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Book Section

Long-Term Effects of Four Preschool Programs: Sixth, Seventh, and Eighth Grades

Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives

Pages: 181-194

Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: Reprint of an article that originally appeared in Child Development, v. 54 (1983), p. 727-741.

Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1983

Edition: 2nd ed.

ISBN: 0-536-04367-1

Book Section

Levi-Strauss in the Kindergarten: the Montessori Preschooler as Bricoleur

Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives

Pages: 109-121

Claude Lévi-Strauss - Philosophy, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: This article is reproduced from the American Montessori Society Bulletin, v. 13, no. 3 (1975), p 1-15. This article was originally published in International Review of Education, v. 20, no. 1 (1974), p. 3–16. DOI: 10.1007/BF00599526

Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1981

Edition: 1st ed.

ISBN: 0-536-03647-0

Book Section

Levi-Strauss in the Kindergarten: the Montessori Preschooler as Bricoleur

Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives

Pages: 109-121

Claude Lévi-Strauss - Philosophy, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: This article is reproduced from the American Montessori Society Bulletin, v. 13, no. 3 (1975), p 1-15. This article was originally published in International Review of Education, v. 20, no. 1 (1974), p. 3–16. DOI: 10.1007/BF00599526

Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1983

Edition: 2nd ed.

ISBN: 0-536-04367-1

Book Section

An Observational Study of the Choice and Use of Toys by Montessori and Non-Montessori Preschoolers

Book Title: Evaluation of Educational Outcomes: Noncognitive Domains

Pages: 79-92

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Language: English

Published: New York: American Montessori Society, 1977

Book

Die bewegungserzieherischen Aspekte in der Montessori-Pädagogik im Vorschulalter [The physical education aspects in Montessori pedagogy in preschool age]

Physical education

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Language: German

Published: [Salzburg, Austria]: [s.n.], 1990

Article

Preschoolers of Sunbeam Montessori got the Convention of the Women's League of the Barbados Labour Party (BLP) underway with a powerful rendition of the national anthem [photo]

Available from: Digital Library of the Caribbean

Publication: Barbados Advocate (Bridgetown, Barbados)

Pages: 3

Americas, Barbados, Caribbean, Latin America and the Caribbean

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Abstract/Notes: Includes a photograph.

Language: English

Article

✓ Peer Reviewed

Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public-School System

Available from: Wiley Online Library

Publication: Child Development, vol. 92, no. 5

Pages: 2069-2088

Academic achievement, Cognitive development, Europe, France, Montessori method of education, Montessori method of education - Evaluation, Montessori schools, Public Montessori, Social development, Western Europe, Work periods

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Abstract/Notes: Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; Mage = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; Mage = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.

Language: English

DOI: 10.1111/cdev.13575

ISSN: 0009-3920, 1467-8624

Article

The Montessori Preschool: Preparation for Writing and Reading

Publication: NAMTA Journal, vol. 25, no. 1

Pages: 79-98

Child development, Children with disabilities, Classroom environments, Early childhood education, Literacy, Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Prepared environment, Reading - Academic achievement, Special education, Writing - Achievement

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Abstract/Notes: Discusses guidelines for the use of the Montessori prepared environment in addressing special needs students, focusing on writing and reading difficulties. Examines the value of Montessori's motor and sensory education as a bridge for both typically and atypically developing children. (JPB)

Language: English

ISSN: 1522-9734

Book Section

History and Background of Preschool Intervention Programs and the Consortium for Longitudinal Studies

Book Title: As the Twig is Bent: Lasting Effects of Preschool Programs

Pages: 1-31

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Language: English

Published: Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1983

ISBN: 0-89859-271-2 978-0-89859-271-9

Master's Thesis

Montessori Yönteminin okul öncesi (36-66 ay) çocuklarının özbakım becerilerine etkisinin incelenmesi [Investigation of the effect of Montessori Method on self-care skills of preschool (36-66 months) children]

Available from: Selçuk University (Turkey)

Asia, Middle East, Montessori method of education, Practical life exercises, Turkey, Western Asia

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Abstract/Notes: Bu araştırmada, Montessori Yöntemi'nin okul öncesi eğitimi alan 36-66 ay çocuklarının öz bakım becerilerine etkisi incelenmiştir. Araştırmanın bağımlı değişkeni çocukların öz bakım (kişisel bakım ve temizlik, yemek yeme, dinlenme, giyinme, kazalardan korunma, çevreyi düzenleme) becerileri, bağımsız değişkeni ise Montessori Yöntemi'dir. Bu araştırmanın çalışma grubu 2013-2014 öğretim yılında Konya ili, Selçuklu ilçesi, Selçuk Üniversitesi Sağlık Bilimleri Fakültesi İhsan Doğramacı Uygulama Anaokulunda eğitim alan ve yansız atama ile seçilen 3-6 yaş grubu çocuklarından oluşmaktadır. Araştırmaya 20 deneme, 20 kontrol grubu olmak üzere 40 çocuk dahil edilmiştir. Araştırmanın çalışma grubu oluşturulurken yaş değişkeni göz önünde bulundurulmuş ve gruplar eşitlenmiştir. Araştırmada okul öncesi çocuklarının öz bakım becerilerini belirlemek amacıyla Öz Bakım Becerileri Değerlendirme Testi kullanılmıştır. Testler çocuklara deneme öncesi ve sonrasında uygulanmış, ayrıca beş hafta sonra deneme grubuna eğitimin kalıcılığı ölçmek için tekrar uygulanmıştır. Araştırmada elde edilen verilerin analizinde; Mann Witney U Testi ve Wilcoxon İşaretli Sıralar Testi uygulanmıştır. Araştırmadan elde edilen bulgular aşağıda özetlenmiştir: ● Deneme grubu çocuklarının öz bakım becerileri son test puan ortalamaları ön test puan ortalamalarından anlamlı düzeyde yüksektir. ● Kontrol grubu çocuklarının öz bakım becerileri son test puan ortalamaları ön test puan ortalamalarından anlamlı düzeyde yüksektir. ● Deneme grubu çocukları öz bakım becerilerinden temizlik ve kişisel bakım, yemek yeme, dinlenme, giyinme becerilerinde son test puan ortalamaları, kontrol grubu çocuklarının temizlik ve kişisel bakım, yemek yeme, dinlenme, giyinme becerileri son test puan ortalamalarından anlamlı düzeyde yüksektir. Kendini kazalardan koruma ve çevreyi düzenleme becerilerinde ise deneme ve kontrol grubunun bulguları benzer çıkmıştır. ● Deneme grubu çocuklarının son test puan ortalamaları ile izleme testi puan ortalamaları arasında anlamlı bir farklılaşma bulunmamıştır. Elde edilen sonuçlar doğrultusunda ulaşılan genel sonuç, Montessori Yöntemi'nin okul öncesi çocuklarının öz bakım becerilerine olumlu yönde katkı sağladığı ve MEB Okul Öncesi Eğitim Programına göre temizlik ve kişisel bakım, yemek yeme, dinlenme, giyinme becerilerine göre daha etkili olduğudur. / In this study, the effects of The Montessori Method on preschool children's (36-66 months) self care skills were examined. The dependent variable in this study was "children's self care skills (personal care and cleaning, eating, resting, wearing, protecting themselves from the accident, arranging environment)", the independent variable was "The Montessori Method". The study group of the research consisted of three/six years old children who were chosen with the objective assignment and had education in Selcuk University Health Sciences Faculty Ihsan Dogramaci Application Kindergarden School in 2013–2014 education year in Selcuklu county in Konya. A total of 40 children were included in the study;twenties of them were in the experimental group and the rest of them were in the control group. While the study groups were being formed, age variable was taken into consideration and groups were equally distributed. In the study, self care skills assessment test was used to determine preschool children's self care skills assessment. The tests were applied to children before and after testing, and they were applied again to evaluate permanence to experimental group 5 weeks later. At the analysis of the data acquired in the study, Mann Witney U Test and Wilcoxon signed ranks tests were applied. The findings of the study were summarized below: ● The general self care skills of children in experimental group's post-test average scores were significantly higher than pre-test average scores. ● The general self care skills of children in control group's post-test average scores were significantly higher than pre-test average scores. ● The post test average scores of children in experimental group's self care skills (personal care and cleaning,eating,resting,wearing skills) were meaningfully higher than the post test average scores of children in control group. Also protecting themselves from the accident and arranging environment skills' scores were same between children in experimental and control group. ● No significant difference was found between post-test average scores and follow-up tests average scores of experimental group. The general conclusion which was obtained from the results was The Montessori Method made positive contribution to preschool children's self care skills and it was more effecient than Ministry of National Education Pre-school Education Program about the personal care and cleaning, eating, resting, wearing skills.

Language: Turkish

Published: Konya, Turkey, 2015

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