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Article
The Differences Between Montessori Method and Traditional Teaching in Developing Primary School Pupils' Critical Thinking
Available from: Miasto Przyszłości
Publication: Miasto Przyszłości, vol. 24
Date: 2022
Pages: 578-579
Comparative education, Critical thinking in children, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Montessori learning classrooms, defined as an arranged environment, provide learners to opt for their work freely and construct their own learning. Thus the roles of the teacher differ from the roles of the teachers in traditional schools whereas the child is in the center in Montessori method based schools. The objectives of the communication and collaboration between the child and the teacher is determined correspondingly. This study aims at determining the differences between Montessori Method and Traditional Teaching in communication and collaboration with the child at primary schools.
Language: English
ISSN: 2544-980X
Doctoral Dissertation
The Impact of Montessori Teaching on Academic Achievement of Elementary School Students in a Central Texas School District: A Causal-Comparative Inquiry
Available from: Texas A&M University
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Abstract/Notes: Providing a meaningful and experiential learning environment for all students has long created a concern for alternate ways to teach students who are reportedly demonstrating non-mastery on state standardized assessments. As the benchmark for showing successful academic achievement increases, so does the need for discovering effective ways for students to learn. The Montessori teaching method has been in existence since the early 1900s when Dr. Montessori made her discovery of the student learning process. Dr. Montessori connected to the laws of nature and the environment for creating students who are problem-solvers with critical-thinking skills. The Montessori Method is designed to promote independent learning and support normal development in children. A Montessori lesson is defined as any interaction between an adult and a child; it incorporates techniques that are defined to serve as guidance for the adult personality in working with the child. The study investigated the impact of Montessori Method on the academic achievement of 3rd, 4th, and 5th grade students. The State of Texas Assessments of Academic Readiness (STAAR) was used to measure academic achievement in reading and mathematics. An ex post facto, causal-comparative design was employed. The characteristic-present samples consisted of 47 3rd, 40 4th, and 44 5th graders. There were 71 3rd, 60 4th, and 49 5th graders in the comparison samples. Due to non-probability nature of the sampling technique, external validity was limited to study participants. Due to non-experimental nature of the study, no causal inferences were drawn. A series of Multivariate Analysis of Variance (MANOVA) showed that there were no statistically significant differences between the students who received the Montessori Method of instruction and those who did not on the basis of the outcome measures of academic achievement in reading and mathematics. The mean difference effect sizes, which were used to examine the practical significance of the findings, ranged from negligible to small. Although the results of the study did not support the hypothesis, it must be pointed out that the Montessori Method of teaching facilitates self-paced learning that promotes a child's independence and encourages decision-making which are instrumental in becoming successful learners. Additionally, Montessori advocates experiences that are "real-world" and allow children to build intrinsic motivational opportunities; therefore, creating independent thinkers that will be competitive problem-solvers in the global economy of the 21st century. The limited studies on the Montessori Method of teaching offer opportunities for further investigation at all grade levels. For example, it is recommended to conduct a study to compare students who receive Montessori education during the early years of their academic life with those who receive Montessori education from pre-k to high school graduation. Because the Montessori name does not have a trademark, there are opportunities for investigating Montessori teacher preparation and comparing the preparation of the teachers to the standardized assessment results. There are also opportunities for investigating the method and curriculum used at schools that carry the name Montessori for comparison purposes amongst Montessori schools as well as in comparison to the results of the standardized assessments at these schools.
Language: English
Published: Corpus Christi, Texas, 2013
Article
Teaching Number Sense Through Rhythmical Counting
Available from: JSTOR
Publication: The Elementary School Journal, vol. 71, no. 1
Date: Oct 1970
Pages: 11-17
Article
La Méthodologie Montessori Appliquée dans L'Enseignement des Langues aux Adultes [Montessori Methodology Applied in Language Teaching for Adults]
Available from: Central and Eastern European Online Library
Publication: Limba Și Literatura: Repere Identitare În Context European [Language and Literature: Identity Landmarks in a European Context], no. 20
Date: 2017
Pages: 250-256
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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
Article
The Effect of Montessori Method on Teaching Cultural and Creative Arts in Primary Schools in Zaria, Nigeria
Available from: African Journals Online
Publication: Journal of Research in National Development, vol. 15, no. 1
Date: 2017
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: The Effect of the Montessori Method on teaching was investigated among children to discover their artistic development in Zaria, Kaduna State. The problem of the study is that the Montessori Method on teaching cultural and creative arts is not adequately explored in the primary schools, while other teaching methods used, do not bring out the full potentials of children’s artistic capabilities. Thus the study attempted to find out if the Montessori Method has effect on children’s artistic development. The aim of the study is to explore the effect of the Montessori Methods on the development of children’s creativity. Quasi experimental design was used for analyzing the instruments. A drawing test was administrated to the children using the Montessori Method of teaching; a semi-structured interview was also administered to the teachers. Total of 1,030 pupils (boys and girls) in primary schools from randomly selected schools were involved in the study. The data collected was analyzed using simple t-test, ANOVA and chi-square. The method of teaching was assessed on children’s developmental stages in creative artistic development between pre-schematic stage, schematic stage and gang stage. The findings revealed that the Montessori Method on Teaching had a positive effect on the Children’s artistic development and performance in the primary schools in Zaria. The pupils had a general positive and enthusiastic attitude towards culture and creative arts. This shows that when children are given the opportunity and enough art materials to express themselves, they would be able to display their different characteristics. The Montessori Method of teaching was better adopted than the conventional teaching methods used on the development of the creative artistic abilities of Children in the primary schools.
Language: English
ISSN: 1596-8308
Article
O Ensino de Matemática no Pensamento de Comênius, Pestalozzi e Montessori [The Teaching of Mathematics in the Thinking of Comênius, Pestalozzi and Montessori]
Available from: SciELO
Publication: Educar em Revista, vol. 36
Date: 2020
Pages: e64213
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Abstract/Notes: Neste artigo, discutimos os fundamentos para o ensino da Matemática na Pedagogia Tradicional e na Pedagogia Nova, marcadamente, a partir das teorias de fronteira de Comenius, Pestalozzi e Montessori. Esta pesquisa é de cunho documental e bibliográfico. Ao final da análise, concluímos que: há uma circulação de ideias entre o pensamento educacional de Comenius, Pestalozzi e Maria Montessori no que diz respeito ao uso de materiais didáticos e que nos métodos por estes pensadores a Matemática está associada às atividades práticas e gradativas. [In this article, we discuss the fundamentals for the teaching of Mathematics in Traditional Pedagogy and New Pedagogy, markedly, based on theories of Comenius, Pestalozzi and Montessori. This research is documental and bibliographic. At the end of the analysis, we conclude that: there is a circulation of ideas between the educational thoughts of Comenius, Pestalozzi and Maria Montessori regarding the use of didactic materials and that in the methods proposed by these thinkers Mathematics is associated with practical and gradual activities.]
Language: English, Portuguese
ISSN: 0104-4060, 1984-0411
Article
Towards Adapting the Nigerian Video Film into a Teaching Tool in Primary and Secondary Schools
Available from: African Journals Online
Publication: Creative Artist: A Journal of Theatre and Media Studies, vol. 3, no. 1
Date: 2009
Pages: 33-44
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: Researchers widely acclaim that the film (video film) has very far reaching effects on young persons, as it amongst other factors, even promotes violence and dictates youth fashions and fads .The Nigerian Education Policy is yet to fully integrate the arts - media arts, dramatic arts, and music into the school curriculum; except at the university level where these are specific courses of study. This paper advocates that this being the case, the time is ripe to repackage the video film as suitable educational material, for integration into the school curriculum, as appropriate teaching aids that enhance understanding of subject matter. Sadly, for now, this inestimable resource is relegated to the hidden curriculum. There is no doubt that the teaching of English Language or French, Geography and the sciences, would be quite enhanced with electronic teaching aids, a formidable and potent medium that school children are already in tune with. This being the case, It is pertinent to start by taking a cursory look at education and the current methodology of formal knowledge acquisition in schools. This will help in the delineation of what modes and processes have been employed, and what is necessary to be adopted. Education is not merely acquired for the sake of it as Peters observes, rather it is “the transmission of, or initiation into things which are intrinsically worthwhile and desirable”...
Language: English
ISSN: 2006-6910
Article
Care Givers' Knowledge of Integrating the Montessori; Indigenous Communicative Teaching Methods and Reggio Emilia in Early Child Care Education
Available from: African Journals Online
Publication: AFRREV IJAH: An International Journal of Arts and Humanities, vol. 6, no. 3
Date: 2017
Pages: 127-140
Africa, Indigenous communities, Indigenous peoples, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: Studies have identified the mismatch between theory and practice as the main reason for gap between the intended and the achieved curriculum objectives. The early childcare education is no exception. Theories of child development emphasize that children learn best through play and self-discovery. Unfortunately, research results revealed that caregivers do not adhere to the prescribed pedagogy and since pedagogy stems from the theory of the nature of the learner and how he learns; it implies that failure to use the right pedagogy adversely affects the achievement of the objectives. The study therefore sought to identify caregivers’ knowledge of integrating Montessori, Indigenous Communicative Teaching and Reggio Emilia approaches in Early Childhood Care Education in Owerri Educational zone, Imo State, Nigeria. The study is a descriptive survey with the population comprising all caregivers in government approved pre-primary schools totalling 119, using a 39-item questionnaire and percentages as well as chi square for data analyses. Results showed that respondents were not knowledgeable. Recommendations include the need to monitor caregivers to ensure compliance to stipulated policy.Keywords: childcare education, caregivers
Language: English
DOI: 10.4314/ijah.v6i3.11
ISSN: 2227-5452
Article
Smile on Your Brother: Teaching Siblings Together
Available from: JSTOR
Publication: YC - Young Children, vol. 63, no. 5
Date: Sep 2008
Pages: 18-20, 23
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Abstract/Notes: A multiage first, second, and third grade classroom includes brothers, sisters, cousins. Two teachers use a developmentally appropriate approach while juggling teaching responsibilities and administering the many tests required by No Child Left Behind. Carter explains their four priorities for children: attendance, responsibility, honesty, and reading achievement and describes classroom family relations can work to the children's advantage.
Language: English
ISSN: 1538-6619
Article
Communication Board as a Montessori Apparatus in Teaching Mathematics to Autism Students
Available from: Ukrainian Journal of Educational Studies and Information Technology
Publication: Ukrainian Journal of Educational Studies and Information Technology, vol. 7, no. 3
Date: 2019
Pages: 25-31
Asia, Australasia, Autism in children, Children with disabilities, Indonesia, Mathematics education, Montessori materials, People with disabilities, Southeast Asia
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Abstract/Notes: The research of mathematics teachers and instructors is still focused on normal students. Students with special needs are often ruled out. In fact, they also need to learn mathematics. Mathematics is a very basic subject and must be mastered by everyone, including students with special needs. This research is intended to apply mathematics learning to autism students by using communication boards as a Montessori apparatus. Communication is chosen because autistic students have a visual learning style. Furthermore, the learning method is done with Montessori because it takes the concept of learning with the environment, in accordance with the main purpose of learning for autism students to be able to live independently and be empowered in the community. The study used the descriptive qualitative method. According to the research results several Montessori apparatuses have been chosen used including visual schedules, visuals to structure the environment, visual scripts, a visual rule reminder, the visual task analysis, and a choice board.
Language: English
DOI: 10.32919/uesit.2019.03.03
ISSN: 2521-1234