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Doctoral Dissertation (Ed.D.)
A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills
Available from: OhioLINK ETD Center
Comparative education, Curricula, Language acquisition - Phonetics, Preschool education, Reading
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Abstract/Notes: Preschools have become an important beginning step in education. This sequential mixed methods study sought to determine if the Montessori preschool setting provides greater academic achievement in reading readiness, specifically phonemic awareness, in preschoolers as compared to a conventional elementary standards-based preschool setting. Social constructivist theory and sociocultural theory were used as theoretical frameworks. Qualitative data was comprised of interviews with kindergarten teachers who agreed unanimously that preschool had a positive impact on students’ academic ability upon entrance to kindergarten. However, all four teachers had a negative connotation pertaining to Montessori students and the Montessori Method based solely on students’ behavior and students’ lack of conformity. For the quantitative data, multiple two sample t-tests were conducted to determine the effect of preschool experience on all 90 participants’ reading readiness scores upon entrance to kindergarten based upon DIBELS FSF and PSF and their KRA assessment scores, while taking socio-economic status into consideration. T-tests were used to compare the results from 30 Montessori students, 30 conventional standards-based elementary students, and 30 students with no preschool experience. All three sub-groups were matched equally based on socio-economic status. Montessori students outperformed the other two school groups on all three assessments. The difference in scores when separating Montessori students by socio-economic status is the most significant finding to come from this study. Montessori students considered low income had statistically lower scores on all three assessments when compared to Montessori students who are not considered low income.
Language: English
Published: Findlay, Ohio, 2019
Article
A Study on the Effect of Montessori-Education Program on Preschooler Multiple Intelligences / 몬테소리 교육프로그램이 유아의 다중지능에 미치는 효과 연구
Publication: 한국보육지원학회지 / Journal of Korean Child Care and Education, vol. 1, no. 1
Date: 2005
Pages: 59-81
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Abstract/Notes: 본 연구는 유아교육기관의 환경을 구성하는 교육프로그램 중에서 몬테소리 교육프로그램과 다중지능의 관련성을 살펴보고 몬테소리 교육이 유아들의 다중지능에 미치는 영향을 밝힘으로써 몬테소리 교육프로그램의 효율성을 규명하고자 하였다. 본 연구결과는 다음과 같다. 첫째, 몬테소리 교육프로그램은 유아의 다중지능 발달에 효과적인 영향을 미치는 것으로 밝혀졌다. 둘째, 다중지능 하위요인 중에는 몬테소리 교육프로그램이 유아의 음악지능과 신체-운동지능 발달에는 별다른 영향을 미치지 않았으나 논리/수학지능과 공간지능, 언어지능, 대인관계지능, 개인내지능, 자연지능 발달에는 효과적인 영향을 미치는 것으로 밝혀졌다. 이상의 결과를 통해서 볼 때, 몬테소리 교육프로그램은 유아의 다중지능 발달을 도울 수 있는 효과적인 교수방법 중의 하나임을 알 수 있다. 본 연구를 통해 몬테소리 교과과정과 교재는 다중지능의 하위구성요인과 연결되어 있고 다양한 공통적 활동을 하고 있으며, 준비된 환경은 다중지능발달에 효과적인 교육환경임을 밝혀내었다.
Language: Korean
ISSN: 1738-9496
Article
A Comparison of Froebel and Montessori in Their Approaches for Preschool Mathematics / Froebel과 Montessori의 유아 수학교육론의 비교
Available from: RISS
Publication: 德成女大論文集 / Duksung Women's University Journal, vol. 8
Date: 1979
Pages: 109-130
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Abstract/Notes: Froebel and Montessori are compared in their approaches for teaching preschool children the concept of number, numerical calculation, vulgar fraction and geometrical concepts. Froebel's approach is largely metaphysical whereas Montessori's is largely sensorial. But their approaches are not diametrically opposed to each other but rather cmoplementary to each other from the educational view point. Their different claims or views should be closely studied and objectively evaluated through various experiments, before any of them are seriously incorporated in our educational practices.
Language: Korean
Doctoral Dissertation
Executive Function, Social-Emotional Skills, and Academic Competence in Three Preschool Programmes: Pathways to School Readiness
Available from: British Library - EthOS
Academic achievement, Comparative education, Executive function, Preschool education, Social emotional learning
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Abstract/Notes: Research findings indicate that executive function (EF), social-emotional skills, and pre-academic competence significantly promote children's school readiness and later success. School readiness broadly refers to a combination of skills necessary to function successfully in school and lack thereof may increase the risk of children's school problems. Therefore, it is essential for school systems to provide appropriate and timely support to the development of these fundamental skills. The present study focused on three particular preschool programmes: Montessori, Reggio Emilia, and the traditional play-based (British Columbia Early Learning Framework: BCEFL) programmes in Western Canada. Although they are popular, there is little empirical research that examines and compares the benefits of these programmes to the development of school readiness skills. As such, the present study aimed to 1) determine the effectiveness of these three preschool programmes in Western Canada on the development of children's school readiness; and 2) examine other sources of influences in the child, family and school in relation to the development of school readiness skills. Overall, 119 preschool children (48 Montessori, 42 Reggio Emilia, 29 BCELF) participated in the study. Observation was conducted once in the autumn of 2015 for each classroom using the CLASS observation tool. Teachers and parents of participating children filled in a series of questionnaires regarding the quality of their relationship with their child and their perceptions of daily EF and social-emotional skills of their child. The researcher also assessed individual children's fluid intelligence, EF, and pre-academic competence. The results showed that 1) although Montessori education appeared to be the most effective in facilitating numeracy skills, no curriculum stood out as notably more effective than any of the others at improving other areas of school readiness skills; 2) well-run classrooms where teachers were effective in time, behavioural, and attention management were most effective in promoting children's numeracy skills; 3) EF, social-emotional skills, and pre-academic competence exhibited an overlapping developmental process over time; 4) relational quality in both home and school environments significantly affected the development of school readiness skills, especially social-emotional skills; and 5) adults' perceptions of children's EF and social-emotional skills had a significant consequence for how teachers and parents formed their relationships with their children.
Language: English
Published: Oxford, England, 2018
Article
Robotics in the Elementary and Preschool Classroom
Publication: The National Montessori Reporter, vol. 27, no. 1
Date: 2003
Pages: 26–33
Information and communications technology (ICT), Montessori method of education, Robotics in education, Technology and children
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Abstract/Notes: Part 1 of a series
Language: English
Book
A parent's introduction to Montessori preschool
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Language: English
Published: Cleveland, Ohio: NAMTA, 1981
Article
Robotics in the Elementary and Preschool Classroom
Publication: The National Montessori Reporter, vol. 27, no. 4
Date: 2003
Pages: 12–17
Information and communications technology (ICT), Montessori method of education, Robotics in education, Technology and children
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Abstract/Notes: Part 3 of a series
Language: English
Article
Robotics in the Elementary and Preschool Classroom
Publication: The National Montessori Reporter, vol. 27, no. 2
Date: 2003
Pages: 30–34
Classroom environments, Elementary education, Elementary schools, Information and communications technology (ICT), Montessori method of education, Preschool education, Robotics in education, Technology and children
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Abstract/Notes: Part 2 of a series
Language: English
Article
Innovation of Preschool Education: Foreign Practices and Domestic Experience of Their Implementation / Інноватизація Дошкільної Освіти: Зарубіжні Практики та Вітчизняний Досвід ïх Впровадження
Available from: Perspectives and Innovations of Science (Ukraine)
Publication: Perspectives and Innovations of Science. Psychology, Pedagogy, Medicine / Перспективи та Інновації Науки, no. 5 (5)
Date: 2021
Pages: 36-47
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Abstract/Notes: The academic paper studies the foreign practices and domestic experience of their implementation in the process of innovation of preschool education as one of the important structural elements in the system of preschool educational institutions of Ukraine. It has been established that ensuring the proper functioning of the field of preschool education is considered as one of the priority state objectives, as an important structural element of providing quality educational services. The statements of scientists concerning the components of the quality of preschool education have been analysed. The management of the quality of preschool education on the basis of national standards and regulatory support has been investigated. The Concept of education development for the period 2015-2025 and the State standard of preschool education have been analysed. It has been established that modern pedagogy reconsiders the issues of upbringing, education and development of personality from the standpoint of analysis of the new socialcultural situation, modern requirements for the personality formation and taking into account the integration of world and domestic science. It has been determined that the main foreign practice in the process of innovation of preschool education is the Montessori Method. It has been revealed that the main principles of the pedagogical process according to Montessori methodology are as follows: availability of a special set of didactic material, availability of rules in Montessori environment, special training of the teacher, freedom of choice, error control, children - active participants in the learning process, maximum independence, and lack of grades and lack of competitive motive. It has been found that more than 20,000 schools around the world are currently using the Montessori methodology for children from birth to 18 years old. It has been investigated that the following methods are used in foreign practice of innovation of preschool education, namely: video modelling technique, direct instruction technique, visual cues technique, technique with symbolic games, feedback training technique, random learning technique, model of so-called peer learning, model of psychological and pedagogical support and language training.
Language: English
DOI: 10.52058/2786-4952-2021-5(5)-36-47
ISSN: 2786-4952
Doctoral Dissertation (Ph.D.)
Links Between Screen Time, Montessori Preschool Exposure, and Working Memory
Available from: ProQuest Dissertations and Theses
Cognitive development, Information and communications technology (ICT), Montessori method of education, Technology and children, Working memory
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Abstract/Notes: A high-quality, foundational education offers lifelong benefits for young children. The problem is that working memory in pre-school-aged children is declining and could be impaired by the extraneous cognitive load imposed during engagement with screen media apps and/or preschool programs. Although the pedagogical practices associated with Montessori preschool programs have been found supportive of cognitive load germane to learning and improved working memory, they have not been fully considered in relation to preschoolers' screen media use. The cognitive load created by screen media apps could affect their usefulness as learning tools. The purpose of this quantitative study was to discover any links between preschoolers’ working memory function; passive, active and/or total screen time; and Montessori preschool program exposure. The study was conducted through the lenses of the executive function construct and cognitive load theory. Data on children’s working memory and screen time were collected from a convenience sample of 60 parents: 30 Montessori, and 30 non-Montessori. Parents completed a one-time administration of BRIEF-P and Screen Time Questionnaires on behalf of their child. Findings from multiple regression analysis indicated no link between Montessori preschool exposure or parent-controlled total, passive, or active screen time; and young children’s working memory, although a significant inverse relationship was found between active screen time and Montessori exposure. The results could inform virtual and hands-on pedagogical protocols that support working memory and improve pre-school-aged children’s learning and preparation for life. Each incidence of successful learning for a precious young child is a positive social change.
Language: English
Published: Minneapolis, Minnesota, 2022