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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
Doctoral Dissertation (Ph.D.)
A Comparison of Cognitive and Social Development in British Infant and Montessori Preschools
Cognition, Comparative education, England, Europe, Great Britain, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Northern Europe, Social development, United Kingdom
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Abstract/Notes: British Infant vs Montessori preschool programs, logical structure & number comprehension & cognitive development & social interaction, male vs female, 3 vs 4 yr olds
Language: English
Published: Philadelphia, Pennsylvania, 1977
Doctoral Dissertation (Ph.D.)
Analysis of Three Programs for Preschool Disadvantaged Children
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Language: English
Published: Chicago, Illinois, 1968
Doctoral Dissertation (Ph.D.)
A Comparison of Social and Cognitive Development in British Infant and Montessori Preschools
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Language: English
Published: Philadelphia, Pennsylvania, 1977
Article
Cairo [Illinois] Takes the Leap: Southern Illinois District Converts Preschool-Grade 1 Program to Montessori Format
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 2, no. 1
Date: Fall 1989
Pages: 1
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Language: English
ISSN: 1071-6246
Book
A parent's introduction to Montessori preschool
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Language: English
Published: Cleveland, Ohio: NAMTA, 1981
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
Video Recording
What is Montessori Preschool?
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Abstract/Notes: An introduction to the philosophy, psychology, and methodology associated with Montessori education for the preschool child.
Runtime: 11 minutes
Language: English
Published: Burton, Ohio, 1998