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551 results

Article

✓ Peer Reviewed

The Effect of the Montessori Education Method on Pre-School Children’s Social Competence, Behaviour and Emotion Regulation Skills

Available from: Taylor and Francis Online

Publication: Early Child Development and Care, vol. 189, no. 9

Pages: 1-15

Asia, Efficacy, Middle East, Montessori method of education, Preschool children, Social development, Social emotional learning, Turkey, Western Asia

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Abstract/Notes: This research aims to investigate the effect of Montessori method on social competence and behaviors of 3.5–5 years-old-children on their emotion regulation skills. Sequential Explanatory Design, one of the mixed method designs, was used in the study. The study group of the research consisted of 55 children attending two independent preschools in Eskişehir. Personal Information Form, Social Competence and Behavior Evaluation Inventory-Teacher and Parent Forms, Emotion Regulation Checklist and Parent Interview Forms for the Evaluation of Montessori Method have been used to collect the data. Friedman test used for data analysis. Post-hoc analysis with Wilcoxon signed-rank test and MannWhitney U were conducted to reveal the source of differentiation between the scores. It was determined that significant differences between Social Competence – Behavior and Emotion Regulation Skills sub-scale pretest and posttest mean scores of children in the study group. There are significant differences between the posttest scores of study and control groups.

Language: English

DOI: 10.1080/03004430.2017.1392943

ISSN: 0300-4430, 1476-8275

Article

✓ Peer Reviewed

Activities and Programs that Improve Children's Executive Functions

Available from: SAGE Journals

Publication: Current Directions in Psychological Science, vol. 21, no. 5

Pages: 335-341

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Abstract/Notes: Executive functions (EFs; e.g., reasoning, working memory, and self-control) can be improved. Good news indeed, since EFs are critical for school and job success and for mental and physical health. Various activities appear to improve children's EFs. The best evidence exists for computer-based training, traditional martial arts, and two school curricula. Weaker evidence, though strong enough to pass peer review, exists for aerobics, yoga, mindfulness, and other school curricula. Here I address what can be learned from the research thus far, including that EFs need to be progressively challenged as children improve and that repeated practice is key. Children devote time and effort to activities they love; therefore, EF interventions might use children's motivation to advantage. Focusing narrowly on EFs or aerobic activity alone appears not to be as efficacious in improving EFs as also addressing children's emotional, social, and character development (as do martial arts, yoga, and curricula shown to improve EFs). Children with poorer EFs benefit more from training; hence, training might provide them an opportunity to "catch up" with their peers and not be left behind. Remaining questions include how long benefits of EF training last and who benefits most from which activities.

Language: English

DOI: 10.1177/0963721412453722

ISSN: 0963-7214, 1467-8721

Article

✓ Peer Reviewed

Digital Screen Time Limits and Young Children's Psychological Well-Being: Evidence From a Population-Based Study

Available from: Wiley Online Library

Publication: Child Development, vol. 90, no. 1

Pages: e56-e65

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Abstract/Notes: There is little empirical understanding of how young children's screen engagement links to their well-being. Data from 19,957 telephone interviews with parents of 2- to 5-year-olds assessed their children's digital screen use and psychological well-being in terms of caregiver attachment, resilience, curiosity, and positive affect in the past month. Evidence did not support implementing limits (< 1 or < 2 hr/day) as recommended by the American Academy of Pediatrics, once variability in child ethnicity, age, gender, household income, and caregiver educational attainment were considered. Yet, small parabolic functions linked screen time to attachment and positive affect. Results suggest a critical cost–benefit analysis is needed to determine whether setting firm limits constitutes a judicious use of caregiver and professional resources.

Language: English

DOI: 10.1111/cdev.13007

ISSN: 0009-3920, 1467-8624

Article

Developing Public School Children's Houses

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 3, no. 1

Pages: 3

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Ipsilateral Printing in Children's Mirror-Writing: A Cause of Specific Learning Difficulties?

Available from: APA PsycNet

Publication: Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale, vol. 66, no. 3

Pages: 172-180

Children with disabilities, Inclusive education, Learning disabilities

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Abstract/Notes: Compares handwriting instruction - not specifically looking at Montessori

Language: English, French

DOI: 10.1037/a0025873

ISSN: 1878-7290, 1196-1961

Article

✓ Peer Reviewed

The Effects of Three Different Educational Approaches on Children's Drawing Ability: Steiner, Montessori, and Traditional

Available from: Wiley Online Library

Publication: British Journal of Educational Psychology, vol. 70, no. 4

Pages: 485-503

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Abstract/Notes: Although there is a national curriculum for art education in the UK there are also alternative approaches in the private sector. This paper addresses the issue of the effect of these approaches on children's drawing ability. Aim. To compare the drawing ability in three drawing tasks of children in Steiner, Montessori and traditional schools. Sample. The participants were 60 school children between the ages of 5;11 and 7;2. Twenty children were tested in each type of school. Method. Each child completed three drawings: a free drawing, a scene and an observational drawing. Results. As predicted, the free and scene drawings of children in the Steiner school were rated more highly than those of children in Montessori and traditional schools. Steiner children's use of colour was also rated more highly, although they did not use more colours than the other children. Steiner children used significantly more fantasy topics in their free drawings. Further observation indicated that the Steiner children were better at using the whole page and organising their drawings into a scene; their drawings were also more detailed. Contrary to previous research Montessori children did not draw more inanimate objects and geometrical shapes or fewer people than other children. Also, contrary to the prediction, Steiner children were significantly better rather than worse than other children at observational drawing. Conclusion. The results suggest that the approach to art education in Steiner schools is conducive not only to more highly rated imaginative drawings in terms of general drawing ability and use of colour but also to more accurate and detailed observational drawings.

Language: English

DOI: 10.1348/000709900158263

ISSN: 2044-8279, 0007-0998

Article

✓ Peer Reviewed

Does Learning the Alphabet in Kindergarten Give Children a Head Start in the First Year of School? A Comparison of Children’s Reading Progress in Two First Grade Classes in State and Montessori Schools in Switzerland

Available from: Taylor and Francis Online

Publication: Australian Journal of Learning Difficulties, vol. 22, no. 2

Pages: 95-108

Europe, Switzerland, Western Europe

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Abstract/Notes: The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an advantage over the local children in alphabet knowledge at entry to Grade 1, this was not translated into a significant advantage at the end of Grade 1 in either phonemic awareness or reading ability. Further analysis revealed that pretest alphabet knowledge for the whole group was significantly related to progress. In addition, scatterplots showed that some children started school with high levels of alphabet knowledge but did not make progress, indicating that alphabet knowledge is necessary for literacy progress but not sufficient.

Language: English

DOI: 10.1080/19404158.2017.1399913

ISSN: 1940-4158, 1940-4166

Article

Colegio Montessori-Palau de Girona: La casa de los niños Montessori [Colegio Montessori-Palau de Girona: The Montessori Children's Home]

Publication: Cuadernos de Pedagogía, no. 455

Pages: 16-22

Europe, Southern Europe, Spain

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Language: Spanish

ISSN: 0210-0630

Article

Spatial Thinking and Children's Museums

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 16, no. 1

Pages: 7–12

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Language: English

ISSN: 0010-700X

Article

Heads of Schools Section: The Children's Hour

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 15, no. 4

Pages: 13–16

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Language: English

ISSN: 0010-700X

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