Abstract/Notes: Includes a full bibliography of research (up to 1989).

Language: English

Published: Washington, D.C.: AMI-USA, 1989

Pages: 18-30

Abstract/Notes: This school has been made to answer the specific demands of a non-traditional teaching system, as far as was possible within the framework of the rather strict building regulations for primary schools in this country. Each classroom is considered and equipped as a complete unit, a house in itself. The houses open onto a central space, "the street"; here all activities take place between students of many ages, interrupting the unity of the classroom-groups, which are merely children of similar age. The working method in a Montessori school is not dominated as in traditional teaching methods by a fixed and static relationship between teacher and children, but exploits the infinite variety of relationships of child to child, child to work and child to teacher. Everybody makes his own choice of what kind of work he is going to do. As a result, the system is characterised by many different activities occurring simultaneously.

Language: English

DOI: 10.17763/haer.39.4.a0m374522202766g

ISSN: 0017-8055, 1943-5045

Abstract/Notes: The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.

Language: English

DOI: 10.31014/aior.1993.04.03.335

ISSN: 2621-5799, 2657-215X

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1470-8647

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0010-700X

Abstract/Notes: Includes: Summary; Rationale and Standards for Recommended Montessori 3-6 Teacher Training Program: A Preliminary Outline; Organizational Requirements for an AMS Approved 3-6 Teacher Training Course; Basic Requirements for the Student-Teacher Candidate for an AMS, 3-6 Diploma; Recommended Guidelines for Identification of Student Teaching Sites and Supervisory Personnel; Job Description for the Supervisory Teacher of Student-Teacher; and Job Responsibilities of a Professional Montessori Educator.

Language: English

ISSN: 0010-700X