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A Comparison of the Effects of Two Child-Centered Models of Educational Intervention on Three Selected Creative Abilities of Pre-School Children, Fluency, Originality, and Imagination
Comparative education, Creative ability in children, Creative thinking in children, Imagination in children, Montessori method of education - Evaluation, Preschool children
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Language: English
Published: Washington, D.C., 1984
Article
Around the Schools: Development of a Montessori Approach to Dental Health Education for Preschool Children (part 2)
Publication: AMS News, vol. 8, no. 4
Date: 1977
Pages: 4, 6–7
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Language: English
ISSN: 0065-9444
Article
Zur Frage der schöpferischen Phantasie bei vorschulpflichtigen Kindern (Zusammenfassung eines Vortrages) [On the question of creative imagination in preschool children (summary of a lecture)]
Publication: Die Neue Erziehung, vol. 14
Date: 1932
Pages: 678-679
Imagination in children, Montessori method of education, Preschool children, Preschool education
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Language: German
Article
Freedom for School Children
Publication: New York Times (New York, New York)
Date: Mar 24, 1929
Pages: 56
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Language: English
ISSN: 0362-4331
Article
The Effect of the Montessori Education Method on Pre-School Children's Social Competence, Behaviour and Emotion Regulation Skills
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 189, no. 9
Date: 2019
Pages: 1-15
Asia, Efficacy, Middle East, Montessori method of education, Preschool children, Social development, Social emotional learning, Turkey, Western Asia
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Abstract/Notes: This research aims to investigate the effect of Montessori method on social competence and behaviors of 3.5–5 years-old-children on their emotion regulation skills. Sequential Explanatory Design, one of the mixed method designs, was used in the study. The study group of the research consisted of 55 children attending two independent preschools in Eskişehir. Personal Information Form, Social Competence and Behavior Evaluation Inventory-Teacher and Parent Forms, Emotion Regulation Checklist and Parent Interview Forms for the Evaluation of Montessori Method have been used to collect the data. Friedman test used for data analysis. Post-hoc analysis with Wilcoxon signed-rank test and MannWhitney U were conducted to reveal the source of differentiation between the scores. It was determined that significant differences between Social Competence – Behavior and Emotion Regulation Skills sub-scale pretest and posttest mean scores of children in the study group. There are significant differences between the posttest scores of study and control groups.
Language: English
DOI: 10.1080/03004430.2017.1392943
ISSN: 0300-4430, 1476-8275
Book
Moral Development in Montessori and Traditional Preschool Children: Does School Type Make a Difference?
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Abstract/Notes: This study investigates the moral development of thirty 5-year-old children in Montessori and traditional preschools. Data for the study were derived from five sources: an intelligence test; a perspective taking task; an altruism/helping task; an altruism/sharing task; and an interview for exploring moral reasoning. Two 30 to 45 minute sessions were used for data gathering. Comparisons were made between school type and across the total sample in regard to altruistic behavior, specifically helping and sharing; moral judgement, specifically positive justice reasoning; and cognitive perspective taking. Positive justice reasoning and altruistic behavior were not found to be affected by exposure to a Montessori or traditional school environment. Rather, results indicated that developmental influences alone determined reasoning and behavior, thus confirming developmental theories of moral growth, and suggesting as well that direct intervention or teaching may be more effective than environment in spurring moral growth.
Language: English
Published: [S.I.]: [s.n.], 1979
Article
Objectively Measured Sedentary Behavior in Preschool Children: Comparison Between Montessori and Traditional Preschools
Available from: BioMed Central
Publication: The International Journal of Behavioral Nutrition and Physical Activity, vol. 10, no. 2
Date: 2013
Pages: Article 2
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Background This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. Methods The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as <200 counts/15-second. The accelerometry data were summarized into the average minutes per hour spent in sedentary behavior during the in-school, the after-school, and the total-day period. Mixed linear regression models were used to determine differences in the average time spent in sedentary behavior between children attending traditional and Montessori preschools, after adjusting for selected potential correlates of preschoolers’ sedentary behavior. Results Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03), after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04), and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009) periods. School type (Montessori or traditional), preschool setting (private or public), socio-demographic factors (age, gender, and socioeconomic status) were found to be significant predictors of preschoolers’ sedentary behavior. Conclusions Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools.
Language: English
ISSN: 1479-5868
Article
Maktabgacha Ta'lim Yoshidagi Bolalarni Tarbiyalashda Mariya Montessori Metodikasidan Foydalanish / Use of Maria Montessori Methodology in Education of Preschool Children
Available from: Academic Research in Educational Sciences (ARES)
Publication: Academic Research in Educational Sciences, vol. 2, no. 4
Date: 2021
Pages: 1231-1235
Early childhood care and education, Early childhood education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Preschool education
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Abstract/Notes: This article discusses the use of the Maria Montessori method. The humanization of education and the discovery of human potential and the satisfaction of its diverse needs in education, the priority of national values, the harmonization of human society and the environment. Therefore, today a number of advanced methods are used to develop the pedagogy of preschool education. One of these is Maria Montessori technology. It is essentially a "natural" way of life and is known for its perfection in child rearing. "I think about the way we treat children," he said. / Ushbu maqolada Mariya Montessori metodikasidan foydalanish haqida so'z boradi. Ta’limning insonparvarlashuvi va inson qobiliyatlarining ochilishi hamda uning ta'limga nisbatan bo'lgan turli –tuman ehtiyojlari qondirilishi, milliy umumbashariy qadriyatlar ustuvorligining ta'minlanishi, inson jamiyat va atrof muhit o'zaro munosabatlarining uyg'unlashuvidir. Shu bois bugungi kunda maktabgacha ta'lim pedagogikasini rivojlantirish maqsadida bir qancha ilg'or usullar tatbiq etib kelinmoqda. Shulardan biri Mariya Montessori texnologiyasidir. Bu mohiyatan hayotdan o'zlashtirilgan ―tabiiy‖ usul bo'lib, bola tarbiyasida o'zining har tomonlama mukammaligi bilan ommalashgan. ―Bizning bolalarga bo'lgan munosabatimizni o'ylar ekanman –deydi.
Language: Uzbek
DOI: 10.24411/2181-1385-2021-00723
ISSN: 2181-1385
Article
Flotsam and Jetsam; Amsterdam - Children at Montessori Primary Schools Perform Better than Other Children in Traditional Schools
Available from: Digital Library of the Caribbean
Publication: Bonaire Reporter (Bonaire, Caribbean Netherlands)
Date: Sep 30, 2013
Pages: 3
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Language: English
Article
Schoolchildren Help Schoolchildren [Gilbachstrasse Montessori School, Cologne, Germany]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1983, no. 1
Date: 1983
Pages: 25–29
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Abstract/Notes: Reprinted from Kolner Presse
Language: English
ISSN: 0519-0959