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Book
Moral Development in Montessori and Traditional Preschool Children: Does School Type Make a Difference?
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Abstract/Notes: This study investigates the moral development of thirty 5-year-old children in Montessori and traditional preschools. Data for the study were derived from five sources: an intelligence test; a perspective taking task; an altruism/helping task; an altruism/sharing task; and an interview for exploring moral reasoning. Two 30 to 45 minute sessions were used for data gathering. Comparisons were made between school type and across the total sample in regard to altruistic behavior, specifically helping and sharing; moral judgement, specifically positive justice reasoning; and cognitive perspective taking. Positive justice reasoning and altruistic behavior were not found to be affected by exposure to a Montessori or traditional school environment. Rather, results indicated that developmental influences alone determined reasoning and behavior, thus confirming developmental theories of moral growth, and suggesting as well that direct intervention or teaching may be more effective than environment in spurring moral growth.
Language: English
Published: [S.I.]: [s.n.], 1979
Article
Same Age Children in One Class [public Montessori schools]
Publication: Point of Interest, vol. 5, no. 9
Date: May 1995
Pages: 1–3
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Language: English
Article
10 More Things (of 101) Parents Can Do to Help Children
Publication: Montessori NewZ, vol. 33
Date: Mar 2004
Pages: 6
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Abstract/Notes: 11-20
Language: English
Article
Peer Effects on Children's Language Achievement During Pre-Kindergarten
Available from: JSTOR
Publication: Child Development, vol. 80, no. 3
Date: 2009
Pages: 686-702
Master's Thesis (M.A.)
Searching for a Philosophy: Growing with Children
Available from: Concordia University - Institutional Repository
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Abstract/Notes: My personal search for principles and practices to guide my role as a teacher of young children took me to Munich, Germany to be trained in the Montessori method; to Tumbaco, Ecuador to be a teacher trainee at the Wild's active school and most recently to Bali, Indonesia to experience Jean Liedloff's notion of a continuum concept. This search has brought me skills to set up an environment for children and to better understand my role in it. My work with children has helped me to integrate the principles and practices of individuals who have inspired my own feelings, thoughts and actions, thereby eliminating conflicts which I have previously experienced.
Language: English
Published: Montreal, Quebec, Canada, 1993
Article
Some Suggestions and Remarks Upon Observing Children
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2008, no. 2
Date: 2008
Pages: 16–24
Maria Montessori - Writings, Observation (Educational method)
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Abstract/Notes: Montessori elaborates on the crucial role of Observation. The article is the synthesis of two lectures on the 1921 London course.
Language: English
ISSN: 0519-0959
Article
International Children's Day
Publication: Tomorrow's Child, vol. 21, no. 2
Date: Jan 2013
Pages: 7–9
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Abstract/Notes: includes photos and editor's note from Joyce St. Giermaine
Language: English
ISSN: 1071-6246
Article
Montessori-Inspired Self-Care for Children: A Conversation with Naralys Sinanis
Publication: Tomorrow's Child, vol. 27, no. 4
Date: May 2021
Pages: 15-16
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Language: English
ISSN: 1071-6246
Article
Helping Children to Help Themselves Dressing and Undressing
Publication: Tomorrow's Child, vol. 23, no. 5
Date: Nov 2015
Pages: 19–20
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Abstract/Notes: includes photo
Language: English
ISSN: 1071-6246
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