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Article
Around the Schools: Development of a Montessori Approach to Dental Health Education for Preschool Children [part 1]
Publication: AMS News, vol. 8, no. 3
Date: 1977
Pages: 4, 7
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Language: English
ISSN: 0065-9444
Article
Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study
Available from: Frontiers in Psychology
Publication: Frontiers in Psychology, vol. 8
Date: 2017
Pages: Article 1783
Academic achievement, Americas, Cognitive development, Early childhood care and education, Early childhood education, Longitudinal studies, Montessori method of education, North America, Philosophy of mind, United States of America
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Abstract/Notes: Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3 to 6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children's outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted.
Language: English
ISSN: 1664-1078
Article
Around the Schools: Development of a Montessori Approach to Dental Health Education for Preschool Children (part 2)
Publication: AMS News, vol. 8, no. 4
Date: 1977
Pages: 4, 6–7
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Language: English
ISSN: 0065-9444
Article
Stop Preschool Dropouts: A Montessori Mother Discusses Early Learning at Home and in School
Publication: My Baby, vol. 3
Date: Oct 1966
Pages: 24, 28
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Language: English
ISSN: 0027-5379
Master's Thesis (M.A.)
A Design for the Learning Environment of Preschool Children
Classroom environments, Early childhood care and education, Early childhood education, Learning environments, Prepared environment, Preschool children, Preschool education
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Language: English
Published: San Diego, California, 1985
Article
The Importance of the Montessori Program in the Social Development of Children of Preschool Age
Available from: econferenceseries.com
Publication: Proceedings of International Educators Conference, vol. 2, no. 4
Date: Apr 26, 2023
Pages: 214-217
Asia, Central Asia, Child development, Montessori method of education - Criticism, interpretation, etc., Preschool children, Social development, Uzbekistan
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Abstract/Notes: This article is about the Montessori program and its advantages and disadvantages, and general information about this program is covered in detail in this article. The essence of this program is self-education of the child. The history and importance of Montessori today is also covered in this article.
Language: English
ISSN: 2835-396X
Article
Measuring Preschools' Readiness to Mainstream Handicapped Children
Available from: JSTOR
Publication: Child Welfare, vol. 55, no. 3
Date: Mar 1976
Pages: 216-220
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Language: English
ISSN: 0009-4021
Article
The Importance of Using Montessori Education in the Formation of Creative Abilities of Preschool Children
Available from: EPRA Journals
Publication: EPRA International Journal of Multidisciplinary Research (IJMR), vol. 8, no. 12
Date: 2022
Pages: 99-102
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Abstract/Notes: This article presents ideas about the importance of using Montessori education in the formation of creative abilities of preschool children. Recommended for use by educators and parents.
Language: English
ISSN: 2455-3662
Article
Usability of Montessori Tangible User Interfaces to Support Learners' Retention Skills in Preschools
Available from: Springer Link
Publication: Personal and Ubiquitous Computing, vol. 27
Date: 2023
Pages: 481–494
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Abstract/Notes: Introducing tangible user interfaces in the educational context is gaining attention in the Human–Computer Interaction research community. Numerous syntheses of research studies highlighted the potential impacts of tangible-based interaction on improving students’ knowledge gains, understanding, and collaboration. However, the existing literature lacks exploring the impacts that physical interaction with a tangible user interface might have on young students’ short-term retention skills and their user experience. This study set out to assess the effectiveness of tangible physical objects in empowering young learners’ short-term retention skills and their usability in an authentic educational context. The experimental study was performed at a primary school with 48 preschool students (aged 4–5) assigned to two groups to evaluate the educational potential of tangible interaction modality compared to a classical Montessori activity relying on non-augmented objects. The analyses were based on students’ responses to post-tests performed after 1 day after the learning session, and the System Usability Scale questionnaire conducted in the teacher’s presence. Results indicate the potential of interacting with the Montessori tangible user interface on supporting preschool students’ knowledge building. The usability questionnaire reveals that tangible physical objects are suitable for young learners’ use. It was found that the properties of the tangible interaction modality engaged young learners in the Montessori activity. The study contributes to the educational technology community by providing a better understanding of the potential of using tangible-based interaction modality within the classroom context to support young learners’ understanding, knowledge building, and learning engagement.
Language: English
DOI: 10.1007/s00779-022-01706-9
ISSN: 1617-4917
Article
Busted? Common Pay Practice for Preschool Teachers May Violate U.S. Labor Law
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 12, no. 3
Date: Spring 2000
Pages: 1, 23
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Language: English
ISSN: 1071-6246