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Article
Edukacja Matematyczna w Przedszkolu Montessori. Perspektywa Badawcza / Mathematical Education at the Montessori Kindergarten. A Research Perspective
Available from: Library of Science (Poland)
Publication: Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika, no. 14
Date: 2017
Pages: 193-202
Eastern Europe, Europe, Mathematics education, Montessori method of education, Montessori schools, Poland
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Abstract/Notes: The article tackles the issue of mathematical education provided by teachers in the kindergartens run in the Montessori system. As empirical research has demonstrated, mathematical education in Montessori kindergartens proceeds correctly and effectively. The respondent teachers declared that they teach mathematical content very often. They use varied teaching methods and forms specific to the Montessori approach, giving preference to individual work with the developmental material. Such an educational situation guarantees that children completing their pre-school education in the Montessori system will have mastered preliminary mathematical skills (called mathematical intuitions) at an appropriate level and attained the maturity required for learning mathematics at the school level. / W artykule podjęto problem realizacji edukacji matematycznej przez nauczycieli w przedszkolach w systemie Montessori. Na podstawie przeprowadzonych badań empirycznych ustalono, iż edukacja matematyczna w placówkach Montessori przebiega prawidłowo i efektywnie. Badani nauczyciele deklarują dużą częstotliwość realizowania treści matematycznych. Stosują zróżnicowane metody i formy kształcenia właściwe dla pedagogiki montessoriańskiej, preferując indywidualną pracę dziecka z materiałem rozwojowym. Taka sytuacja edukacyjna gwarantuje dzieciom kończącym edukację przedszkolną w systemie Montessori opanowanie na właściwym poziomie wstępnych umiejętności matematycznych nazwanych matematycznymi intuicjami oraz osiągniecie dojrzałości do uczenia się matematyki na poziomie szkolnym.
Language: Polish
ISSN: 1896-4591, 2956-3992
Report
The Kindergarten Curriculum
Available from: ERIC
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Abstract/Notes: The purpose of this paper, one of several background reports for a comprehensive policy study of early childhood education, is to identify current issues regarding the kindergarten curriculum, particularly in relation to the trends surrounding the shift from a developmental curriculum to a more academic-based curriculum. The single major issue discussed is our society's inclination to introduce children earlier and faster to academic expectations. A brief historical background is provided on early philosophical and pedagogical influences on the development of kindergarten curriculum in the U.S. Five current approaches to the kindergarten curriculum are identified and compared; namely, traditional kindergarten, the Montessori method, behavior analysis, direct instruction, and Piagetian programs. Four reasons for the shift in emphasis from a developmental curriculum to an academic curriculum are discussed. These reasons are as follows: (1) a greater emphasis on kindergarten attendance as the beginning point in school, (2) increased societal pressure to provide academic instruction at an early age, (3) increased use of standardized achievement and screening tests which tend to emphasize outcomes of formal instruction, and (4) lack of appropriate early childhood education training for kindergarten teachers. Next, the controversies related to the shift in emphasis are delineated. Finally, research on the kindergarten curriculum is described pointing to a conclusion that, while studies show that children can learn a great deal at very early ages, it can also be shown that some learning will not occur if children are not developmentally ready. Also included in the paper is a table comparing the two curricular orientations from the standpoint of five criteria: teacher, pupils, activities, materials, and expectations.
Language: English
Published: Springfield, Illinois, Jan 1985
Report
A Voluntary Prekindergarten Language Development and Reading Program for the Entire Four-Year-Old Population of a City (An Investigation of Machine-Taught Reading) Final Report
Available from: ERIC
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Abstract/Notes: Four studies conducted by the Mount Vernon Public Schools over a period of five semesters involved machine-teaching reading to 240 disadvantaged prekindergarten children from the children's center and the child development center to prepare them for more successful kindergarten learning through academically-oriented readiness activities in an American Montessori classroom setting. The children's center subjects attended 1-hour sessions while the child development center subjects attended 3-hour sessions. Experimental groups from both centers used the Edison-Responsive-environment talking typewriter and the story-telling-automatic reading tutor machines with programs which utilized linguistic vowel-sounds methods. The control groups used the same machines but did not receive program training. Results showed superior performance by the program subjects, but there were no significant differences in the performance of program subjects using different teaching machines. The 1-hour session proved to be as effective as the 3-hour session. These results imply that greater consideration should be given to more economical program systems and that class time could be reduced by half without loss in learning.
Language: English
Published: Mount Vernon, New York, Feb 1968
Article
Kommt, lasst uns... unseren Kindern leben: 150 Jahre Kindergarten
Publication: Unsere Jugend, vol. 42, no. 1
Date: 1990
Pages: 4-10
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Language: German
ISSN: 0342-5258
Book
A Comparative Investigation of Montessori and Traditional Prekindergarten Practices
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Abstract/Notes: This was previously published in American Montessori Society Bulletin (v. 8, no. 2, 1970) under the same title.
Language: English
Published: New York, New York: American Montessori Society, 1970
Article
Escalating Academic Demand in Kindergarten: Counterproductive Policies
Available from: JSTOR
Publication: Elementary School Journal, vol. 89, no. 2
Date: 1988
Pages: 134–145
Book
Frauen in der Geschichte des Kindergartens: Ein Handbuch
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Abstract/Notes: Includes sections on Maria Montessori and Clara Grunwald.
Language: German
Published: Frankfurt am Main, Germany: Brandes & Apsel, 1995
Edition: 1st ed.
ISBN: 978-3-86099-255-5
Series: Wissen & Praxis
Article
Kindergarten vs. Montessori
Publication: School Safety, vol. 4, no. 2
Date: 1968
Pages: 10-11
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Language: English
ISSN: 0036-6781
Article
Effects of the Age Structure of the Kindergarten on Altruistic Behavior
Available from: ScienceDirect
Publication: Journal of School Psychology, vol. 16, no. 2
Date: Summer 1978
Pages: 154-160
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Abstract/Notes: It was hypothesized that children in age-heterogeneous kindergartens would be more prone to behave altuistically than would children in age-homogeneous kindergartens. One hundred and nineteen children from both age structures who lived in kibbutzim and cities in Israel were measured on verbal and behavioral altruism. On all of the measures it was found that children who were studying in heterogeneous classes were more altruistic than were children from homogeneous classes. There was no difference between city and Kibbutz children.
Language: English
DOI: 10.1016/0022-4405(78)90054-7
ISSN: 0022-4405
Article
Kindergarten and Montessori
Available from: Chronicling America (Library of Congress)
Publication: Washington Evening Star (Washington, D.C.)
Date: May 15, 1915
Pages: II-12
Americas, Comparative education, Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Montessori Educational Association (USA), Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Language: English