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Conference Paper
The University of Illinois Study of the Differential Effects of Five Preschool Programs
Available from: ERIC
Annual Meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)
Academic achievement, Cognitive development, Comparative education, Early childhood care and education, Early childhood education, Longitudinal studies, Montessori method of education
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Abstract/Notes: This paper summarizes the findings from a two-part evaluation study which compared the effects of five model preschool intervention programs and examined 5-year longitudinal data on the effects of three of these five programs. The original five programs (Traditional, Community-Integrated, Montessori, Karnes and Bereiter-Engelmann) represented a continuum from traditional nursery to highly structured preschool. Brief descriptions of each of these preschool models are included. Seventy-five children who met age, income and family history criteria and had no previous school experience were divided into groups matched on IQ, sex, and race. These groups were then randomly assigned to a particular intervention model. Differences in effectiveness among the models were assessed by means of batteries of standardized tests which were administered prior to the intervention, following the preschool year, and at the end of the kindergarten year. Results from analyses of this data are presented and discussed. Follow-up data over three additional years were gathered on the Traditional, the Karnes, and the Bereiter-Engelmann models. The results and conclusions from these data are also presented. (JMB)
Language: English
Article
Picking the Right Preschool
Available from: ProQuest - Women's Magazine Archive
Publication: Parents, vol. 73, no. 2
Date: Mar 1998
Pages: 67-68, 70
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Language: English
ISSN: 1083-6373
Conference Paper
Immediate, Short-Term and Long-Range Effects of Five Preschool Programs for Disadvantaged Children
Annual Meeting of the American Educational Research Association (Toronto, Canada)
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Abstract/Notes: Reported are findings of a longitudinal study on the differential effects of five preschool programs on comparable groups of 4-year-old disadvantaged children. Descriptions are given for the five preschool programs studied: the Bereiter-Engelmann program, which involves intensive oral drill in verbal and logical patterns; the Karnes Ameliorative program, a psycholonguistic model derived from the Illinois Test of Psycholinguistic Abilities; the community integrated program, which provided a traditional nursery school experience sponsored by community groups; the Montessori program, which provided a prepared environment and a program structured around the prescribed manner in which the child learned from materials; and a traditional preschool or nursery program. Included in a summary of findings were that no statistically significant differences were found among groups on the Wechsler Intelligence Scale for Children 10 years later; that Student Interview data revealed no difference in the child's self concept of school performance across interventions; and that Locus of Control scores were found to be significantly related to Binet IQ scores for all Ss. (SBH)
Language: English
Pages: 25
Master's Thesis
A Comparison of Preschool Competencies Required by Thai Curriculum as Realized in a United States Play-Oriented Program and a Montessori Program
Available from: ProQuest - Dissertations and Theses
Americas, Comparative education, Early childhood care and education, Early childhood education, Montessori method of education - Evaluation, North America, Play, Thai children, United States of America
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Abstract/Notes: This research involved observing children in two programs, Montessori and play-oriented program, in order to determine the extent of children's opportunity to develop competency according to their choice of activities and to identify which program provided more appropriate activities for Thai children. The results showed that children in a play-oriented program had more opportunity to develop competency in language, social science, motor skill, eye-hand coordination, shape and size recognition and discrimination, creativity, problem solving, and imagination than did children in a Montessori program. However, children in a Montessori program had more opportunity to develop competency in mathematics and science than did children in a play-oriented program. Thus, it would be necessary to combine activities from both programs in the Thai curriculum.
Language: English
Published: Denton, Texas, 1991
Book
Provision of Early Childhood Education in Montessori Preschools
Australasia, Australia and New Zealand, Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools, New Zealand, Oceania
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Language: English
Published: Wellington, New Zealand: New Zealand Education Review Office, 2002
Article
María Montessori: de cuando el parvulario dejó de ser preescolar, El descubrimiento del niño (Textos) [Maria Montessori: When Kindergarten Stopped Being Preschool, The Discovery of the Child (Texts)]
Publication: Revista Infancia, vol. 14
Date: 1992
Pages: 24-25
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Language: Spanish
Video Recording
Introduction to the Montessori Math Curriculum: Preschool Through Elementary
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Abstract/Notes: Examines how the Montessori mathematics curriculum moves children from the concrete to the abstract.
Runtime: 18 minutes
Language: English
Published: Yellow Springs, Ohio, 2002
Master's Thesis
Montessori and Religious Education in Western Cape Preschools
Available from: University of Cape Town
Africa, Catholic schools, Comparative education, Jewish religious schools, Montessori method of education, Montessori schools, Religious education, South Africa, Southern Africa, Sub-Saharan Africa
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Abstract/Notes: The debate about whether or not religious education should be included in early childhood education is a longstanding one. Even those who believe that Religious education should be included in early childhood programs cannot agree about the content or method for including it. The phenomenon of religious education in Montessori pre-primary schools in the Western Cape Province of South Africa is explored in this study, using a qualitative research approach. More specifically, the study explored the goals of their religious education; the level of awareness of Montessori's approach to religious education and finally looked at how they were implementing religion in their schools. A sample of 4 pre-schools were selected from the 90 Montessori pre-schools in the Western Cape. These included a Non-Denominational, Muslim, Christian and a Jewish School. The Muslim and Non-Denominational schools are full Montessori schools, while the Christian and Jewish schools have incorporated Montessori alongside other curriculums, namely the Jubilee Excellence School Curriculum and Reggio-Emilia approach, respectively. A collective case study approach was adopted and data was collected through observations and interviews. While the findings cannot easily be generalized, it is significant in providing a starting point to understanding the phenomenon of religious education in Montessori pre-schools in the Western Cape. The study highlighted Dr Montessori's personal and professional struggle with religion and found that the struggles Dr Montessori faced in terms of Religion have still not been resolved today. The schools in the Western Cape still grappled with the essence of Montessori's struggle, i.e. where to place religion and how to integrate it in the Montessori method and philosophy. Dr Montessori's beliefs about the importance of spirituality in the early years were found to be consistent with the contemporary views of scholars around the world. The religious schools followed guidelines of their own religions when deciding on which values to focus on. At the Jewish school, the focus was on the community, while at the Muslim school the focus was on the individual and selfetiquette. The focus of the Christian school was on discipline and obedience. The schools had various commitments to spiritual and ethical development of the children. Finally, the study found that the Montessori method was ideal for teaching the practices of religion, but when schools delved into issues of faith or love of God, they switched to other modes of teaching (e.g. preaching). This disjuncture between teaching faith and practices was ultimately Dr Montessori's reason for abolishing religious education from her method.
Language: English
Published: Cape Town, South Africa, 2017
Master's Thesis
A Formative Evaluation of LPC’s Montessori Preschool Programme
Available from: University of Cape Town
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Abstract/Notes: Research shows that early childhood interventions with fidelity to Montessori model generate learner’s outcomes that outperform the traditional model. The evidence is confirmed in developed and in developing countries. This formative evaluation reports the results of a Montessori model in implementation in township of Mfuleni, located in Cape Town, South Africa. Providing insights into the functioning of the programme, the evaluation confirms that the roll out of the Montessori model is still underway which may explain the reason of the learners not outperforming the comparison group.
Language: English
Published: Cape Town, South Africa, 2019
Book
Tawa Montessori Preschool: Our Journey as an Enviro Pre-School
Australasia, Australia and New Zealand, Montessori method of education, Montessori schools, New Zealand, Oceania, Tawa Montessori Preschool (Wellington, New Zealand)
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Language: English
Published: Wellington, New Zealand: Tawa Montessori Preschool, 2008
ISBN: 978-1-877479-31-1 1-877479-31-4