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Article
The Impact of Social Climates: Differences Between Conventional and Alternative Schools
Available from: JSTOR
Publication: Educational Horizons, vol. 60, no. 2
Date: 1982
Pages: 83-89
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Language: English
ISSN: 0013-175X
Article
Montessori and Social Development
Available from: Taylor and Francis Online
Publication: Educational Forum, vol. 38, no. 3
Date: 1974
Pages: 295-304
Article
A Critical Social Psychological Contribution to (Global) Citizenship Education: Seeing Oneself Through the Eyes of the 'Other'
Available from: Discourse Unit
Publication: Annual Review of Critical Psychology, vol. 16
Date: 2019
Pages: 1330-1358
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Abstract/Notes: Taylor (2004) argues that the Western moral order is characterised by three key forms — the market economy, public sphere, and self-governance. These forms entail contradictory tendencies for the concept of selfhood and our relations with each other. We do endorse an autonomous and free self, who should pursue her goals, but is also expected to act ethically towards others through mutuality, equality, and collectivity. However, we are concerned with being authentic, i.e. being true to ‘ourselves’, as well as with recognising the needs and differences of the ‘other’. This moral order is based on notions of political equality, democracy, freedom, human rights, and privatised economic prosperity. Moving ‘with Holzkamp beyond Holzkamp’ (Teo, 2016), in this paper, we present a method to foster the skill to step out from one’s moral matrix, the invisible normalised moral order, and view oneself through the eyes of the ‘other’. Focusing on food practices, we developed a method for social self-clarification (Holzkamp, 1995). The skill to see oneself through the eyes of the ‘other’ is necessary in realising one’s entanglement in a global institutional order that foreseeably and avoidably produces severe inequalities.
Language: English
ISSN: 1464-0538, 1746-739X
Article
Promoting a Person-Centered Approach to Strengthening Early Childhood Practices that Support Social-Emotional Development
Available from: Taylor and Francis Online
Publication: Early Education and Development, vol. 33, no. 1
Date: 2022
Pages: 75-91
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Abstract/Notes: Research Findings: This paper presents findings from an exploratory study to define associations between social–emotional teaching practices and teacher characteristics through a person-centered approach. The sample consisted of 97 teachers working in center-based early childhood education settings with young children ages 2–5 in the U.S. Pacific Northwest. We analyzed teachers’ observed classroom social–emotional teaching practices and self-reported Professional Development (PD) experiences, job attitudes (e.g., job-related stress, satisfaction, and commitment), and disciplinary efficacy to identify profile membership of teachers. A latent profile analysis revealed 4 profiles: (a) higher practice quality, higher PD experience, higher job attitudes, and higher disciplinary efficacy, (b) higher practice quality, mixed PD experience, lower job attitudes, and lower disciplinary efficacy, (c) lower practice quality, mixed PD experience, higher job attitudes, and higher disciplinary efficacy, and (d) lower practice quality, mixed PD experience, mixed job attitudes, and lower disciplinary efficacy. Practice or Policy: The results suggest that a person-centered approach to understanding classroom quality might provide multiple dimensions to consider for quality improvement. Additionally, a tailored and tiered professional development approach to support the early childhood workforce is needed that considers the complex connections between teachers’ practices, beliefs, and job attitudes.
Language: English
DOI: 10.1080/10409289.2020.1857215
ISSN: 1040-9289, 1556-6935
Article
The Effect of the Montessori Education Method on Pre-School Children's Social Competence, Behaviour and Emotion Regulation Skills
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 189, no. 9
Date: 2019
Pages: 1-15
Asia, Efficacy, Middle East, Montessori method of education, Preschool children, Social development, Social emotional learning, Turkey, Western Asia
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Abstract/Notes: This research aims to investigate the effect of Montessori method on social competence and behaviors of 3.5–5 years-old-children on their emotion regulation skills. Sequential Explanatory Design, one of the mixed method designs, was used in the study. The study group of the research consisted of 55 children attending two independent preschools in Eskişehir. Personal Information Form, Social Competence and Behavior Evaluation Inventory-Teacher and Parent Forms, Emotion Regulation Checklist and Parent Interview Forms for the Evaluation of Montessori Method have been used to collect the data. Friedman test used for data analysis. Post-hoc analysis with Wilcoxon signed-rank test and MannWhitney U were conducted to reveal the source of differentiation between the scores. It was determined that significant differences between Social Competence – Behavior and Emotion Regulation Skills sub-scale pretest and posttest mean scores of children in the study group. There are significant differences between the posttest scores of study and control groups.
Language: English
DOI: 10.1080/03004430.2017.1392943
ISSN: 0300-4430, 1476-8275
Article
Development of Social, Personal and Cognitive Skills of Preschool Children in Montessori and Traditional Preschool Programs
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 72, no. 1
Date: 1991
Pages: 117-124
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Abstract/Notes: The relationship between time in Montessori and Traditional Preschool programs and the preschool child's develoment of [1] personal skills, [2] relationship with teachers, [3] peer relations, [4] behavioral control, and [5] cognitive skills with age controlled was used to compare the relative effectiveness of the programs. This design was necessary since it is likely that parents who select the Montessori program for their child are different from parents selecting traditional preschool programs for their children. Three Montessori programs [n = 108] and three traditional programs [n = 116] provided the subjects for the study. The Pre Kindergarten Scale [PKS], a multiple choice behavioral rating scale was completed by the programs’ teachers on each child. The results revealed that the only variable significant in predicting time in program for the traditional program, relationship with teacher, was the only variable insignificant in predicting length of time in program for the Montessori program. The strongest relationship was for length of time in the Montessori program and relationship with peers [18 percent of variance] with age controlled.
Language: English
ISSN: 0300-4430, 1476-8275
Article
Pretend Play as Twin Earth: A Social-Cognitive Analysis
Available from: ScienceDirect
Publication: Developmental Review, vol. 21, no. 4
Date: 2001
Pages: 495-531
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Abstract/Notes: Pretend play appears to be important to a theory of mind, but exactly how or why has been controversial. One widely entertained hypothesis about why pretense is important to understanding minds is termed the Metarepresentational Model. According to this model, children knowingly consider and manipulate mental representations during pretense. Children appreciate these mental representations as such and later come to apply their understanding of mental representation outside of pretense domains. This article reviews evidence relevant to the metarepresentational model, and it is concluded that the evidence does not support it. Alternative models of the relationship between pretense and theory of mind are reviewed, culminating in a proposed developmental model of the relation. The Twin Earth model proposes specific relations between pretend play and understanding minds, from the ontogenesis of pretense to the later emergence of role play and mental representational understandings of pretense. Central to the proposal is the supposition that pretend play functions for children in much the way that Twin Earth functions for philosophers—by allowing for participation in and reasoning about nonactual situations.
Language: English
ISSN: 0273-2297
Article
Social Interaction in Nursery Schools
Available from: APA PsycNET
Publication: Developmental Psychology, vol. 9, no. 3
Date: 1973
Pages: 319-325
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Abstract/Notes: Compared the frequencies of peer and adult social interactions, the mean durations of social interactions, and the amounts of negative behaviors of 3-, 4-, and 5-yr-old children of both sexes (N = 131) in a Montessori nursery school, a university laboratory preschool, and a parent cooperative nursery school. The total amount of social interaction, the amount of peer interaction, and the duration of the average social interaction increased with age. The Montessori Ss differed from the Ss in the other 2 schools in amount of peer interaction and in duration of the average interaction in the same direction as older Ss differed from younger Ss. This finding suggests that teacher ratio and age distribution factors enhance the development of social interaction skills in Montessori nursery school children.
Language: English
DOI: 10.1037/h0034984
ISSN: 1939-0599, 0012-1649
Article
Assisting Toddlers and Caregivers During Conflict Resolutions: Interactions that Promote Socialisation
Available from: Taylor and Francis Online
Publication: Childhood Education, vol. 75, no. 1
Date: Oct 1998
Pages: 25-30
Article
Social and Emotional Adjustment of First Grade Children with and without Montessori Preschool Experience
Available from: APA PsycNET
Publication: Child Study Journal, vol. 11, no. 4
Date: 1981
Pages: 231-246
Comparative education, Efficacy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Social and emotional behaviors of 56 Ss with and without Montessori preschool experiences as 3-, 4-, and 5-yr-olds were assessed upon entrance into 1st grade. Social and emotional behaviors were rated with the Classroom Behavior Inventory (CBI) by independent researchers and teachers. Self-concept of the selected sample of children was assessed using the Inferred Self-Concept Scale. The observed social and emotional behaviors were correlated with the children's scores on the Metropolitan Readiness Test (MRT) to examine possible relationships between social and emotional behaviors and achievement level. No differences in social and emotional behaviors of Ss entering 1st grade with and without the Montessori preschool experiences were observed. Nor were there any differences in the self-concept of Ss with and without the preschool experience. Positive task-oriented behaviors as observed with the CBI were found to be positively related to achievement level as measured by the MRT. (16 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Language: English
ISSN: 0009-4005