Abstract/Notes: Preschool education is an important and much studied topic in developed countries, and of growing importance in the third world. Studies exploring preschool experience have noted positive effects when comparing children with access to preschool versus children without access, and effects of particular curriculum approaches over the length of primary schooling. This study adopts a focused sample, cross‐sectional design to explore the types of preschool experience available (denoted by types of preschool activities which equate broadly to curriculum approaches) and whether variation in preschool experience affects core curriculum (English, science, mathematics) performance and classroom behaviours throughout the years of primary schooling in Trinidad and when children complete their primary education in the form of a national ‘common entrance examination’ for entry into a stratified secondary school system. Results show that a large majority of the sampled children attended preschool and that most of the preschool experience was traditional and teacher centred. Neither child centred or teacher centred preschool activities affected academic performance in the core subjects during the primary school years or at the end of their primary school career. Type of preschool activity did affect teacher perception of behaviour in class. Child centred experience facilitated a social/peer orientation in children. High levels of teacher centred experience detracted from later relationships with teacher. Results were confounded by social class, with middle class children having most access to (the limited amount available) child centred preschool experience and performing at the highest academic and behavioural levels in the classroom although in limited numbers. The discussion questions the appropriacy of the various preschool activities for pupils within a cultural orientation of traditional upbringing and primary schooling practices.

Language: English

DOI: 10.1080/0300443941030103

ISSN: 0300-4430, 1476-8275

Abstract/Notes: Nursery school education blossomed in the twentieth century under the influence of the Fröbel and Montessori methods. The education provided in kindergartens has been strongly child‐centered and preparation for primary school did not really enter into the picture. A gulf opened up between nursery and primary schools which the 1985 Primary Education Act aimed to close, by combining the two types of school in a single primary school for 4‐12 year‐olds. The integration brought about a great deal of unrest. Pre‐school education was a new development which came on to the scene in the nineteen sixties. Recently the Ministries of Welfare and Education have adopted a joint policy conducting experiments with a curriculum for 3‐6 year‐olds. The problems presented by immigrant children is a central issue here. The starting point is an acceptance of cultural diversity, education of the individual within a common binding framework.

Language: English

DOI: 10.1080/0300443961230102

ISSN: 0300-4430, 1476-8275

Language: English

DOI: 10.1080/09540250701763566

ISSN: 0954-0253

Abstract/Notes: The intent of this research was to determine the effect of focusing on cultural lessons as a way to increase student engagement and reading scores. The research study took place in a Montessori charter school in an E1 class, focusing on ten specific students ages six through nine. The four sources of data collection used in this research included pre and post reading scores, student writing samples, an observational checklist and student conferencing. While students’ reading scores did not improve writing scores did. Data also showed an increase in interest in cultural subjects as well as an increased interest in attending formal lessons. Students were more engaged throughout the day but most asked that cultural lessons be taught at the end of the day in order for them to focus on their math and language works.

Language: English

Published: St. Paul, Minnesota, 2013

Abstract/Notes: Early learning standards and formative assessments can feel overwhelming for Montessori teachers, principals, and parents. This practical session will offer a look at one school’s successful alignment document—with correlated assessments, class records, and parent reporting tools. You’ll also walk away with a simple road map for identifying a Montessori sequence and creating your own alignment document that preserves Montessori authenticity and addresses what to do with state standards that don’t “match” Montessori curriculum.

Language: English

Language: English

Published: New York, New York, 1969

Abstract/Notes: Includes summary of Part I

Language: English

ISSN: 1522-9734

Abstract/Notes: Describes a curriculum for eighth graders that involves students' narratives of personal conflict experiences, study of a book on the methods and rules of war, characterizations of individuals involved with war, expression of a personal vision of peace, and composition of a mission statement concerning their work in the curriculum. (PAM)

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734