Language: English

Published: New York, New York: American Montessori Society, 1983

Abstract/Notes: Social and emotional behaviors of 56 Ss with and without Montessori preschool experiences as 3-, 4-, and 5-yr-olds were assessed upon entrance into 1st grade. Social and emotional behaviors were rated with the Classroom Behavior Inventory (CBI) by independent researchers and teachers. Self-concept of the selected sample of children was assessed using the Inferred Self-Concept Scale. The observed social and emotional behaviors were correlated with the children's scores on the Metropolitan Readiness Test (MRT) to examine possible relationships between social and emotional behaviors and achievement level. No differences in social and emotional behaviors of Ss entering 1st grade with and without the Montessori preschool experiences were observed. Nor were there any differences in the self-concept of Ss with and without the preschool experience. Positive task-oriented behaviors as observed with the CBI were found to be positively related to achievement level as measured by the MRT. (16 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Language: English

ISSN: 0009-4005

Abstract/Notes: includes photos

Language: English

ISSN: 1071-6246

Abstract/Notes: The paper presents the results of research on cognitive representation of freedom in middle and late childhood, based on the philosophical and psychological understanding of the issue. The basis of the considerations were classic models of representation: J. Piaget and L. Wygotski, modern models: A. Karmiloff-Smith, K. Nelson, J. Mandler and theory of building the experience of M. Tyszkowa. These theories say that cognitive representation is uniquely human way of gaining knowledge which is connected with continuous redescription of obtained information. The research involved 33 six-year-old- and 31 nine-year-old children. Researchers used the Piaget’s clinical method which was based on a created questionnaire. The children’s task was to provide connotations with the word freedom, paint the freedom and tell about the possibility of making decisions in their relationship with parents.Obtained material (verbal and non-verbal) shows that children use the representations of freedom at the implicit and explicit level. / W artykule zaprezentowano wyniki badań nad poznawczą reprezentacją wolności u dzieci w średnim i późnym dzieciństwie, w oparciu o filozoficzne i psychologiczne rozumienie niniejszej problematyki. Podstawą rozważań były klasyczne: J. Piageta i L. Wygotskiego,i współczesne: A. Karmiloff- Smith, K. Nelson, J. Mandler modele reprezentacji oraz koncepcja budowania doświadczenia M. Tyszkowej. Wymienione koncepcje pozwalają ujmować reprezentację poznawczą w kategoriach specyficznie ludzkiego sposobu zdobywania wiedzy, który polega na ciągłej redeskrypcji posiadanych informacji. Badaniami objęto trzydzieścioro troje dzieci w wieku sześciu lat i trzydzieścioro jeden w wieku dziewięciu lat. Wykorzystana została metoda kliniczna Piageta w oparciu o stworzony kwestionariusz. Dzieci wymieniały skojarzenia ze słowem wolność, przedstawiały ją w sposób graficzny i prezentowały możliwość podejmowania decyzji w relacji z rodzicami. Zebrany materiał werbalny i niewerbalny pokazuje, że dzieci posługują się reprezentacjami wolności na poziomie ukrytym i jawnym.

Language: Polish

DOI: 10.14632/eetp.2017.13.47.183

ISSN: 1896-2327, 2353-7787

Language: Korean

Published: Gwangju, South Korea, 2002

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1470-8647

Language: English

ISSN: 1054-0040

Language: English

Language: English

ISSN: 1071-6246