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Article
Middle Schools: 200 Programs Operating, but Questions of Training and Teacher Supply Persist
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 11, no. 1
Date: Fall 1998
Pages: 10
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Language: English
ISSN: 1071-6246
Article
Özel Eğitimde Kullanılan Alternatif Programlar (Montessori Yaklaşımı) / Alternative Programs Used in Special Education (The Montessori Approach)
Available from: DergiPark Akademik
Publication: TÜBAV Bilim Dergisi / TÜBAV Journal of Science, vol. 2, no. 1
Date: 2010
Pages: 107-116
Asia, Children with disabilities, Developmentally disabled children, Middle East, Montessori method of education - Criticism, interpretation, etc., Special education, Turkey, Western Asia
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Abstract/Notes: There are a wide variety of approaches towards education and treatment that have been used in the education of individuals with special needs. One of these approaches is the Montessori Method. The Montessori Method emphasizes that education is a natural process and believes that the child behaves by listening to his or her own inner voice and in this way develops self control and learning. Mentally disabled and autistic children and other children with developmental disorders exist in the same environment with their able peers in special education schools which practice the Montessori Method. Furthermore, the Montessori Method provides the child to find the best and the easiest way of learning through practicing by himself. In the present study, the topics of equipment, arrangement of the educational environment, education and teaching methods, the role of the teacher in education in the Montessori Method and the use of the method in disabled children will be discussed. / Özel gereksinimli bireylerin eğitiminde çok çeşitli eğitim ve öğretim yaklaşımı vardır bunlardan birisi de Montessori yöntemidir. Montessori yöntemi, eğitimin doğal bir süreç olduğunu vurgular ve çocuğun kendi iç sesini dinleyerek hareket edeceğine, böylece hem kendi kendini denetlemeyi hem de öğrenmeyi gerçekleştireceğine inanır. Montessori yöntemini uygulayan özel eğitim okullarında, zihinsel engelli, otistik özellikleri olan çocuklar ve diğer gelişimsel bozuklukları olan çocuklar engelli olmayan akranları ile birlikte aynı ortamda bulunurlar. Ayrıca Montessori yöntemi, çocuğa kendi kendine uygulayarak en iyi ve en kolay şekilde öğrenme yolunu bulmasını sağlar. Bu çalışmada, Montessori yönteminde; araç gereç, eğitim ortamının düzenlenmesi, eğitim öğretim yöntemleri, öğretmenin eğitimdeki rolü ve yönteminin engelli çocuklarda kullanımı konularına yer verilmiştir.
Language: Turkish
ISSN: 1308-4933
Article
Children's Temperament and Behavior in Montessori and Constructivist Early Childhood Programs
Available from: Taylor and Francis Online
Publication: Early Education and Development, vol. 11, no. 2
Date: 2000
Pages: 171-186
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Abstract/Notes: This study tested the hypothesis that curriculum type (Montessori and constructivist) moderates the impact of temperament (specifically activity level and attention-persistence) on the classroom behavior of 3- to 5-year-old children. Mothers enrolled in Montessori and constructivist preschools filled out the Colorado Childhood Temperament Inventory. The children’s teachers filled out the Preschool Behavior Questionnaire and the Preschool Adjustment Questionnaire. A near-significant trend suggested that temperamentally active boys were more likely to be perceived by their teachers as having behavior problems if they were enrolled in Montessori programs than if they were enrolled in constructivist programs. There was no such trend for girls. There was no evidence that temperamental attention span persistence moderated the impact of curriculum type on either boys’ or girls’ behavior. The findings thus give modest support to the notion that parents should be advised to select constructivist early childhood programs especially for boys who are temperamentally predisposed to be highly modifying their teaching practices to better accommodate the needs of these children active. In addition, directors and teachers in Montessori programs may consider
Language: English
DOI: 10.1207/s15566935eed1102_3
ISSN: 1040-9289, 1556-6935
Article
Research and early childhood education programs in the city of Baroda
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 11, no. 2
Date: 1979
Pages: 176-181
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Abstract/Notes: The growth of the preschool education movement has been a result of the growing recognition of the needs of young children, the need to be provided with a rich and wholesome environment which is conducive to, and promotes the all round development of the child. Prior to 1947, very little attention was paid to preschool education in our country, even by the Government, and preschool was not considered a state responsibility. The Central Advisory Board of Education on Post-War Educational Development (1944) was the first body to recognise the need for preschool education. The report of the Committee emphasised its significance and recommended that an adequate provision of pre-primary education should be an essential adjunct of a National System of Education. The development of preschool education, during the pre-independence period, was rather slow in the country as a whole, but due to the influence of a number of workers inspired by the work of Madam Montessori, pioneering work in the field was undertaken in the state of Gujarat.
Language: English
DOI: 10.1007/BF03176567
ISSN: 0020-7187, 1878-4658
Article
Integration of peace education into early childhood education programs
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 28, no. 2
Date: 1996
Pages: 29-36
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Abstract/Notes: Preschool educators may observe that this unique historical period is an opportunity to integrate peace education into the educational program. The communication that has developed thanks to new technology has offered the opportunity for transformation. Teaching, nonviolence, conflict resolution, well-being, economic, political participation and interest in the environment can be considered as concepts of education for peace. This visionary idea includes global education, prevention of violence, character education and moral education. The educational program and methods of education for peace of preschool children (from birth to 8 years old) include different themes: 1) promote cooperation and resolve conflicts 2) respect for self and authority; 3) appreciation of diversity 4) the role of permeating cultural violence including television, video games, films and dramatic games stimulated by toys and representations of violent actions. These central themes contain the hope that the principles contained in the United Nations Convention on the Rights of the Child will be applied. Parents' participation seen as essential agents in decision-making concerning their children is a fundamental concept. The study of this event produced a visionary model, identified as education for peace, with the participation of parents. OMEP members act as catalysts for peace education efforts with an emphasis on intercultural education. Peace education was, is and will be a goal of pre-school and primary education for all educators around the world. There is a great need for activities in preschool, primary and other educational programs to reduce tensions peacefully.
Language: English
DOI: 10.1007/BF03174500
ISSN: 0020-7187, 1878-4658
Article
Interpersonal Relations in Four-year Dyads from Constructivist and Montessori Programs
Available from: ScienceDirect
Publication: Journal of Applied Developmental Psychology, vol. 8, no. 4
Date: 1987
Pages: 481-501
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Abstract/Notes: Forty 4-year-old children from Constructivist and Montessori preschool programs were compared on social-cognitive competence. The Experimenter (E) taught children in pairs to play a board game in Session 1, and in Session 2 asked them to play the game by themselves. Analysis of video and transcripts of 2208 behavioral units using Selman's coding of interpersonal negotiation strategies showed that Montessori pairs used a significantly higher proportion of strategies at Level 1, and Constructivist pairs used a significantly higher proportion of strategies at Level 2. Less conflict was found in Constructivist pairs, and they resolved their conflicts significantly more frequently. Within conflict segments, Montessori children had a significantly higher proportion of Level 0 strategies, and Constructivist pairs had a significantly higher proportion of Level 2 strategies. Both groups followed some basic rules equally well, but Constructivist pairs followed other rules more consistently. Although no difference was found in general ability to count dots on the die, Constructivist children on the whole counted spaces on the board more accurately. It was concluded that children from the Constructivist program were more advanced in social-cognitive competence than children from the Montessori program.
Language: English
DOI: 10.1016/0193-3973(87)90035-9
ISSN: 0193-3973
Article
Comparison of Sudoku Solving Skills of Preschool Children Enrolled in the Montessori Approach and the National Education Programs
Available from: Red Fame
Publication: Journal of Education and Training Studies, vol. 8, no. 3
Date: 2020
Pages: 32-47
Asia, Comparative education, Middle East, Montessori method of education, Turkey, Western Asia
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Abstract/Notes: According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study. The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study. The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.
Language: English
ISSN: 2324-8068
Article
Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children
Available from: APA PsycNet
Publication: Journal of Educational Psychology, vol. 106, no. 4
Date: 2014
Pages: 1066-1079
African American community, African Americans, Americas, Latin American community, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America
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Abstract/Notes: Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black (n = 6,700) children enrolled in 2 different types of Title-1 public school pre-K programs: those in programs using the Montessori curriculum and those in more conventional programs using the High/Scope curriculum with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (Lebuffe & Naglieri, 1999), whereas children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile-Diagnostic (Nehring, Nehring, Bruni, & Randolph, 1992) at the beginning and end of their 4-year-old pre-K year. All children, regardless of curriculum, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but they demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.
Language: English
DOI: 10.1037/a0036799
ISSN: 0022-0663, 1939-2176
Article
Comparison of Academic Achievement Between Montessori and Traditional Education Programs
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education, vol. 20, no. 1
Date: 2005
Pages: 5-13
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: The purpose of this study was to compare the academic achievement of 543 urban 4th- (n=291) and 8th- (n=252) grade students who attended Montessori or traditional education programs. The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (approximately 67 percent). Students who attended a public Montessori school were compared with students who attended structured magnet, open magnet, and traditional non-magnet public schools on standardized measures of math and language arts. Results of the study failed to support the hypothesis that enrollment in a Montessori school was associated with higher academic achievement. Implications and suggestions for future research are provided.
Language: English
DOI: 10.1080/02568540509594546
ISSN: 0256-8543, 2150-2641
Article
Regulatory Compliance Costs and Private School Participation in Voucher Programs
Available from: Taylor and Francis Online
Publication: Journal of School Choice, vol. 14, no. 1
Date: 2020
Pages: 95-121
Private schools, Voucher programs
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Abstract/Notes: Using data from the 2015–16 round of the Private School Universe Survey, I examine the types of private schools that decide to participate in school voucher programs in seven locations: Milwaukee, Wisconsin, Indiana, Ohio, Louisiana, D.C., and North Carolina. Regression analysis indicates that more specialized private schools tend to be less likely to participate in voucher programs than regular private schools. Specifically, the preferred model finds that private schools that identify as Montessori, special education, and alternative are less likely to participate in voucher programs than schools that identify as regular. In addition, schools that are non-coeducational and schools that focus on serving homeschool students are less likely to participate in voucher programs. I also find that random admissions mandates and state testing requirements are negatively associated with private school participation in voucher programs, while the prohibition of copayment is positively associated with program participation.
Language: English
DOI: 10.1080/15582159.2019.1673954
ISSN: 1558-2159, 1558-2167