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Article
Teacher-Child Interactions in Preschool and Task Persistence
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 15, no. 3
Date: 1978
Pages: 459-466
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Abstract/Notes: This study was designed to investigate specific aspects of preschool teacher-child interactions as they relate to task persistence in classroom vs. laboratory settings. It was hypothesized that teacher's criticism and interference would be associated with low task behavior in children, and that reward would be associated with high task behavior in both the classroom and an experimental setting; and that the children's task behavior in the two settings would be correlated. The procedure involved observation of teacher and antecedent child behavior in four Montessori classrooms for 8 days; timed observations of percent of time each child spent on-task in the classroom; and an experimental task, given individually outside the classroom. The results confirm all hypothesized relationships except that between reward in the classroom with persistence on the experimental task.
Language: English
DOI: 10.3102/00028312015003459
ISSN: 0002-8312, 1935-1011
Article
Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 45, no. 2
Date: 2008
Pages: 443-494
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Abstract/Notes: A randomized-trials design was used to evaluate the effectiveness of a preschool mathematics program based on a comprehensive model of research-based curricula development. Thirty-six preschool classrooms were assigned to experimental (Building Blocks), comparison (a different preschool mathematics curriculum), or control conditions. Children were individually pre-and posttested, participating in 26 weeks of instruction in between. Observational measures indicated that the curricula were implemented with fidelity, and the experimental condition had significant positive effects on classrooms' mathematics environment and teaching. The experimental group score increased significantly more than the comparison group score (effect size = 0.47) and the control group score (effect size = 1.07). Early interventions can increase the quality of the mathematics environment and help preschoolers develop a foundation of mathematics knowledge.
Language: English
ISSN: 0002-8312, 1935-1011
Article
Private Speech in Two Preschools: Significance of Open-Ended Activities and Make-Believe Play for Verbal Self-Regulation
Available from: ScienceDirect
Publication: Early Childhood Research Quarterly, vol. 13, no. 4
Date: 1998
Pages: 637–658
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Abstract/Notes: Contextual influences on private speech were examined in two preschools differing in the learning environments they provide for children. Observations of 3- to 5-year-olds were made during free-choice periods in a Montessori and a traditional (play-oriented) program. Consistent with Vygotsky's theory that make-believe play serves as a vital context for the development of self-regulation, the incidence of private speech was much higher during open-ended activities, especially fantasy play, that require children to determine the goal of the task, than during closed-ended tasks with predetermined goals. In line with previous research, the more direct involvement, or external regulation, teachers displayed, the lower the rate of children's private speech. In addition, transitions (as opposed to involvement in activities) were linked to reduced private speech, whereas engagement with peers, in the form of associative play, predicted greater self-directed language. Diminished make-believe play, greater teacher direct involvement, and heightened time spent in transitions largely accounted for the lower incidence of private speech in the Montessori compared with the traditional preschool. Contextual factors also contributed to a drop in private speech at age 5. Implications for fostering children's verbal self-regulation during early childhood are considered.
Language: English
DOI: 10.1016/S0885-2006(99)80065-9
ISSN: 0885-2006, 1873-7706
Article
Montessori Eğitim Programına Devam Eden Okul Öncesi Dönem Çocuklarının Bilimsel Süreç Becerilerindeki Değişimin İncelenmesi / Investigation of the Changes in Scientific Process Skills of Preschool Children During a Montessori Education Program
Available from: DergiPark Akademik
Publication: Cumhuriyet Uluslararası Eğitim Dergisi / Cumhuriyet International Journal of Education, vol. 8, no. 4
Date: 2019
Pages: 1172-1186
Asia, Middle East, Montessori method of education, Turkey, Western Asia
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Abstract/Notes: Okul öncesi dönemde geliştirilmesi gereken en önemli becerilerden biri bilimsel süreç becerileridir. Montessori yaklaşımı çocukların tüm gelişim alanlarını destekler ve temel bilişsel süreç becerilerine katkıda bulunur. Bu çalışmada okul öncesi eğitimine devam eden 48-72 aylık çocukların bilimsel süreç becerilerinin Montessori eğitim programı sürecinde incelenmesi amaçlanmıştır. Çalışma grubunu bir ilin merkezinde yer alan bir devlet anaokulunun Montessori sınıfında öğrenim gören 14 çocuk ve Montessori anaokulunda bulunan 4 Montessori sınıfında öğrenim gören 46 çocuk olmak üzere 60 çocuk oluşturmaktadır. Veri toplama aracı olarak Aydoğdu ve Karakuş (2017) tarafından geliştirilen, geçerlilik ve güvenilirlik çalışmaları yapılmış olan " Okulöncesi Öğrencilerine Yönelik Temel Beceri Ölçeği (OÖYTBÖ)" kullanılmıştır. Bu ölçekte; gözlem, sınıflama, çıkarım yapma, ölçme ve tahmin becerilerine yönelik 20 soru yer almaktadır. Çocukların ön uygulama ve son uygulama puan ortalamaları arasında; sınıflama, ölçme, gözlem, çıkarım ve tahmin becerilerinde son uygulama lehine anlamlı farklılıklar tespit edilmiştir.Bu bulgu çocukların bilimsel süreç becerilerinde Montessori okulunda aldıkları eğitim sonrasında eğitim öncesine kıyasla önemli bir gelişim olduğunu göstermektedir. Cinsiyet değişkenine bakıldığında ölçeğin tüm boyutlarında, kız ve erkek öğrencilerin ön uygulama ve son uygulama puan ortalamaları arasında anlamlı farklılık olmadığı belirlenmiştir. / The Montessori method supports all areas of development of children and contributes to basic cognitive process skills. In this context, one of the important skills can be considered as scientific process skills. In this study, it is aimed to examine the scientific process skills of preschool children (48-72 months) during a Montessori education program. This study was conducted as a longitudinal research design. The study group consisted of 60 children aged 4-6 years, living in a province center. The study group consisted of 14 children from a Montessori class of a public kindergarten and 46 children from 4 Montessori classes in a Montessori kindergarten. Basic Skills Scale for Preschool Students (BSSPS), which was developed by Aydoğdu and Karakuş (2017), was used as data collection tool. This scale includes questions about observation (four questions), classification (four questions), inference (four questions), measurement (four questions) and prediction (four questions) skills (20 questions in total). The reliability coefficient (KR- 20) of the 20-item scale was .74. The average difficulty of the scale was .69. The substance discrimination index of each question ranged from .23 to .56. In the analysis of the data, dependent samples t-test and two-factor ANOVA test were used. As a result of the study, significant differences were found between the pre- and post-application mean scores of the participants, in favor of the post-application according to classification, measurement, observation, inference and prediction skills. According to the two-factor ANOVA test, which was used to test whether the changes observed between the pre- and post-application scores of female and male participants are significant, the scientific process skills scores of male and female students do not differ significantly after the education process.
Language: Turkish
ISSN: 2147-1606
Article
The Influence of Preschool Teachers' Beliefs on Young Children's Conceptions of Reading and Writing
Available from: ScienceDirect
Publication: Early Childhood Research Quarterly, vol. 4, no. 1
Date: 1989
Pages: 61-74
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Abstract/Notes: Examines the relationship between two preschool program directors' and teachers' beliefs, instructional decisions, and preschool children's conceptions of reading and writing. Results show that preschool children's conceptions of reading and writing reflected the practices of the two programs. (Author/BB) Directors of two preschool programs were interviewed regarding their orientations toward reading and writing instruction. Ten children from each program were interviewed regarding their conceptions of reading and writing. One school was found to have a “mastery of specific skills/text-based” orientation, and the other was found to have a “holistic/reader-based” orientation. A relationship was found between preschool program's orientations toward reading and writing instruction and children's ideas about reading and writing. The relationships between preschool practices and children's conceptions are examined. Implications for the influence of preschool teacher's beliefs and instructional decisions on children's conceptions of reading and writing are discussed.
Language: English
DOI: 10.1016/S0885-2006(89)90077-X
ISSN: 0885-2006, 1873-7706
Article
The Sense of Patterns and Patterns in the Senses: An Approach to the Sensory Area of a Montessori Preschool Classroom
Available from: Taylor and Francis Online
Publication: Education 3-13, vol. 51, no. 6
Date: 2023
Pages: 979-987
Child development, Classroom environments, Montessori method of education, Prepared environment, Senses and sensation in children, Sensorial education, Sensorial materials
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Abstract/Notes: This article presents and analyses a didactic proposal based on manipulative material (Knobless Cylinders) used in a Montessori classroom of 3-6-year-old pre-schoolers. Choosing this material is justified in relation to the competencies/strategies/skills used during the development of mathematical patterning. Numerous studies emphasise the importance of patterns in mathematics and experimental sciences instruction from early childhood onward. However, there are several educational factors that have not yet been clarified, such as meaningful learning, the overuse of abstract visual patterns that are distant from the student’s previous life experience, etc. This article discusses the sequence of proposed activities and certain critical issues.
Language: English
DOI: 10.1080/03004279.2022.2032786
ISSN: 0300-4279, 1475-7575
Article
Chinese and US Preschool Teachers' Beliefs About Children's Cooperative Problem-Solving During Play
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 49, no. 3
Date: 2021
Pages: 503-513
Americas, Asia, China, East Asia, North America, Perceptions, United States of America
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Abstract/Notes: Many researchers have investigated the cooperative problem solving (CPS) of children during play; however, there is a lack of studies focused on teachers’ beliefs about how to support the development of children’s CPS in classrooms. This study aims to investigate the pedagogical beliefs of Chinese (n = 3) and US (n = 3) teachers about the CPS of children during play and their decision-making capabilities in supporting children to advance this skill in classrooms. A semi-structured interview was conducted with the integration of video-stimulated recall approach in order to achieve this aim. Results confirm that the Chinese and US teachers believe that children are competent and have the autonomy to decide how to solve problems with their peers. The beliefs are similar across the teachers, whereas their execution of these beliefs varies, which reflects their cultural uniqueness in scaffolding and creating classroom environments.
Language: English
DOI: 10.1007/s10643-020-01087-9
ISSN: 1082-3301, 1573-1707
Article
The Role of Ritual in Preschool Settings
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 27, no. 3
Date: 2000
Pages: 143-150
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Abstract/Notes: Ritual is a fact of school life and is enacted by teachers in their everyday classroom activities. This paper explores the various forms of ritual as they are played out in preschool settings. A key finding is that rituals have both variant and invariant qualities. The invariant order of ritual provides the stable framework that has become part of the school system, whereas rituals with high levels of variance are responsible for a more personalized and flexible approach to teaching. Classroom rituals have the potential to act as a tool through which teachers structure a particular form of practice that carries a rational pedagogical purpose for teachers.
Language: English
DOI: 10.1007/BF02694227
ISSN: 1082-3301, 1573-1707
Article
A Study on the Effect of Montessori Education on Self-Regulation Skills in Preschoolers
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 191, no. 7-8 (Early Childhood Theorists and Pioneers)
Date: 2021
Pages: 1219-1229
Asia, Executive function, Middle East, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Turkey, Western Asia
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Abstract/Notes: This study aimed to examine the effects of Montessori Education on children’s self-regulation skills in the preschool period. The study had a 2 × 2 mixed design, wherein the dependent variable was self-regulation levels of 3, 4, 5-year-old children (experimental group: 62, control group: 53) and the independent variable was education based on the Montessori Method whose influence on children’s self-regulation skills was examined. The study employed the Demographic Information Form, the Preschool Self-Regulation Assessment (PSRA). The study results yielded a significant difference in posttest mean scores for Self-Regulation and Attention/Impulse Control between experimental and control group children, while there was no significant difference in Positive Emotion. There was a significant difference for Self-Regulation and Attention/Impulse Control between the pretest and posttest mean scores of experimental group children, whereas the analyses indicated no significant difference between pretest and posttest mean scores of control group children for Self-Regulation, Attention/Impulse Control and Positive Emotion.
Language: English
DOI: 10.1080/03004430.2021.1928107
ISSN: 0300-4430, 1476-8275
Article
Parental Expectations for Young Children: Day Care Versus Preschool
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 79, no. 1
Date: 1992
Pages: 47-53