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Article
Max: Concern with Social Skills, Language and Excessive TV Viewing in a 3 Year Old
Available from: Lippincott Wolters
Publication: Journal of Developmental and Behavioral Pediatrics, vol. 27, no. 6
Date: 2006
Pages: 488–492
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Abstract/Notes: Max is a 3-year-old healthy boy who was brought to the pediatrician's office by his mother for frequent temper tantrums at home. His teachers at the Montessori school are concerned about his communication skills. He is very talkative with his peers, but he constantly speaks about Thomas the Tank Engine. His peers seem to be uninterested in his repetitive stories. His teachers believe that Max has difficulty separating fantasy and reality. At home, his mother describes Max as “difficult to control.” When placed in time-out, he hits, kicks and scratches his mother. He has a large vocabulary, but mostly speaks in phrases directly from cartoons. For example, he repeats a particular phrase from a program in which the main character grows in size with fury every time he gets angry and says, “I hate it, leave me alone.” Before this exposure, the mother reports that her son had never used the word “hate.” Max watches 5 hours of children's programs on television every day; he is not exposed to any news programs. Frequently, he watches the same episode of a program many times. Max's mother believes that he can watch as much TV as he wants as long as it is “good programming,” so he only watches PBS kids shows and the Disney channel.
Language: English
DOI: 10.1097/DBP.0b013e3181d83173
ISSN: 0196-206X
Article
The Comparison of the Intuitive Mathematic Skills of Preschool Children Who Take Education According to Ministry of National Education Preschool Education Program and Montessori Approach
Available from: IISTE - International Knowledge Sharing Platform
Publication: International Journal of Scientific and Technological Research, vol. 6, no. 6
Date: 2020
Pages: 167
Asia, Comparative education, Mathematics education, Middle East, Montessori method of education, Preschool children, Preschool education, Turkey, Western Asia
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Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.
Language: Turkish
DOI: 10.7176/JSTR/6-06-12
ISSN: 2422-8702
Article
Implications of Instructional Materials on Oral Skills Among Early Childhood Learners in Central Zone, Kisumu County, Kenya
Available from: Journal Issues
Publication: International Journal of Educational Policy Research and Review, vol. 3, no. 2
Date: Apr 2016
Pages: 20-28
Africa, East Africa, Kenya, Montessori materials, Sub-Saharan Africa
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Abstract/Notes: This study was conducted in Kenya and focused on the use of instructional materials at the Early Childhood level. Purpose of the study was to establish the implications of instructional materials on oral skills among early childhood learners. The study adopted descriptive survey design. The target population comprised 42 head teachers, 126 teachers and 3180 leaners. It was found that that teaching using instructional materials improved the performance of learners in various learning activities such as repetition of letters, repetition of words and ability to write dictated words. The improved performance was in a range of 11% to 18%.
Language: English
ISSN: 2360-7076
Article
Investigation of Mathematical Concept Skills of Children Trained with Montessori Approach and MoNE Pre-school Education Program
Available from: European Journal of Educational Research
Publication: European Journal of Educational Research, vol. 8, no. 1
Date: 2019
Pages: 9-19
Academic achievement, Comparative education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation
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Abstract/Notes: In this study, it is aimed to examine the mathematical conceptual skills of 48-72-month-old children attending pre-school education institutions providing a Montessori Approach and Ministry of National Education Pre-school Program (MoNE PSP). The study group consisted of 20 children, who were trained by the Montessori Approach, and 20 children, who continued to attend pre-school education institutions applying the MoNE PSP. The research was carried out in accordance with the state study design of the qualitative research methods, and the data of the study was collected by the structured observation method at the free play/individual work time in the learning centers of the children constituting the study group. A structured observation form was used as the data gathering tool, and mathematical concept skills such as counting, matching, grouping, comparison, positioning, measurement, pattern, part-whole, transactions and creating a graphic were included. Research data were analyzed with descriptive analysis method, and the frequency and percentage values of the obtained data were calculated. As a result of the study, it was observed that the students trained with the Montessori Approach and MoNE PSP could not create graphics in both groups, while the rhythmic counting and patterning skills were the most observed skills in children. It has been determined that children trained with the Montessori Approach perform more studies, especially on matching, grouping, comparison/ranking, and part-whole skills, compared to the children trained with MoNE PSP. In the light of the results obtained in this research, it is suggested that the play materials that had to be in classes where MoNE PSP was applied should be standardized, and children should be able to get through these materials; also mathematics center should be established in the class level.
Language: English
ISSN: 2165-8714
Article
School Enrolment and Executive Functioning: A Longitudinal Perspective on Developmental Changes, the Influence of Learning Context, and the Prediction of Pre-Academic Skills
Available from: Taylor and Francis Online
Publication: European Journal of Developmental Psychology, vol. 8, no. 5
Date: 2011
Pages: 526-540
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Abstract/Notes: The present two-year longitudinal study addressed developmental changes in different aspects of executive functioning (i.e., inhibition, updating, and cognitive flexibility) in a sample of 264 children aged between 5 and 7 years. Of special interest were issues of developmental progression over time, the influence of learning context and the predictive power of executive functions and school context for emerging academic skills. The results revealed pronounced improvements in all executive measures, both over time and as a function of age. For the learning context, small and age-dependent effects on executive skills were found. Inhibition uniquely contributed to the prediction of aspects of emerging academic skills, over and above chronological age and language skills.
Language: English
DOI: 10.1080/17405629.2011.571841
ISSN: 1740-5610, 1740-5629
Article
Montessori and Kindergarten System of Education in the Development of Social and Language Skills of Children
Available from: Academia
Publication: European Journal of Business and Social Sciences, vol. 1, no. 12
Date: 2013
Pages: 17–24
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Language: English
ISSN: 2235-767X
Article
The Effects of Montessori Training Program for Mothers on Mathematics and Daily Living Skills of 4-5 Year-Old Montessori Children
Available from: Association for the Development of Early Childhood Education in Turkey
Publication: Erken Çocukluk Çalışmaları Dergisi / Journal of Early Childhood Studies, vol. 3, no. 2
Date: 2019
Pages: 278-299
Asia, Mathematics education, Middle East, Montessori method of education, Parent education, Practical life exercises, Turkey, Western Asia
Article
Observational Skills of Children in Montessori and 'Science-A Process Approach' Classes
Available from: Wiley Online Library
Publication: Journal of Research in Science Teaching, vol. 12, no. 4
Date: 1975
Pages: 407-413
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
Article
School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria
Available from: Asian Institute of Research
Publication: Education Quarterly Reviews, vol. 4, no. 3
Date: 2021
Pages: 243-251
Africa, Comparative education, Montessori method of education, Nigeria, Sub-Saharan Africa, West Africa
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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
Article
Review on Montessori Educators' Opinions Concerning the Digital Assessment Tool They Use in Terms of 21st-Century Skills
Available from: Asian Institute of Research
Publication: Education Quarterly Reviews, vol. 4, no. Special Issue 1: Primary and Secondary Education
Date: 2021
Pages: 291-306
Asia, Europe, Middle East, Southern Europe, Spain, Turkey, Western Asia
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Abstract/Notes: This study aimed to examine the opinions of Montessori educators on the digital assessment tool they use in terms of 21st-century teacher skills. The study sample covered 14 Montessori educators working in early childhood classes in public and private preschool educational institutions, located in Barcelona and Istanbul, where the Montessori educational approach is applied. In the study, the experiences of the Montessori educators with the digital assessment tool they use as the assessment tool were examined in terms of the identified 21st-century teacher skills. To this end, the research was designed with a phenomenological approach in the qualitative research method. The data were obtained through the personal information form and structured interview questions prepared for the digital assessment tool used by the Montessori educators. In the analysis of this data, the phenomenological study of Moustakas (1994) was introduced through the steps of the analysis. The perspectives of the Montessori educators concerning digital assessment, their application experiences regarding the digital assessment tool, and their views on their experiences were discussed in terms of utilization of the digital tool applications, as well as to use and evaluate information, their skills regarding collaborative work and communication, and finally their communication skills with the parents, which are among the 21st-century teacher skills. It was concluded that different factors influenced the opinions of the Montessori educators, where there were positive and negative expressions within the scope of these skills regarding the digital assessment tool.
Language: English
DOI: 10.31014/aior.1993.04.02.247
ISSN: 2621-5799, 2657-215X