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994 results

Article

✓ Peer Reviewed

Early Development of Prosocial Behavior: Current Perspectives

Available from: Wiley Online Library

Publication: Infancy, vol. 18, no. 1

Pages: 1-9

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Abstract/Notes: Prosocial behavior first appears in the second year of life. How can prosociality so early in life be explained? One possibility is that infants possess specialized cognitive and/or social capacities that drive its emergence. A second possibility is that prosocial behavior emerges out of infants' shared activities and relationships with others. These possibilities have motivated a number of current explanatory efforts, with a focus on two complementary questions. First, what is evolutionarily prepared in the very young child and how does it give rise to prosocial behavior? Second, how do proximal mechanisms, including social experiences, contribute to the early development of prosociality? The papers in this special issue represent some of the most recent work on these questions. They highlight a diverse array of new methods and bring them to bear on the nature and development of early prosocial understanding and behavior.

Language: English

DOI: 10.1111/infa.12004

ISSN: 1532-7078

Article

✓ Peer Reviewed

Social Participation of Preschool Children in Same- versus Mixed-Age Groups

Available from: JSTOR

Publication: Child Development, vol. 52, no. 2

Pages: 644-650

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Language: English

DOI: 10.2307/1129185

ISSN: 0009-3920, 1467-8624

Article

✓ Peer Reviewed

Montessori and Kindergarten System of Education in the Development of Social and Language Skills of Children

Available from: Academia

Publication: European Journal of Business and Social Sciences, vol. 1, no. 12

Pages: 17–24

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Language: English

ISSN: 2235-767X

Article

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The Impact of Social Climates: Differences Between Conventional and Alternative Schools

Available from: JSTOR

Publication: Educational Horizons, vol. 60, no. 2

Pages: 83-89

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Language: English

ISSN: 0013-175X

Article

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Researching Classroom Communications and Relations in the Light of Social Justice

Available from: Taylor and Francis Online

Publication: Educational Action Research, vol. 20, no. 2

Pages: 251-266

Action research

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Abstract/Notes: This article discusses participative action research performed by a network consisting of researchers and student-teachers of a University of Applied Sciences and teachers and pupils of four primary schools in the Netherlands. The research took place in the context of the research group ‘Behaviour and Research in the Educational Praxis’. The primary schools focused on inclusive education in order to allow children with special educational needs to participate in mainstream schools. The central idea of the research project was to integrate the insiders’ perspective of the teachers with the outsiders’ perspective of the university researchers. Therefore, the research project combined process and content goals. The research lasted from September 2008 to June 2010, and consisted of five different stages: orientation, general and specific exploration, reconstruction and overall analysis. This article describes the goals and results of each of these stages. The article concludes with a final discussion on the main findings. An important result included a nuanced view of teachers on their power position in the classroom. Teachers facilitated children to increase their own responsibility for their behaviour and their interaction with their classmates and the teacher. This seemed to provide a basis for a more organic order in the classroom, which was less dependent on the interventions of the teacher.

Language: English

DOI: 10.1080/09650792.2012.676302

ISSN: 0965-0792

Article

✓ Peer Reviewed

Montessori and Social Development

Available from: Taylor and Francis Online

Publication: Educational Forum, vol. 38, no. 3

Pages: 295-304

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Language: English

DOI: 10.1080/00131727409338116

ISSN: 0013-1725, 1938-8098

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

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

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

DOI: 10.1080/0300443910720111

ISSN: 0300-4430, 1476-8275

Article

✓ Peer Reviewed

Pretend Play as Twin Earth: A Social-Cognitive Analysis

Available from: ScienceDirect

Publication: Developmental Review, vol. 21, no. 4

Pages: 495-531

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Abstract/Notes: Pretend play appears to be important to a theory of mind, but exactly how or why has been controversial. One widely entertained hypothesis about why pretense is important to understanding minds is termed the Metarepresentational Model. According to this model, children knowingly consider and manipulate mental representations during pretense. Children appreciate these mental representations as such and later come to apply their understanding of mental representation outside of pretense domains. This article reviews evidence relevant to the metarepresentational model, and it is concluded that the evidence does not support it. Alternative models of the relationship between pretense and theory of mind are reviewed, culminating in a proposed developmental model of the relation. The Twin Earth model proposes specific relations between pretend play and understanding minds, from the ontogenesis of pretense to the later emergence of role play and mental representational understandings of pretense. Central to the proposal is the supposition that pretend play functions for children in much the way that Twin Earth functions for philosophers—by allowing for participation in and reasoning about nonactual situations.

Language: English

DOI: 10.1006/drev.2001.0532

ISSN: 0273-2297

Article

✓ Peer Reviewed

Social Interaction in Nursery Schools

Available from: APA PsycNET

Publication: Developmental Psychology, vol. 9, no. 3

Pages: 319-325

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Abstract/Notes: Compared the frequencies of peer and adult social interactions, the mean durations of social interactions, and the amounts of negative behaviors of 3-, 4-, and 5-yr-old children of both sexes (N = 131) in a Montessori nursery school, a university laboratory preschool, and a parent cooperative nursery school. The total amount of social interaction, the amount of peer interaction, and the duration of the average social interaction increased with age. The Montessori Ss differed from the Ss in the other 2 schools in amount of peer interaction and in duration of the average interaction in the same direction as older Ss differed from younger Ss. This finding suggests that teacher ratio and age distribution factors enhance the development of social interaction skills in Montessori nursery school children.

Language: English

DOI: 10.1037/h0034984

ISSN: 1939-0599, 0012-1649

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