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Report
Effectiveness of Direct Verbal Instruction on IQ Performance and Achievement in Reading and Arithmetic [Academic Preschool, Champaign, Illinois]
Available from: ERIC
Academic achievement, Americas, Arithmetic, Early childhood care and education, Early childhood education, Literacy, Mathematics education, North America, Reading, United States of America
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Abstract/Notes: This experiment was based on the assumption that the academic failure of the disadvantaged or middle class child is due to a failure of instruction and that if above-normal learning schedules were maintained, the second year of an enrichment program would not show the customary drop in gains from the first year. The subjects of this study were 43 disadvantaged Negro and white 4-year-olds of high, middle, and low intelligence. Fifteen of the children were placed in an experimental group (I) and 28 in a control group (II). A 2-year program involving a group (III) of middle class 4-year-olds was also conducted, with a control group (IV) consisting of middle class 4-year-olds in a Montessori preschool. Groups I and III received a 2-year experimental program in which rapid attainment of basic academic concepts was emphasized. Group II received a 2-year traditional preschool education. Group I achieved significantly greater Stanford-Binet IQ gains than Group II and maintained them over the 2-year program. Group III children also benefited measureably from the program and demonstrated greater achievement in many areas than Group IV.
Language: English
Published: Washington, D.C., 1966
Book Section
An Academic Preschool for Disadvantaged Children: Conclusions from Evaluation Studies
Available from: Books to Borrow @ Internet Archive
Book Title: Preschool Programs for the Disadvantaged: Five Experimental Approaches to Early Childhood Education: Proceedings of the First Annual Hyman Blumberg Symposium on Research in Early Childhood Education
Pages: 1-21
Children with disabilities, Conferences, Developmentally disabled children, Early childhood care and education, Early childhood education, Hyman Blumberg Symposium on Research in Early Childhood Education (1st, Johns Hopkins University, Baltimore, Maryland, 1971), Inclusive education, Preschool children, Preschool education, Special education
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Language: English
Published: Baltimore, Maryland: Johns Hopkins University Press, 1972
ISBN: 978-0-8018-1370-2 0-8018-1370-0
Master's Thesis
Montessori yönteminin okul öncesi dönemde öğrencilerin yaratıcı düşünmelerine etkisi / The effect of Montessori method on creavitiy of the preschool student education
Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)
Asia, Creative ability in children, Creative thinking in children, Early childhood care and education, Early childhood education, Middle East, Montessori method of education - Evaluation, Turkey, Western Asia
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Abstract/Notes: In this research ıt has been analyzed the effects of montessori method on creative thinking of students. These researches are experimental. Pre-test, final-test control group methods and experimental design have been used. Within these research the experimental group have used the Montessori method, the control group have used the National Education Ministry's own method. In this research to gather data they have used Torrence creative thinking survey. As a result; the Montessori education approach has a positive effect on students creative skills. / Bu araştırmada öğrencilerin yaratıcı düşünme becerilerinde Montessori yönteminin etkisi incelenmiştir. Araştırma deneysel bir çalışma olup ön test son test kontrol gruplu deneysel desen kullanılmıştır. Çalışmada deney grubunda Montessori yöntemi, kontrol grubunda Milli Eğitim Bakanlığı?nın halihazırdaki programı kullanılmıştır. Çalışmada veri toplama aracı olarak, Torrance yaratıcı düşünme anketi kullanılmıştır.
Language: Turkish
Published: Zonguldak, Turkey, 2012
Master's Thesis
Montessori eğitimi alan ve almayan 48-72 aylık çocukların matematik becerilerinin karşılaştırılması / Comparison of the math skills of 48-72 month-old children who are attending Montessori preschools and Non-Montessori preschools
Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)
Asia, Comparative education, Early childhood care and education, Early childhood education, Mathematics education - Achievement, Middle East, Montessori method of education, Turkey, Western Asia
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Abstract/Notes: The aim of this study is to compare the math skills of children with and without Montessori education. A mixed design method was used in the research. Quantitative data were used to measure children's mathematical skills. Parents' views on early mathematics education were obtained by qualitative data collection method. The study group included 39 children who attended two different kindergartens with and without Montessori education for two years and their parents. Personal information form and the Early Mathematics Test (EMAT) were used to collect data. As a result that the educational institution they attend is effective in children's mathematics skills, it was found that, the mathematics skill scores of the children who received Montessori education were higher than those who did not receive Montessori education. It was determined that the age of the children's parents, education level of the parents and working status of mothers did not cause significant changes on the children's math scores. Parents of children attending both schools stated that they see mathematics as a part of daily life and that early mathematics achievements will affect both their whole life and their future academic achievements. It was observed that the parents mostly focused on counting skills. While some of the parents expressed skills such as sequencing, matching, and patterns, none of them responded to geometry. It has been concluded that the families adopting the Montessori education method see this education method as a tool for learning mathematics and guide their learning at home by interacting more with their teachers. / Bu araştırma, Montessori eğitimi alan ve almayan çocukların matematik becerilerini karşılaştırmak amacıyla yapılmıştır. Araştırmada nicel ve nitel veri toplama yöntemleri birlikte yer almıştır. Araştırmanın nicel boyutunda sontest kontrol gruplu model, nitel boyutunda ise ilişkisel tarama yöntemi kullanılmıştır. Çalışma grubuna MEB OÖEP'na göre eğitim veren ve MEB OÖEP'na ek olarak Montessori yöntemiyle eğitim veren farklı anaokullarından 39 çocuk ve bu çocukların ebeveynleri dahil edilmiştir. Veri toplama aracı olarak, Aile Görüşme Formu ve Erken Matematik Testi (EMAT) kullanılmıştır. Araştırma sonucunda; çocukların matematik becerilerinde, devam ettikleri eğitim kurumunun etkili olduğu, Montessori eğitimi alan çocukların matematik beceri puanlarının, Montessori eğitimi almayan çocuklardan daha yüksek olduğu tespit edilmiştir. Çocukların yaş grubu, cinsiyet ve kardeş sayısının matematik becerilerini etkilemediği görülmüştür. Anne-baba yaşı, anne-baba öğrenim durumu ve annenin çalışıp çalışmama durumunun çocukların EMAT puanları üzerinde anlamlı değişikliklere yol açmadığı saptanmıştır. Her iki okula devam eden çocukların ebeveynleri, matematiği günlük hayatın bir parçası olarak gördüklerini ve erken dönem matematik kazanımlarının hem hayatın tamamını hem de akademik başarıları etkileyeceğine yönelik görüş bildirmişlerdir. Ebeveynlerin matematik konusunda en çok sayı sayma becerisi üzerinde durdukları görülmüştür. Bazı ebeveynler sıralama, eşleştirme, örüntü gibi becerileri ifade ederken geometriye yönelik herhangi bir yanıt gelmemiştir. Montessori eğitim yöntemini benimseyen ailelerin, bu eğitim yöntemini matematik öğrenimi için bir araç olarak gördükleri ve öğretmenleriyle daha çok etkileşimde bulunarak evdeki öğrenmelerine rehberlik ettikleri sonucuna ulaşılmıştır.
Language: Turkish
Published: Ankara, Turkey, 2021
Report
Preschool Reading Instruction: A Literature Search, Evaluation, and Interpretation. Final Report [volume 2 of 3]
Available from: ERIC
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Abstract/Notes: This report, Vol. II of three interpretive manuscripts, presents Information For The Teacher, a review of literature on preschool reading instruction, along with suggestions and materials for teaching preschool reading. A skills checklist is provided and the educational television program, Sesame Street, is evaluated, since the effectiveness of this medium has been both praised and questioned. Reading readiness and motivation are discussed. The latter portion of this report offers three Appendices: Appendix A is a Guide to Materials for Prereading Instruction, Appendix B lists Publishers of Reading Materials, and Appendix C is a Reference List of Books for Preschool Children. (For related documents, see PS 005 928 and PS 005 930.) (Author/RG)
Language: English
Published: Bloomington, Indiana, Jun 1972
Article
Around the Schools: Development of a Montessori Approach to Dental Health Education for Preschool Children [part 1]
Publication: AMS News, vol. 8, no. 3
Date: 1977
Pages: 4, 7
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Language: English
ISSN: 0065-9444
Article
Around the Schools: Development of a Montessori Approach to Dental Health Education for Preschool Children (part 2)
Publication: AMS News, vol. 8, no. 4
Date: 1977
Pages: 4, 6–7
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Language: English
ISSN: 0065-9444
Article
Stop Preschool Dropouts: A Montessori Mother Discusses Early Learning at Home and in School
Publication: My Baby, vol. 3
Date: Oct 1966
Pages: 24, 28
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Language: English
ISSN: 0027-5379
Master's Thesis (M.A.)
A Design for the Learning Environment of Preschool Children
Classroom environments, Early childhood care and education, Early childhood education, Learning environments, Prepared environment, Preschool children, Preschool education
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Language: English
Published: San Diego, California, 1985
Master's Thesis
From Perinatal Through Preschool: Empathy in the First Plane of Development
Available from: MINDS@UW River Falls
Early childhood care and education, Early childhood education, Empathy in children, Montessori method of education, Moral development
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Abstract/Notes: The development of empathy in early childhood contributes to moral development, which affects justice and ultimately, society. This research team contends, corroborated by the most current evidence available in this field of study, that we can build up strong communities by cultivating empathy, emotional literacy, and prosocial behavior in early childhood - the period of life in which the brain is most plastic. These assertions are justified by Montessori philosophy. This paper offers a framework supporting the execution and implementation of a robust, community-based program for social interaction that has potential to benefit infants and preschool-age children in the context of Montessori classroom environments.
Language: English
Published: River Falls, Wisconsin, 2020