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The role of play in preschool Montessori classrooms
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Language: English
Published: Anchorage, Alaska, 2009
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
Article
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
Date: 1987
Pages: 463-476
Article
What Infants, Toddlers, and Preschoolers Learn from Play: 12 Ideas
Available from: ProQuest
Publication: Montessori Life, vol. 18, no. 1
Date: 2006
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
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
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
Book
Preschools and Montessori Preschools: A Discussion
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Language: English
Published: Newtown, Australia: Nursery School Teacher's College, 1980
Article
Montessori Preschool Education: 유아교육에 관하여 [Montessori Preschool Education: About Early Childhood Education]
Available from: RISS
Publication: 人間理解 / Journal of Human Understanding and Counseling, vol. 3
Date: 1981
Pages: 23-31
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Language: Korean
ISSN: 2005-0860, 2671-5821
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