1556-6935

Language: English

ISSN: 0277-9064

Abstract/Notes: This paper, part of a long term study, reports the effect of a modified Montessori preschool experience on cognitive development, school-related behaviors, and social interactions and perceptions of disadvantaged children. Each of thirty-five disadvantaged Negro children (31 in nursery classes and 4 in elementary classes) was pair-matched with a middle class child. In the disadvantaged group, 17 children were attending nursery classes for the first time. Pre- and posttests were made of cognitive ability, on the Stanford-Binet, Piaget tests of length conservation, and sociometric features. Also, children were rated by testers on performance and by teachers rated classroom behaviors. Data from previous years on some of the children were used in reference to long term change. Part I (nursery school) test results show that neither first nor second-year children significantly increased their I.Q. scores. Both disadvantaged and middle class children scored similarly on task orientation. Middle class children showed more friendship choices forming across social-class lines. Part II (elementary school) results present limited support for the theory that children who continue in Montessori, rather than public, school will show better school achievement. Data included school records of more than 30 children. A future study will investigate diffusion effects on mothers and younger siblings, and testing with measures more directly relevant to Montessori curriculum. (NH)

Language: English

Published: Washington, D.C., Aug 31, 1969