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869 results

Article

A Comparison of Froebel and Montessori in Their Approaches for Preschool Mathematics / Froebel과 Montessori의 유아 수학교육론의 비교

Available from: RISS

Publication: 德成女大論文集 / Duksung Women's University Journal, vol. 8

Pages: 109-130

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Abstract/Notes: Froebel and Montessori are compared in their approaches for teaching preschool children the concept of number, numerical calculation, vulgar fraction and geometrical concepts. Froebel's approach is largely metaphysical whereas Montessori's is largely sensorial. But their approaches are not diametrically opposed to each other but rather cmoplementary to each other from the educational view point. Their different claims or views should be closely studied and objectively evaluated through various experiments, before any of them are seriously incorporated in our educational practices.

Language: Korean

Article

✓ Peer Reviewed

Embedding Video-Based Modeling Handwriting Instruction in a Montessori Preschool Phonics Program

Available from: Taylor and Francis Online

Publication: Journal of Occupational Therapy, Schools, and Early Intervention, vol. 7, no. 2

Pages: 151-160

Americas, Information and communications technology (ICT), Montessori method of education, North America, Technology and children, United States of America, Writing - Instruction and study

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Abstract/Notes: A video-based modeling handwriting program for lowercase letter formation was embedded in a Montessori preschool phonics curriculum in one of two Montessori classrooms for 16 weeks. Children could view the DVD on request during phonics lesson time. Phonics skill and letter sequencing patterns improved for the children in both classrooms. The children with access to viewing the video-based modeling showed greater improvement in letter legibility. As part of early intervening services, occupational therapy practitioners may be called upon to make recommendations that benefit all the children in a classroom. Video-based modeling was compatible with the Montessori phonics curriculum and effective for this group.

Language: English

DOI: 10.1080/19411243.2014.930618

ISSN: 1941-1243

Article

Robotics in the Elementary and Preschool Classroom

Publication: The National Montessori Reporter, vol. 27, no. 4

Pages: 12–17

Information and communications technology (ICT), Montessori method of education, Robotics in education, Technology and children

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Abstract/Notes: Part 3 of a series

Language: English

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

Article

Robotics in the Elementary and Preschool Classroom

Publication: The National Montessori Reporter, vol. 27, no. 2

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)

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

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