Language: English

Abstract/Notes: A modified approach to the development of verbal expression in young children is proposed as an alternative to either the prescriptive-instructional method or the developmental viewpoint which relies on self-initiated learning. The Bereiter-Engelmann method, the method based on operant conditioning, and the Montessori method are representative of the prescriptive-instructional theory which it is felt to inhibit expressive language. The developmental philosophy stresses a rich environment providing many varied opportunities from which a child selects his own activities. This method, however, does not stimulate his verbal expressive ability. The modified developmental approach which is discussed would encourage expressive language within a developmental context. The child's spontaneity, verbal responsiveness, and eagerness to be heard can be capitalized upon by adults who listen actively. Talk-oriented schools would foster learning that has intellectual, psychological, and social value. Some examples of classroom practice are included.

Language: English

Published: Washington, D.C., 1967

Language: Hindi

ISSN: 0571-1142

Language: English

ISSN: 1054-0040

Abstract/Notes: Reprinted from the Constructive Triangle (v. 3, no. 1, Fall 1967)

Language: English

Published: Broadview Heights, Ohio: American Montessori Society, 1970

Abstract/Notes: Previously published as an entry in the edited volume, "Language Intervention with the Retarded" (1972).

Language: English

Published: Lexington, Massachusetts: Ginn Press, 1986

Abstract/Notes: The present research work entitled “English Language Teaching Learning Strategies in Montessori Schools” is an effort to find out the teaching strategies applied in Montessori Schools of Lalitpur District. The purpose of this research is to figure how the principles of the Montessori education have been applied in the schools of Lalitpur district. This research is projected to diagnose the English language teaching strategies prevailing in Montessori schools. The main tools that the researcher used are questionnaires for teachers and classroom observation forms while observing class and structured interview with the Principals. Thirty one different questions were set up to fill up by two different teachers from each school. The researcher herself observed the classroom of teachers of different school. On the basis of the collected data, early childhood English teaching learning strategies of Montessori schools was determined using simple chart table. The main findings of the study are: teaching learning strategies of Montessori Method can give better result in spite of the traditional approach. Montessori schools are playing a vital role for early childhood education and in the pre-primary section by following the Montessori Method. The study consists of four chapters. Chapter one deals with general background of the research study, the aim of the research, review of related literature, objectives of the study and significance of the study. Chapter two deals with methodology which includes sources of data, sampling population and procedure, tools for data collection, process of data collection and limitations of the study. Chapter three includes analysis and interpretation of the data. The data were analyzed on the basis of variables that were specified in the objectives. Chapter four consists of the major findings and recommendations of the study. It also suggests some pedagogical implications.

Language: English

Published: Kirtipur, Nepal, 2007

Language: English

Published: Baltimore, Maryland: University Park Press, 1972

ISBN: 978-0-8391-0675-3 0-8391-0675-0

Abstract/Notes: This quasi-experimental research study examined the performance of two groups of five year old children on the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R) (1990) in relationship to their method of schooling. The purpose of the study was to compare mean scores received by the Montessori group (N=10) and the Traditional group (N=10) on Motor Area skills, Concept Area skills, and Language Area skills of the DIAL-R (1990) using t tests for independent samples. Scores received on each test item were also analyzed statistically to determine the specific strengths and weaknesses of each subject group. The findings show that there was no significant difference between the two subject groups in the Motor Area skills as assessed by the DIAL-R (1990). There was a significant difference between the two subject groups in the Concept Area skills which favored the Montessori subjects. The Montessori group performed better than did the Traditional group in the Language Area skills of the DIAL-R (1990), but the difference was not statistically significant. Implications of these findings for Early Childhood educators are discussed, in view of the fact that this sample was quite small. The findings provide support for both the Montessori and Traditional programs for young children found within the Dallas Public Schools in student performance on the DIAL-R (1990). Recommendations for further studies are also given.

Language: English

Published: Denton, Texas, 1995

Abstract/Notes: De nos jours, on vit dans un monde globalisant où les gens ont la liberté de mouvement, dans leur recherche d'avoir part d'une vie meilleure. L'apprentissage des langues étrangères est encore plus une nécessité évidente dans notre société moderne et les adultes se confrontent avec des blocages psychologiques, tout comme ceux de limite du temps, qui les empêchent à acquérir de nouvelles aptitudes de communication.

Language: French

ISSN: 1843-1577, 2344-4894