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Doctoral Dissertation
Executive Function, Social-Emotional Skills, and Academic Competence in Three Preschool Programmes: Pathways to School Readiness
Available from: British Library - EthOS
Academic achievement, Comparative education, Executive function, Preschool education, Social emotional learning
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Abstract/Notes: Research findings indicate that executive function (EF), social-emotional skills, and pre-academic competence significantly promote children's school readiness and later success. School readiness broadly refers to a combination of skills necessary to function successfully in school and lack thereof may increase the risk of children's school problems. Therefore, it is essential for school systems to provide appropriate and timely support to the development of these fundamental skills. The present study focused on three particular preschool programmes: Montessori, Reggio Emilia, and the traditional play-based (British Columbia Early Learning Framework: BCEFL) programmes in Western Canada. Although they are popular, there is little empirical research that examines and compares the benefits of these programmes to the development of school readiness skills. As such, the present study aimed to 1) determine the effectiveness of these three preschool programmes in Western Canada on the development of children's school readiness; and 2) examine other sources of influences in the child, family and school in relation to the development of school readiness skills. Overall, 119 preschool children (48 Montessori, 42 Reggio Emilia, 29 BCELF) participated in the study. Observation was conducted once in the autumn of 2015 for each classroom using the CLASS observation tool. Teachers and parents of participating children filled in a series of questionnaires regarding the quality of their relationship with their child and their perceptions of daily EF and social-emotional skills of their child. The researcher also assessed individual children's fluid intelligence, EF, and pre-academic competence. The results showed that 1) although Montessori education appeared to be the most effective in facilitating numeracy skills, no curriculum stood out as notably more effective than any of the others at improving other areas of school readiness skills; 2) well-run classrooms where teachers were effective in time, behavioural, and attention management were most effective in promoting children's numeracy skills; 3) EF, social-emotional skills, and pre-academic competence exhibited an overlapping developmental process over time; 4) relational quality in both home and school environments significantly affected the development of school readiness skills, especially social-emotional skills; and 5) adults' perceptions of children's EF and social-emotional skills had a significant consequence for how teachers and parents formed their relationships with their children.
Language: English
Published: Oxford, England, 2018
Doctoral Dissertation
Adaptación, ansiedad y autoestima en niños: comparación entre escuelas tradicional y Montessori [Adaptation, anxiety and self-esteem in children: comparison between traditional and Montessori schools]
Available from: Universidad de las Américas Puebla - Institutional Repository
Americas, Child development, Comparative education, Latin America and the Caribbean, Mexico, Montessori method of education, Normalization, Wellbeing
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Abstract/Notes: En el presente trabajo se describen y comparan los niveles de adaptación, ansiedad y autoestima registrados en 72 alumnos de escuela tradicional y 65 de escuela Montessori de la ciudad de Puebla, de entre 9 y 12 años de edad. No habiendo encontrado diferencias estadísticamente significativas en las tres variables estudiadas entre estas dos escuelas, es dado concluir que tanto la adaptación, como la ansiedad y la autoestima son fenómenos determinados por una multiplicidad de factores tanto internos (inteligencia, personalidad, maduración, aptitudes, actitudes, entre otros.), como externos (familia, escuela, sociedad, cultura), que actúan interrelacionados. Así mismo se establecen las correlaciones existentes entre adaptación, ansiedad y autoestima. Se describen, además, los análisis factoriales aplicados a los tres instrumentos psicométricos utilizados en esta investigación, ya que dos fueron generados en España y otro en Estados Unidos de América. Se recomienda que, ante la escasez de instrumentos psicométricos construidos y validados en nuestro país, se promuevan investigaciones que tengan como fin la producción y difusión de tests en México, lo que permitirá realizar estudios confiables y válidos en el campo de la Psicología. [In this work, the levels of adaptation, anxiety and self-esteem registered in 72 students from a traditional school and 65 from a Montessori school in the city of Puebla, between 9 and 12 years of age, are described and compared. Not having found statistically significant differences in the three variables studied between these two schools, it is possible to conclude that both adaptation, anxiety and self-esteem are phenomena determined by a multiplicity of internal factors (intelligence, personality, maturation, aptitudes, attitudes , among others.), and external (family, school, society, culture), which act interrelated. Likewise, the existing correlations between adaptation, anxiety and self-esteem are established. The factor analyzes applied to the three psychometric instruments used in this research are also described, since two were generated in Spain and another in the United States of America. It is recommended that, given the shortage of psychometric instruments built and validated in our country, research is promoted aimed at the production and dissemination of tests in Mexico, which will allow reliable and valid studies in the field of Psychology.]
Language: Spanish
Published: Cholula, Mexico, 2010
Book
Asili nido in Italia: il bambino da 0 a 3 anni [Nursery schools in Italy: the child from 0 to 3 years]
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Language: Italian
Published: Milano, Italy: Marzorati, 1980
of 2Article
Montessori School Contract is Awarded
Available from: California Digital Newspaper Collection
Publication: San Diego Union (San Diego, California)
Date: Jun 4, 1913
Pages: 10
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Language: English
Article
Identifying Priorities for Success in the Montessori Middle School
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 3
Date: Summer 2003
Pages: 45
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Language: English
ISSN: 1054-0040
Master's Thesis
The Effects of Nature on Concentration in Preschool: A Montessori Context
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study explored the effects of nature’s environment on attention fatigue restoration, and consequently the regulation of attention in preschool students through a Montessori perspective. The purpose of this study was to further evaluate how effective the attention restoration theory (ART) is for preschool students’ attention fatigue and, consequently, concentration. In addition, this study examined the implications ART has on developing independent attention sustainability in the context of the work period practiced in Montessori pedagogy. The retrospective interview of a Montessori teacher who has taught both indoors and outdoors provided content for further discussion about outdoor learning and its effects on concentration. In conclusion, there seems to be a positive influence on preschool students’ ability to concentrate on a task while working outdoors vs. indoors.
Language: English
Published: Moraga, California, 2022
Article
School Chorus Rates On Radio
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 3
Date: Summer 2003
Pages: 23
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Language: English
ISSN: 1054-0040
Article
Handicrafts in Schools
Available from: ProQuest - Historical Newspapers
Publication: Times of India (Mumbai, India)
Date: May 30, 1948
Pages: 11
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Language: English
Article
Why Become an AMI Recognized School?
Publication: AMI Elementary Alumni Association Newsletter, vol. 31, no. 2
Date: 1999
Pages: 9–10
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Language: English
Doctoral Dissertation (Ph.D.)
The Cognitive Effects of Pre-School Programs for Disadvantaged Children
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Language: English
Published: Cambridge, Massachusetts, 1970