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Article
Matematika u Predškolskom i Školskom Razdoblju Prema Mariji Montessori [Mathematics in Preschool and School Years According to Maria Montessori]
Available from: Hrčak - Portal of Croatian scientific and professional journals
Publication: Poučak: časopis za metodiku i nastavu matematike, vol. 19, no. 75
Date: 2018
Pages: 42-56
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Language: Croatian
ISSN: 1332-3008, 1849-1650
Article
IES Arrow-Dot Longitudinal Study of Personality Development in Preschool Children
Available from: SAGE Journals
Publication: Perceptual and Motor Skills, vol. 40, no. 1
Date: Feb 1975
Pages: 209-210
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Abstract/Notes: Preschool children were administered the IES Arrow-Dot at the beginning and end of the school year and scores compared with those based on a prior study in a Montessori preschool. Developmental trends of declining Impulsivity and rising Ego scores were corroborated. Superego development remained almost stable in contrast to a significant rise for the Montessori sample. Results support effective use of the test with preschoolers to assess baselines and developmental patterns of personality integration.
Language: English
DOI: 10.2466/pms.1975.40.1.209
ISSN: 1558-688X, 0031-5125
Article
IES Arrow-Dot Performance in Two Montessori Preschools
Available from: SAGE Journals
Publication: Perceptual and Motor Skills, vol. 29, no. 1
Date: 1969
Pages: 235-239
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Abstract/Notes: Preschool children attending two Montessori schools (26 boys, 23 girls at School A; 33 boys, 33 girls at School B) were administered the IES Arrow-Dot Test along with several other psychological tests in order to establish preliminary preschool norms and to test the hypothesis that I-scores would decline, while E- and S-scores would rise over ages 3 to 6. The data supported the hypothesis; however, there were clear differences between the two schools which indicated that much more than age and IQ were determining the level and pattern of the scores.
Language: English
DOI: 10.2466/pms.1969.29.1.235
ISSN: 1558-688X, 0031-5125
Article
Perceptual-Motor Training and Improvement in Concentration in a Montessori Preschool
Available from: SAGE Journals
Publication: Perceptual and Motor Skills, vol. 32, no. 1
Date: Feb 1971
Pages: 71-77
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Abstract/Notes: 25 children in a morning class of a Montessori preschool were administered a program of perceptual-motor training which stressed control of impulsiveness and development of attentional skills. 24 children in the afternoon class were controls. All children were administered a battery of psychological tests prior to training and again 7 mo. later at the termination of the training. All the children (both groups) exhibited a mean 12- to 13-point gain in Peabody Picture Vocabulary IQ and a mean 13- to 14-point gain in Draw-A-Person IQ. In addition, experimental Ss exhibited mean gains on the Auditoryvocal and Visual-motor Sequential subtests of the Illinois Test of Psycholinguistic Abilities and in Ego-control scores of the Arrow-Dot Test. Controls showed no such gains. It is concluded that the perceptual-motor training program might supply a useful adjunct to the regular Montessori curriculum.
Language: English
ISSN: 1558-688X, 0031-5125
Article
Longitudinal Corroboration of a Cross-Sectional Study of Development of Preschool Children with the Arrow-dot Test
Available from: SAGE Journals
Publication: Perceptual and Motor Skills, vol. 30, no. 1
Date: Feb 1970
Pages: 269-270
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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
Article
Societal Values and Policies May Curtail Preschool Children's Physical Activity in Child Care Centers
Available from: American Academy of Pediatrics (AAP)
Publication: Pediatrics, vol. 129, no. 2
Date: Feb 2012
Pages: 265-274
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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
ISSN: 0031-4005, 1098-4275
Article
Koncepcja Marii Montessori a rozwój umiejętności samoobsługowych dzieci w wieku przedszkolnym / The Concept of Maria Montessori and the Development of Self-Care Skills in Children of Preschool Age
Available from: Index Copernicus International
Publication: Pedagogika Przedszkolna i Wczesnoszkolna [Pre-School and Early School Education], vol. 6, no. 2 (whole no. 12)
Date: 2018
Pages: 257-269
Montessori method of education
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Abstract/Notes: The development of self-care skills in children is a part of the Core curriculum for preschool education. The contents regarding formation of such skills include shaping hygiene practices, goodhabits and developing motor skills. Maria Montessori drew attention to the development of selfcare skills and functional independence. In her concept of preschool child education, Maria Montessori developed practical life activities which were intended to serve the development of specificskills and their application to everyday life. Therefore, the aim of the research was to identify thelevel of self-care skills in 4-year-old children attending selected kindergartens located in MińskMazowiecki and Siedlce. The research was conducted on 200 children from Non-public CreativeActivity Montessori Kindergarten ‘Zameczek’ in Siedlce, Non-public Montessori Kindergarten‘Delfinek’ in Mińsk Mazowiecki and 6 traditional kindergartens — 2 of which were located inMińsk Mazowiecki and 4 located in Siedlce. The obtained research results indicated a varied levelof self-care skills depending on kindergarten the children attended.
Language: Polish
ISSN: 2353-7140, 2353-7159
Article
Four Preschool Programs: Their Dimensions and Effects
Available from: JSTOR
Publication: Monographs of the Society for Research in Child Development, vol. 40, no. 5/6
Date: 1975
Pages: 1-170
Americas, Comparative education, Montessori method of education, North America, United States of America
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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
Article
Patterns of peer acceptance, social status, and social reputation in mixed-age preschool and primary classrooms
Available from: JSTOR
Publication: Merrill-Palmer Quarterly, vol. 43, no. 2
Date: 1997
Pages: 199-218
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Language: English
ISSN: 0026-0150
Article
Cognitive and Social-Emotional Development of Children in Different Preschool Environments
Available from: SAGE Journals
Publication: Psychological Reports, vol. 65, no. 2
Date: 1989
Pages: 480-482
Comparative education, Montessori method of education - Evaluation
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Abstract/Notes: 62 English-speaking preschool children were divided into three groups, a Montessori group (n = 21), a traditional preschool group (n = 21), and a homestaying group (n = 20) to compare their relative cognitive and social-emotional development. Significant differences in favour of the school groups were found for vocabulary, language comprehension, ability to judge the correctness of figural stimuli, visual memory, and perceptual organization. No differences were found for social-emotional development, and no relationship existed between type of preschool and level of development.
Language: English
DOI: 10.2466/pr0.1989.65.2.480
ISSN: 0033-2941