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1121 results

The role of play in preschool Montessori classrooms

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Language: English

Published: Anchorage, Alaska, 2009

Article

✓ Peer Reviewed

Kindergartners' Play with Preschool- and School-Aged Children within a Mixed-Age Classroom

Available from: JSTOR

Publication: Elementary School Journal, vol. 83, no. 5

Pages: 578–586

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Language: English

DOI: 10.1086/461336

ISSN: 1554-8279, 0013-5984

Article

✓ Peer Reviewed

Social-Cognitive Play Patterns in Same-Age and Mixed-Age Preschool Classrooms

Available from: SAGE Journals

Publication: American Educational Research Journal, vol. 24, no. 3

Pages: 463-476

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Language: English

DOI: 10.3102/00028312024003463

ISSN: 0002-8312, 1935-1011

Article

✓ Peer Reviewed

Private Speech in Two Preschools: Significance of Open-Ended Activities and Make-Believe Play for Verbal Self-Regulation

Available from: ScienceDirect

Publication: Early Childhood Research Quarterly, vol. 13, no. 4

Pages: 637–658

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Abstract/Notes: Contextual influences on private speech were examined in two preschools differing in the learning environments they provide for children. Observations of 3- to 5-year-olds were made during free-choice periods in a Montessori and a traditional (play-oriented) program. Consistent with Vygotsky's theory that make-believe play serves as a vital context for the development of self-regulation, the incidence of private speech was much higher during open-ended activities, especially fantasy play, that require children to determine the goal of the task, than during closed-ended tasks with predetermined goals. In line with previous research, the more direct involvement, or external regulation, teachers displayed, the lower the rate of children's private speech. In addition, transitions (as opposed to involvement in activities) were linked to reduced private speech, whereas engagement with peers, in the form of associative play, predicted greater self-directed language. Diminished make-believe play, greater teacher direct involvement, and heightened time spent in transitions largely accounted for the lower incidence of private speech in the Montessori compared with the traditional preschool. Contextual factors also contributed to a drop in private speech at age 5. Implications for fostering children's verbal self-regulation during early childhood are considered.

Language: English

DOI: 10.1016/S0885-2006(99)80065-9

ISSN: 0885-2006, 1873-7706

Article

✓ Peer Reviewed

Chinese and US Preschool Teachers' Beliefs About Children's Cooperative Problem-Solving During Play

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 49, no. 3

Pages: 503-513

Americas, Asia, China, East Asia, North America, Perceptions, United States of America

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Abstract/Notes: Many researchers have investigated the cooperative problem solving (CPS) of children during play; however, there is a lack of studies focused on teachers’ beliefs about how to support the development of children’s CPS in classrooms. This study aims to investigate the pedagogical beliefs of Chinese (n = 3) and US (n = 3) teachers about the CPS of children during play and their decision-making capabilities in supporting children to advance this skill in classrooms. A semi-structured interview was conducted with the integration of video-stimulated recall approach in order to achieve this aim. Results confirm that the Chinese and US teachers believe that children are competent and have the autonomy to decide how to solve problems with their peers. The beliefs are similar across the teachers, whereas their execution of these beliefs varies, which reflects their cultural uniqueness in scaffolding and creating classroom environments.

Language: English

DOI: 10.1007/s10643-020-01087-9

ISSN: 1082-3301, 1573-1707

Article

✓ Peer Reviewed

Aims, Beliefs, Practices and Training of Early Childhood Practitioners from Three Different Backgrounds: Montessori, Traditional and the Preschool Playgroups Association

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 27, no. 2

Pages: 1-9

Comparative education, Trainings

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Abstract/Notes: The study described below compares the goals, beliefs, practices and training of early childhood educators from three different origins: Montessori, Traditional and the Association of Playgroups (PPA), and reports practice of a research in progress. The information was gathered by means of a questionnaire which was sent to early childhood practitioners and which covers various subjects such as reading, writing, arithmetic, free choice, accessible activities, scoring, role played and commitment of parents. There was consensus on the main goals of early childhood practitioners, but many differences emerged between groups for beliefs, practice and training. The importance of high quality training for early childhood practitioners has been demonstrated. The Traditional group appeared to have the highest level of training and the practice is more often than not to maintain contact with current research more than the other two Montessori and PPA groups.

Language: English

DOI: 10.1007/BF03174924

ISSN: 0020-7187, 1878-4658

Article

What Infants, Toddlers, and Preschoolers Learn from Play: 12 Ideas

Available from: ProQuest

Publication: Montessori Life, vol. 18, no. 1

Pages: 16-21

Child development, Children, Early childhood care and education, Early childhood education, Play

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Abstract/Notes: In this article, the author presents the 12 benefits of playing as a reference and guide for teachers in helping young children develop their cognitive skills, motor ability, socio-emotional, and academic development during play time. The following 12 benefits are described: (1) Play Enhances Bodily Gracefulness; (2) Play Promotes Social Skills; (3) Play Sharpens Cognitive and Language Skills; (4) Play Teaches Gender Roles; (5) Play Develops Understanding of Number and Time Concepts; (6) Play Promotes Spatial Understanding; (7) Play Prompts Causality Reasoning; (8) Sociodramatic Play Clarifies the World of Pretend Versus Real; (9) Play Enriches Sensory and Aesthetic Appreciation; (10) Play Extends Attention Span, Persistence, and Sense of Mastery; (11) Children Express Emotions through Play; and (12) Play Deepens a Child?s Sense of Serenity and Joy.

Language: English

ISSN: 1054-0040

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

Preschools and Montessori Preschools: A Discussion

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Language: English

Published: Newtown, Australia: Nursery School Teacher's College, 1980

Master's Thesis

Vilka metoder väljer förskollärare och barnskötare för arbetet med förskolebarns skriv- och läsutveckling? [What methods do preschool teachers and childminders choose for the work with preschool children's writing and reading development?]

Available from: DiVA Portal

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Abstract/Notes: Syftet med studien var att få kunskap om de metoder som förskollärarna använder vid arbetet med skriv- och läsutveckling. I studien ingick sju förskolor där de ansvariga förskollärarna/barnskötarna ...

Language: Swedish

Published: Stockholm, Sweden, 2013

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