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Master's Thesis (M.A.)
Motor Inhibition and Assertive Behavior in Montessori and Parent Cooperative Preschool Settings
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Language: English
Published: San Francisco, California, 1976
Article
Reports Note Growth in Preschool Programs
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 7, no. 3
Date: Spring 1995
Pages: 30
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Language: English
ISSN: 1071-6246
Report
Evaluation of Early Childhood Education: A Model Cities-Supported Preschool Program
Academic achievement, Americas, Child development, Early childhood care and education, Early childhood education, North America, United States of America, Urban education
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Abstract/Notes: A Head Start Program operating in Kansas City since 1965 was viewed as inadequate because enrollment was limited to about 600 children per year. The Model Cities Agency determined to provide a program for the remainder of the children in the Model Cities neighborhoods. The programs developed were differentiated administratively for the purposes of this evaluation and the program considered a single entity and referred to as Early Childhood Education. These questions were developed as evaluation goals: What specific educational approaches were provided?; To what degree do the children grow to the stated objectives?; Do these programs meet the emotional, social, physical, and intellectual needs of the program's four-year-old children?; Do these children grow differentially?; Are specified goals reached as anticipated by staff?; What program differences account for student growth differences?; Do parents in the parent education component change relevant to their children's development?; Are these programs complementary with kindergarten programs of urban schools?; What are the effects of staff development activities?; Is program administration effective?; Are children with special problems provided assistance in achievement of program objectives?; And what program changes should be made? Each question is treated in succession and is detailed. Summaries giving the main thrust are provided after each section. (RC)
Language: English
Published: Kansas City, Missouri, Sep 1971
Book
Tawa Montessori Preschool: Our Journey as an Enviro Pre-School
Australasia, Australia and New Zealand, Montessori method of education, Montessori schools, New Zealand, Oceania, Tawa Montessori Preschool (Wellington, New Zealand)
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Language: English
Published: Wellington, New Zealand: Tawa Montessori Preschool, 2008
ISBN: 978-1-877479-31-1 1-877479-31-4
Book
Montessori Preschool 4 Years
Available from: International Islamic University Malaysia - Institutional Repository
Asia, Australasia, Malaysia, Southeast Asia, Southeast Asia
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Abstract/Notes: EDUCARE SERIES comprise of effective and interesting workbooks based on the National Preschool Curriculum of the Ministry of Education, Malaysia. The curiosity and learning of knowledge, skills and values. Educare Series thereby are not only a foundation for learning but "a fountain of learning" for all young children
Language: English
Published: Kuala Lumpur, Malaysia: IIUM Educare Sdn. Bhd., 2013
ISBN: 978-983-3911-22-6
Book Section
Montessori Versus Orthodox: A Study to Determine the Relative Improvement of the Preschool Child with Brain Damage Trained by One of the Two Methods
Book Title: Montessori and the Special Child
Pages: 158-168
Brain-damaged children, Children with disabilities, Inclusive education, Montessori method of education - Criticism, interpretation, etc.
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Language: English
Published: New York: Putnam's sons, 1969
Conference Paper
Montessori and Responsive Environment Models: A Longitudinal Study of Two Preschool Programs, Phase Two
Available from: ERIC
Annual Meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)
Academic achievement, Americas, Comparative education, Early childhood care and education, Early childhood education, Longitudinal studies, Montessori method of education, North America, United States of America
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Abstract/Notes: This study represents a continuation of a longitudinal assessment of the effectiveness of a Montessori and Responsive Environment preschool program sponsored by the Arlington Public Schools. The Metropolitan Readiness Test, the Caldwell Cooperative Preschool Inventory, and the Peabody Picture Vocabulary Test were used to assess the academic achievement and intellectual development of 3-, 4-, and 5-year-old children with the Montessori or Responsive Environment experiences and those with no preschool experience at the end of the regular kindergarten program. The SRA Achievement Series, Grade 1, was used to assess the achievement of children, with and without the Montessori experience, at the end of first grade. Results indicated that children in the regular 5-year-old kindergarten program with prior Montessori experience scored significantly higher on the Caldwell measure than did children without this experience upon entrance into the program. When all of the children with either type of preschool experience were categorized as one treatment group, results showed that these children scored higher on the Caldwell measure at the beginning and end of the 5-year-old program than those without the experience. Significant differences in favor of the preschool treatment group were also noted on the pretest of the Caldwell subtests: Personal-Social, Associative, Vocabulary, and Concept Activation-Numerical. It was concluded that early educational preschool experiences can be effective in fostering the academic achievement and maintaining the intellectual development of children. (Author/JMB)
Language: English
Pages: 45
Conference Paper
Immediate, Short-Term and Long-Range Effects of Five Preschool Programs for Disadvantaged Children
Annual Meeting of the American Educational Research Association (Toronto, Canada)
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Abstract/Notes: Reported are findings of a longitudinal study on the differential effects of five preschool programs on comparable groups of 4-year-old disadvantaged children. Descriptions are given for the five preschool programs studied: the Bereiter-Engelmann program, which involves intensive oral drill in verbal and logical patterns; the Karnes Ameliorative program, a psycholonguistic model derived from the Illinois Test of Psycholinguistic Abilities; the community integrated program, which provided a traditional nursery school experience sponsored by community groups; the Montessori program, which provided a prepared environment and a program structured around the prescribed manner in which the child learned from materials; and a traditional preschool or nursery program. Included in a summary of findings were that no statistically significant differences were found among groups on the Wechsler Intelligence Scale for Children 10 years later; that Student Interview data revealed no difference in the child's self concept of school performance across interventions; and that Locus of Control scores were found to be significantly related to Binet IQ scores for all Ss. (SBH)
Language: English
Pages: 25
Conference Paper
Four Preschool Programs: Their Lasting Effects
Annual Meeting of the American Educational Research Association (San Francisco)
Academic achievement, Americas, Comparative education, Conferences, Early childhood care and education, Early childhood education, Elementary school students, Longitudinal studies, North America, United States of America
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Abstract/Notes: This paper discusses the long-term effects of preschool experience on sixth and seventh grade students. Subjects (n=200) were primarily black, lower-SES, Head Start children who, in 1968-69, were randomly assigned to one of four preschool programs: Bereiter-Engelmann, Darcee, Montessori, and Traditional. In 1976-77, approximately 140 of the children were given the Wechsler Intelligence Scale for Children - Revised (WISC-R) and the Stanford Achievement Test (SAT). Overall "F" Tests on the achievement scores of sixth graders indicated two significant differences among programs on Reading Comprehension (p=.05) and Spelling (p=.05). Program differences on Reading Total scores were significant at the .10 level. Among seventh graders there were program differences on Reading, Spelling, and Language subtests (p=.10). Four multi-variate analyses of variance comparing the SAT Total Reading and Total Math scores and WISC-R Verbal and Performance IQ scores of children in each of the four programs indicated that the Montessori program was consistently superior to the other three programs, although these program differences were not statistically significant. Comparison of sixth and seventh grades shows that preschool program participants made average gains of 6 months in Total Reading and 1 month in Total Math. At grade seven, three groups remained 1 year behind grade level. The Montessori group was about a half year behind grade level. There were no significant IQ differences between the groups. Long-term program effects on achievement were found. Overall, children from the Montessori program consistently outperformed the others. (Author/RH)
Language: English
Report
A Comparative Study of the Effects of Preschool Education on Middle Class Children
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Abstract/Notes: To determine whether preschool education benefits middle-class elementary school children, a study was conducted which compared the social, motor, and academic progress of kindergarten and elementary school children who had attended a Montessori preschool, another kind of preschool, or no preschool. The sample was chosen according to age, attendance at preschool, and social class. A total of 201 middle-class children between the ages of 64 and 128 months participated in the study. Of those children participating 151 had attended a nursery, day care, or private school prior to entry into kindergarten for 3 or more days a week, for either half or full days. Each of the three groups of subjects contained five age levels roughly corresponding to kindergarten through fourth grade levels. The Developmental Profile II, given in the form of a parent interview, and parent and teacher questionnaires were used to obtain background information and data on children's abilities. The profile indicated the child's development in months on physical, self-help, social, academic, and communication scales. Generally, results indicated that middle-class children in the primary grades, regardless of preschool background, seem to function at the same level. Results and implications are discussed, conclusions are offered, and graphs and tables of data are included in the report.
Language: English
Published: Puce, Ontario, Canada, Jul 1982