Abstract/Notes: Children in a Montessori preschool were administered a series of tests at the beginning of the school year and retested on the same battery 8 mo. later, at the end of the school year. The children exhibited a mean gain of about 11 points on the Peabody Picture Vocabulary Test IQ. They also exhibited a decline in Impuisivity and an increase in Superego scores, on the average, as measured by the Arrow-Dot Test. These longitudinal results corroborate an earlier cross-sectional analysis; and, as these results follow a prediction from Freudian theory, give indication of construct validity for the test.

Language: English

DOI: 10.2466/pms.1970.30.1.269

ISSN: 1558-688X, 0031-5125

Abstract/Notes: BACKGROUND AND OBJECTIVES: Three-fourths of US preschool-age children are in child care centers. Children are primarily sedentary in these settings, and are not meeting recommended levels of physical activity. Our objective was to identify potential barriers to children’s physical activity in child care centers. METHODS: Nine focus groups with 49 child care providers (55% African American) were assembled from 34 centers (inner-city, suburban, Head Start, and Montessori) in Cincinnati, Ohio. Three coders independently analyzed verbatim transcripts for themes. Data analysis and interpretation of findings were verified through triangulation of methods. RESULTS: We identified 3 main barriers to children’s physical activity in child care: (1) injury concerns, (2) financial, and (3) a focus on “academics.” Stricter licensing codes intended to reduce children's injuries on playgrounds rendered playgrounds less physically challenging and interesting. In addition, some parents concerned about potential injury, requested staff to restrict playground participation for their children. Small operating margins of most child care centers limited their ability to install abundant playground equipment. Child care providers felt pressure from state mandates and parents to focus on academics at the expense of gross motor play. Because children spend long hours in care and many lack a safe place to play near their home, these barriers may limit children's only opportunity to engage in physical activity. CONCLUSIONS: Societal priorities for young children—safety and school readiness—may be hindering children’s physical development. In designing environments that optimally promote children’s health and development, child advocates should think holistically about potential unintended consequences of policies.

Language: English

DOI: 10.1542/peds.2011-2102

ISSN: 0031-4005, 1098-4275

Abstract/Notes: This report presents results from an experimental comparison of four prekindergarten programs and a 3-year follow-up through second grade. The major purposes of the study were: (a) to obtain information on program dimensions; and (b) to assess program effects on the cognitive, motivational, and perceptual development of 4-year-olds. Fourteen classes were conducted in Head Start throughout 1968-1969-two in Montessori; four each in Traditional, an enrichment program; Bereiter-Engelmann, an academic drill approach; and Darcee, which combined an emphasis on aptitudes and attitudes. Children were randomly assigned within schools to experimental or nonexperimental classes. They were assessed after 8 weeks and after 6 months of school. A control group was also tested-a non-preschool group similar to the experimental sample. Monitoring of treatments was done live and also from videotapes. In the kindergarten year, one class from each program entered a token-economy Follow-Through program. The remainder entered Regular kindergarten. Video-tape monitoring was also done in kindergarten and first-grade classes. Results-program dimensions: the prekindergarten programs did differ, and most of the differences were in predicted directions. Programs were similar to or different from each other depending upon which treatment dimensions were used. Four distinct programs existed only on the more molecular techniques (e. g., modeling or role playing). On some molar dimensions there were only two treatments; on others one program stood apart from the other three. All programs were low on some dimensions, and on others no distinction could be made. Program effects: the prekindergarten programs did have different effects on children, both in terms of immediate impact and over a 4-year period regardless of what programs they had later. The immediate effects on cognitive variables were predictably greater for more didactic programs. Stable effects over 4 years, however, were in noncognitive areas. There were no stable main effects from later programs, but differential effects on both cognitive and noncognitive measures resulted from various combinations of prekindergarten and kindergarten programs.

Language: English

DOI: 10.2307/1165878

ISSN: 0037-976X

Abstract/Notes: Research on the outcomes of Montessori education is scarce and results are inconsistent. One possible reason for the inconsistency is variations in Montessori implementation fidelity. To test whether outcomes vary according to implementation fidelity, we examined preschool children enrolled in high fidelity classic Montessori programs, lower fidelity Montessori programs that supplemented the program with conventional school activities, and, for comparison, conventional programs. Children were tested at the start and end of the school year on a range of social and academic skills. Although they performed no better in the fall, children in Classic Montessori programs, as compared with children in Supplemented Montessori and Conventional programs, showed significantly greater school-year gains on outcome measures of executive function, reading, math, vocabulary, and social problem-solving, suggesting that high fidelity Montessori implementation is associated with better outcomes than lower fidelity Montessori programs or conventional programs.

Language: English

DOI: 10.1016/j.jsp.2012.01.001

ISSN: 0022-4405

Abstract/Notes: Montessori education gathers around two purposes: biological and social purposes. Helping natural development of an individual is targeted in the biological part, and preparation of an individual for the environment is targeted in the social part (Montessori, 1947). Fundamental element of Montessori approach is to form the space. Although there are plenty of studies present in the literature on this subject, it was noted that studies on interior spaces, with which people have quite intensive and higher level of relationship, turned out to be very few. Thus, in this study, in the context of findings determined by conceptual components affecting physical characteristics in the formation of interior spaces, particularly in kindergartens applying Montessori education model, which has become widespread in preschool educational institutions in Turkey during the past ten years; For this reason five (all) institutions in Ankara were selected as the area of study with more than one data collection technique, and survey with quantitative approach, and document investigation with qualitative approach and monitoring (mechanical) techniques were used. In the applied study, characteristics making up the interior space in preschool educational institutions were studied in the content of the titles of Properties of Interiors, General Spatial Standards of Day Care Centre, Atmospheric Properties Floor, Wall, Furnishings etc...), Furniture and Equipment, and the sample interior- space forming model for design setting was suggested. [Montessori eğitimi iki amaç etrafında toplanır: biyolojik ve sosyal amaçlar. Bir bireyin doğal gelişimine yardımcı olmak biyolojik yönünü hedef alırken ve çevre için bireyin hazırlanması toplumsal yönünü hedefler (Montessori, 1947). Montessori yaklaşımının temel unsuru mekanı oluşturmaktır. Bu konuda literatürde çok sayıda çalışma olmasına rağmen, insanların oldukça yoğun ve yüksek düzeyde ilişkilere sahip olduğu iç mekanlarla ilgili çalışmaların çok az olduğu ortaya çıkmıştır. Bu nedenle, bu çalışmada, özellikle son on yılda Türkiye’de okul öncesi eğitim kurumlarında yaygınlaşan Montessori eğitim modelini uygulayan anaokullarında iç mekan oluşumunda fiziksel özellikleri etkileyen kavramsal bileşenler tarafından belirlenen bulgular bağlamında; Ankara’da beş (tüm) kurum birden fazla veri toplama tekniği ile çalışma alanı olarak seçilmiş, niceliksel yaklaşımla anket, nitel yaklaşım ile izleme (mekanik) teknikleriyle belge araştırması kullanılmıştır. Uygulamalı çalışmada, İç Mekanların Özellikleri, Anaokulunun Genel Mekansal Standartları, Atmosferik Zemin Kat, Duvar, Mobilyalar vb. Başlıkları kapsamında, okul öncesi eğitim kurumlarındaki iç mekanı oluşturan özellikler incelenmiştir. Ayrıca, Mobilya, Ekipman ve tasarım ortamı için örnek iç mekan oluşturma modeli önerilmiştir.]

Language: English

DOI: 10.5505/megaron.2018.93276

ISSN: 1309-6915

Language: English

ISSN: 0026-0150

Abstract/Notes: The dynamic and complex nature of children’s sense of physical environment (Lim, Barton, 2010) with respect to the location of the space concerning cultural conditions, relations, and parameters direct design criteria to meet pedagogic, physiologic, and biological needs and requirements of the children in the preschool interiors. This enquiry has grown out of the desire to examine the parameters, cultural aspects, dimensions, or contexts affecting the built environment in the preschool interiors where children spend most of their time out of their home. Conceptual components affecting the interior space of pre-school education centers are identified and based on literature review, interviews, surveys, observational data, and statistical concepts such as education models, socio-economic conditions, appreciation of adults, child–teacher–parent relations, and location related to culture. These contextual connections and relations with the interior environment shaped the body of the study. Based on the above-mentioned items, a research questionnaire was used in centers located in the Çankaya and Çayyolu regions of Ankara. Subjects were randomly selected from among the parents of these preschools’ students. Accordingly, the research questionnaire was directed to a total of 200 respondents from 15 pre-school centers; these preschool education centers are the ones applying the Montessori education model, providing education in English and highlighting features like physical space comfort, etc. Those centers have maintained their corporate identity thanks to the above-counted features. Consequently, data has shown that the education model, socio-economic conditions, appreciation of adults, child–teacher–parent relations, and location have an indirect and direct bearing on parent perception of the preschool centers which affects the centers’ formation of Interior spatial design. [Anaokullarının mekansal oluşumu,çocuğun,değişen fiziksel çevre koşullarına bağlı olarak gelişen karmaşık ve dinamik bir etkileşim sürecidir. Farklı kültürel koşullar, ilişkiler ve parametreler bu mekanlarda pedagojik, psikolojik ve biyolojik gereksinimleri doğurmaktadır. Bu çalışmanın amacı çocukların ev dışında en çok vakit geçirdiği ana okullarının mekan oluşumunda etkili olan kültürel parametrelerin, boyut ve bağlamını ortaya koymaktır. Literatür taraması, mülakat ve istatistiksel araştırma sonucunda elde edilen verilere göre; Eğitim Modeli, Socio-Ekonomik koşullar, Yetişkin ölçütü, Çocuk-Eğitim-Ebeveyn İlişkileri ve Konum Kültür ile ilişkilidir. Bu kavramsal İlişkiler çalışmanın gövdesini oluşturmaktadır. Yukarıda belirtilen unsurlarla ilişkili olarak Ankara Çankaya ve Çayyolu semtlerinde yer alan anaokullarında anket çalışması yapılmıştır. Anketler, bahsi geçen bölgede 15 Anaokulunda 200 katılımcıya uygulanmıştır. Anaokulları Montessori eğitim modeli uygulayan, İngilizce eğitim veren, fiziksel şartları ile öne çıkan ve bir markanın zinciri olmak üzere sınıflandırılmıştır. Sonuç olarak, yapılan farklı sınıflandırmalara bağlı olarak, değişen kültürel parametrelerin Anaokullarının mekansal oluşumunda direk ve dolaylı etkisi bulunmaktadır.]

Language: English

DOI: 10.5505/megaron.2017.49469

ISSN: 1309-6915

Abstract/Notes: The purpose of this study was to compare the attitudes of preschool children toward their program experiences and school adjustment, in order to ascertain whether differences existed among program type, age, and gender variables. A total of 90 preschool boys and girls 3 to 5 years of age from a church-related program, a Montessori program, and a Head Start program participated in the study. Children were surveyed using a self-report instrument, and teachers rated the children's adjustment to school environments. Results indicated that the attitudes toward program experiences of those children in the church-related program were different from those of children in the Montessori and Head Start programs. Results suggest that, in view of the increased emphasis on early childhood programs and the establishment of numerous preschool programs, such programs for young children should be evaluated from many points of view, including that of the preschool child.

Language: English

Published: [S.I.], 1986

Abstract/Notes: This research was conducted to determine whether there is any effect of the Montessori approach-based STEM activities on the development of the problem-solving skills of pre-service preschool teachers or not. The mixed-method was employed in the research. The sample of the research consisted of 50 pre-service teachers, who were taking education in the Preschool Teacher Training Department of the Faculty of Education. A single grouped pretest-posttest pattern was created to determine the difference in the problem-solving skills of the pre-service teachers in the research. The quantitative data gathered during the process of the research were analysed with the statistical methods; the qualitative data were analysed with the content analysis. The “Problem Solving Scale” and the “Semi-structured Protocol Form” were used to collect the quantitative data in the research. Qualitative data prepared to support quantitative data consists of the open-ended semi-structured protocol form. The participants were educated with the Montessori approach-based STEM education for 14 weeks. In the results reached as a result of the research, it was observed that there was a significant difference between the pre-test and post-test scores of problem-solving skills and the qualitative analysis results supported the quantitative results.

Language: English

DOI: 10.30831/akukeg.824773

ISSN: 1308-1659

Abstract/Notes: Learn how a theory-driven Montessori-based intervention can be used to increase student nutrition knowledge, fruit and vegetable intake and preferences

Language: English

DOI: 10.1016/j.jand.2020.06.147

ISSN: 2212-2672