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875 results

Article

Impact of the Montessori Method and Traditional Classroom Teaching on the Analogical Reasoning of Preschool Children

Publication: The Child and You, vol. 11

Pages: 9-13

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Language: English

Article

Preschool String Section

Publication: The National Montessori Reporter, vol. 24, no. 2

Pages: 7

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Abstract/Notes: Making guitars from shoe boxes

Language: English

Master's Thesis

The Impact of Role-Play on the Self-Regulation of Preschoolers Following the COVID-19 Pandemic

Available from: St. Catherine University

Action research, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: This Action Research Project examined the impact of role-play on preschoolers’ self-regulation development in a Montessori primary classroom. The class consisted of 18 students; ages 3-5 years old. Four of the nine students in the intervention had delays, disruptions, or modifications to their Montessori experience, possibly due to the COVID-19 pandemic. Role-play scenarios were performed by the students for four weeks. The results show that role-play positively impacted self-regulation in the primary classroom. The average percentage of self-regulated behaviors increased by 28.5% from the pre-intervention week through the last intervention week. Modeling of self-regulated behaviors increased, and modeling of dysregulated behaviors decreased during the intervention. Role-play is a fun and engaging way to help young children learn, practice, and model self-regulated behaviors in the classroom.

Language: English

Published: St. Paul, Minnesota, 2023

Book Section

Children's Well-Being and Teachers' Benevolence as the Road to Higher Performance?: Cognitive Neuroscience and Montessori in Preschools

Available from: Taylor and Francis Online

Book Title: Education, Parenting, and Mental Health Care in Europe: The Contradictions of Building Autonomous Individuals

Pages: 63-78

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Abstract/Notes: There is now a broad international consensus that investing in early childhood education and care represents the highest “return on investment” in terms of economic and social development. The pursuit of the dual objective of efficiency and equity has resulted in a reorientation of preschool curricula towards preparation for compulsory schooling, emphasizing the acquisition of the “fundamentals” (reading, writing, and arithmetic) most useful for future academic success. The chapter offers first a comparative analysis of how this “schooling process” unfolded in French and Belgian nursery schools and in the Danish kindergarten. It attests to the persistence of specific cultural and political traditions relating to both the respective roles of the state and families in early childhood education, as well as of conceptions of childhood and relations between adults and children. Second, based on field research conducted in French-speaking Belgium, it discusses the idea that the search for children's well-being and performance at the same time creates tensions in the exercise of the teaching profession. It then shows that it is possible to understand the success of the discourse of cognitive neuroscience and so-called alternative pedagogical methods, including Montessori, because these discourses seem to propose a way to overcome these tensions.

Language: English

Published: New York, New York: Routledge, 2024

ISBN: 978-1-00-337720-7

Article

✓ Peer Reviewed

Multimodal Directive Interactions in a Preschool Classroom

Available from: International Journal of Education and Research

Publication: International Journal of Education and Research, vol. 11, no. 12

Pages: 15-28

Americas, Early childhood care and education, Early childhood education, Language development, Language education, Montessori method of education, Montessori schools, North America, Preschool children, Preschool education, United States of America

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Abstract/Notes: Preschool teachers use language to instruct children in classrooms around the globe. The present article contributes to the literature on directives used by preschool teachers in the classroom by presenting an eight-month ethnography of a preschool class. The study investigated the directives used by preschool teachers and students and the multimodal resources that were used, including verbal directives, songs, gestures, forms of eye contact, visual cues, and material objects. The study also analyzed ways in which preschool children were socialized to speak and act in culturally appropriate ways through directives. Analyses of observations and interviews show that directives were a major feature of the multidirectional language socialization of children in the classroom. Teachers and students used a variety of multimodal resources, including their verbal discourse, intonation, gestures, and objects to use discourses in the classroom to socialize children into appropriate modes of interaction in the classroom.

Language: English

ISSN: 2411-5681

Master's Thesis (M.A.)

Teacher Perceptions and Ideologies of Multilingualism in the South African Montessori Preschool Environment

Available from: Stellenbosch University (South Africa)

Africa, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Multilingualism, South Africa, Southern Africa, Sub-Saharan Africa, Teachers, Teachers - Attitudes

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Abstract/Notes: The linguistic environment of preschools in South Africa is considerably under-researched. In this study, research was undertaken to discover how South African Montessori preschool teachers approach the issue of multilingualism in their classrooms and their perceptions of the value of speaking multiple languages. Teachers working in Montessori schools in Cape Town were interviewed about their experiences and ideologies of multilingualism in the classroom. Data was analysed through a Bakhtinian lens to uncover the tensions surrounding these beliefs and experiences of South African multilingualism. It was found that although many teachers supported the idea of multilingualism, they faced significant practical and administrative barriers to its implementation in the classroom. Furthermore, it was notable that much of the work to teach or introduce additional language in the preschool space was performed by underpaid, undertrained, and under-valued non-teaching staff, such as cleaning staff and classroom assistants.

Language: English

Published: Stellenbosch, South Africa, 2023

Doctoral Dissertation (Ph.D.)

Intersections of Home and School: An Analysis of Directive Interactions of Korean American Children at Home and in Preschool

Available from: ProQuest - Dissertations and Theses

Americas, Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools, North America, Preschool children, Preschool education, United States of America

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Abstract/Notes: This study investigated the use of directives by three bilingual Korean American children and their families in central New Jersey in the contexts of home and school. Directives are a crucial part of language socialization in the home (Bhimji, 2002; Blum-Kulka, 1997; Kent, 2012) and they are a critical part of the teacher’s repertoire in the classroom since directives aid teachers in the daily task of instructing the learning processes of students (Waring & Hruska, 2012). While directives play an important role in the language socialization practices of children in the home and school, there is little research on how directives are used by bilingual children in both settings of home and school. The study addressed this gap in research by examining the directive repertoires of three bilingual Korean American children and their families in their homes and by analyzing how the children’s directive repertoires intersected with the use of directives in their preschool classroom. The study consisted of an eight-month ethnography of three Korean American children and their families. The participants included three Korean American children, their parents, siblings, and teachers in their preschool class. The children were recruited from a preschool class in which the researcher had previously volunteered. The data was collected through field observations in the three homes and preschool class, interviews of children, parents, and teachers, and a collection of material artifacts in order to capture the use of directives of participants. All observations were audio-and video-recorded. The study contributed to an increased understanding of the bilingualism and biculturalism of Korean American children with a focus on their use of directives. It also shed light on the educational experiences and challenges of bilingual Korean American children in a monolingual preschool class. The study has implications for families and teachers of young bilingual children and learners of English in preschool.

Language: English

Published: New Brunswick, New Jersey, 2016

Article

The Utilization of Montessori – Pedagogy and Its Methods for Preschoolers and Schoolers in Russia

Available from: Zenodo

Publication: Eurasian Journal of Social Sciences, Philosophy and Culture, vol. 3, no. 12

Pages: 126-131

Asia, Early childhood care and education, Early childhood education, Eastern Europe, Europe, Montessori schools, Russia, Western Asia

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Abstract/Notes: This article deals with the emergence of Montessori pedagogy, its study, implementation in the educational system, methods of use and observation, results and research, main problems during the period of the article for preschool and school educational in Russia. Moreover this article is devoted to the parents who concluded that their uncommon youngster should have been given an exceptional instruction that would transform him into a free, capable individual.

Language: English

DOI: 10.5281/zenodo.10403998

ISSN: 2181-2888

Article

Brainstorming Activities for the Preschooler: A Storytime Activity

Publication: The National Montessori Reporter, vol. 5, no. 5

Pages: 10

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Language: English

Article

All Day/All Year: A Montessori School in a Corporate Setting [SAS Institute Preschool, Cary, North Carolina]

Publication: NAMTA Journal, vol. 12, no. 1

Pages: 74–77

Americas, North America, North American Montessori Teachers' Association (NAMTA) - Periodicals, United States of America

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Language: English

ISSN: 1522-9734

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