For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Four Preschool Programs: Their Dimensions and Effects
Available from: JSTOR
Publication: Monographs of the Society for Research in Child Development, vol. 40, no. 5/6
Date: 1975
Pages: 1-170
Americas, Comparative education, Montessori method of education, North America, United States of America
See More
Abstract/Notes: This report presents results from an experimental comparison of four prekindergarten programs and a 3-year follow-up through second grade. The major purposes of the study were: (a) to obtain information on program dimensions; and (b) to assess program effects on the cognitive, motivational, and perceptual development of 4-year-olds. Fourteen classes were conducted in Head Start throughout 1968-1969-two in Montessori; four each in Traditional, an enrichment program; Bereiter-Engelmann, an academic drill approach; and Darcee, which combined an emphasis on aptitudes and attitudes. Children were randomly assigned within schools to experimental or nonexperimental classes. They were assessed after 8 weeks and after 6 months of school. A control group was also tested-a non-preschool group similar to the experimental sample. Monitoring of treatments was done live and also from videotapes. In the kindergarten year, one class from each program entered a token-economy Follow-Through program. The remainder entered Regular kindergarten. Video-tape monitoring was also done in kindergarten and first-grade classes. Results-program dimensions: the prekindergarten programs did differ, and most of the differences were in predicted directions. Programs were similar to or different from each other depending upon which treatment dimensions were used. Four distinct programs existed only on the more molecular techniques (e. g., modeling or role playing). On some molar dimensions there were only two treatments; on others one program stood apart from the other three. All programs were low on some dimensions, and on others no distinction could be made. Program effects: the prekindergarten programs did have different effects on children, both in terms of immediate impact and over a 4-year period regardless of what programs they had later. The immediate effects on cognitive variables were predictably greater for more didactic programs. Stable effects over 4 years, however, were in noncognitive areas. There were no stable main effects from later programs, but differential effects on both cognitive and noncognitive measures resulted from various combinations of prekindergarten and kindergarten programs.
Language: English
DOI: 10.2307/1165878
ISSN: 0037-976X
Article
Assistants to Infancy Programs
Publication: NAMTA Journal, vol. 15, no. 3
Date: 1990
Pages: 110–115
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
ISSN: 1522-9734
Article
Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes
Available from: JSTOR
Publication: The Future of Children, vol. 5, no. 3
Date: Winter 1995
Pages: 25-50
See More
Abstract/Notes: The extent to which early childhood programs produce long-term benefits in children's cognitive development, socialization, and school success is a matter of some controversy. This article reviews 36 studies of both model demonstration projects and large-scale public programs to examine the long-term effects of these programs on children from low-income families. The review carefully considers issues related to research design. It includes studies of preschool education, Head Start, child care, and home visiting programs, and focuses primarily on the effects of program participation on children's cognitive development. Results indicate that early childhood programs can produce large short-term benefits for children on intelligence quotient (IQ) and sizable long-term effects on school achievement, grade retention, placement in special education, and social adjustment. Not all programs produce these benefits, perhaps because of differences in quality and funding across programs. The article concludes with recommendations for future action.
Language: English
ISSN: 1054-8289, 1550-1558
Book
The Preschool in Action: Exploring Early Childhood Programs
Available from: Books to Borrow @ Internet Archive
Comparative education, Early childhood care and education, Early childhood education
See More
Language: English
Published: Boston, Massachusetts: Allyn and Bacon, 1972
Article
Envisioning the Whole Third Plane: Montessori Erdkinder and Urban Adolescent Programs Help Each Other
Publication: NAMTA Journal, vol. 31, no. 1
Date: 2006
Pages: 57–67
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
ISSN: 1522-9734
Article
Survey of Montessori Adolescent Programs: Interpretive Commentary
Publication: NAMTA Journal
Date: 1994
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Abstract/Notes: Examines results of a survey documenting the current state of adolescent programs in the Montessori schools of North America. Includes information on the students, adults, and physical environment of such programs, as well as the programs' enrollment, grouping, activities, and materials. (HTH)
Language: English
ISSN: 1522-9734
Article
What Is the Ideal Infant Group Care Environment: Montessori Nido Versus Infant Daycare Programs
Publication: NAMTA Journal, vol. 39, no. 2
Date: Spring 2014
Pages: 149-167
Caregivers - Family relationships, Child development, Classroom environments, Early childhood education, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals, Prepared environment, Teacher training
See More
Abstract/Notes: Emily Shubitz appreciates the Nido and all of its facets and is well aware of the pioneers--Adele Costa Gnocchi and Silvana Montanaro--as she emphasizes the Nido being a developmental force rather than just a babysitting source. Her list for creating a Nido environment is thoughtful, extensive, and inclusive: home-like wood furniture, soft rugs, and custom shelves. She stresses that individualized movement in multi-age groups creates rich interactions, such as when snacks are served at a small table, parents help in the Nido, and children nap at different times. Toilet training is a step to early independence, and cloth diapers are preferred. Emily Shubitz emphasizes the importance of the Nido, where children begin life challenged but willingly work to their potential. [This talk was presented at the NAMTA conference titled "Montessori from Birth to Six: In Search of Community Values," Minneapolis, MN, November 7-10, 2013.]
Language: English
ISSN: 1522-9734
Article
A Study of College/University Accredited Montessori Teacher Training Programs
Publication: NAMTA Quarterly, vol. 9, no. 2
Date: 1984
Pages: 49-60
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
Book
The Application of the Montessori Method in Rehabilitation Programs
See More
Language: English
Published: New York, New York: American Montessori Society, 1982
Book
Montessori Toddler and Parent-Infant Programs
See More
Language: English
Published: New York, New York: American Montessori Society, n.d.