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Article
Kindergartners' Play with Preschool- and School-Aged Children within a Mixed-Age Classroom
Available from: JSTOR
Publication: Elementary School Journal, vol. 83, no. 5
Date: 1983
Pages: 578–586
Article
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
Date: 1998
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
The role of play in preschool Montessori classrooms
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Language: English
Published: Anchorage, Alaska, 2009
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
Doctoral Dissertation (Ph.D.)
A Comparative Multi-Case Study of Teacher Roles in U.S. Montessori Preschool and Saudi Public Preschool
Available from: OhioLINK ETD Center
Americas, Asia, Early childhood care and education, Early childhood education, Middle East, Montessori method of education - Teachers, Montessori schools, North America, Public Montessori, Saudi Arabia, Teachers, United States of America
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Abstract/Notes: The purpose of this study was to compare and contrast teacher roles in two early childhood education settings—a U.S. Montessori preschool and a traditional Saudi public preschool—and to examine the philosophical, cultural, and theoretical influences on those roles. Cognitive constructivism, social constructivism, and multi-cultural theories were used as a research framework. Data was collected from the two teacher cases in their respective settings through classroom observations, in-depth interviews, and lesson plan/student assessment documents. The study’s findings showed that the roles of a U.S. Montessori preschool teacher and the roles of a Saudi traditional preschool teacher are generally much the same. Though the contexts and the surrounding national cultures and educational philosophies contrast significantly, the work of an early childhood teacher can be summarized in five categories which were consistent between data contexts: academic instruction, relationship with students and other adults, personal and professional development, behavioral management, and environmental preparation. Complementing this general role similarity between contexts, however, was the contrast in aspects of these roles between the two case teachers: the degrees of their attention to their roles, their efforts to perform these roles with excellence, and their application of their philosophies within their particular preschool settings and national cultures. Internationally, ECE programs need clarity about teachers’ responsibilities and a greater awareness of the cultural and philosophical influences on preschool teachers’ work.
Language: English
Published: Kent, Ohio, 2017
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
Conference Paper
Exploring the Social Logic of Preschool Environments Structured with Waldorf, Montessori, and Reggio Emilia: A Semantic and Syntactic Study on Preschool Environments
Available from: ResearchGate
Space Syntax Symposium (13th, 20-24 June 2022)
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Abstract/Notes: Kindergartens are socio-spatial organizations with their social and cultural as well as their spatial structures which prepare children to be responsible members of the society. In the ear ly years of the twentieth century, the issue of how to raise new generations was one of the primary research areas of many educational scientists, especially in Europe, and therefore different progressive pedagogical methods were generated. Among these views, the Waldorf pedagogical approach developed by Rudolf Steiner, Montessori pedagogical approach developed by Maria Montessori, and Reggio Emilia pedagogical approach developed by Loris Malaguzzi became prominent. Although these three pedagogical approaches have a common view that the child should be accepted as an individual with his/her rights, each of them involved different physical environment requirements in the context of their educational philosophies. The projects obtained in an architectural design studio course constitute the focus of this paper and it aims to decipher the semantic and syntactic characteristics based on twelve student projects. The semantic dimension of the study was revealed by coding the related themes through students' project reports while the syntactic dimension of the study demonstrated the prioritized social interaction area through isovist area and variance values. Considering the semantic results, it was revealed that the students not only comprehended the spatial requirements of a specific educational pedagogy but also grasped the transformative power of the methods, in terms of physical, social, and natural characteristics. Considering the syntactic results, the fact that the mean isovist area value was higher in Reggio Emilia schools showed that the piazza dominates the physical setting. The fact that the school cluster with the highest variance value emerged in Montessori draws attention to the changeability of isovist perimeter value within the interiors to orientate the individuals to the classroom units.
Language: English
Published: Bergen, Norway: Western Norway University of Applied Sciences, 2022
Pages: 25 p.
Article
Cooperation Between Parents and Preschool Institutions Through Different Concepts of Preschool Education
Available from: Center for Educational Policy Studies Journal
Publication: Center for Educational Policy Studies Journal, vol. 7, no. 4
Date: 2017
Pages: 207-226
Europe, Slovenia, Southern Europe
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Abstract/Notes: This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementionedalternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education ofpreschool children.
Language: English
DOI: 10.26529/cepsj.372
ISSN: 2232-2647, 1855-9719
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