Language: English

Language: English

ISSN: 1054-0040

Language: English

ISSN: 0010-700X

Language: Thai

Published: Jan 2014

Abstract/Notes: The purpose of this study was to compare preschool children from classes using the Montessori method and Science-A Process Approach (S-APA) in the process skill of observation. The first stage of the study compared the programs with respect to (1) the sequential presentation, (2) the use of materials to provide sensory training, (3) practice acquired through activities, and (4) the role of the teacher. Conclusions were that because S-APA and Montessori seemed to have common elements and because both had taught the process of observation, there was a reasonable justification to compare student competence in observation. The second part of the study compared the competence on observational tasks of three groups of 25 children, ages 5 and 6. The first group received Montessori training for two years in preschool, the second group used S-APA for one year with background of another type of preschool that excluded Montessori, and the third group which served as a control had neither Montessori nor S-APA training in their two-year preschool experience. Students were tested on a set of observational tasks from the text, the Science Process Instrument. Findings showed no significant differences between the Montessori and the S-APA preschool students in regard to competence in observation. Both the Montessori and the S-APA groups scored higher than the control group. This work is based on the authors doctoral dissertation research.

Language: English

Published: Chicago, Illinois, Apr 1974

Abstract/Notes: This article discusses an approach designed for mathematics educators. Maria Montessori intended this knowledge to be shared with other teachers, increasing the Montessori community's understanding of children's thinking. A group of Montessorians has even tried to formalize this process with a program called Teachers' Research Network. Similarly, the intent is to share mathematics education research and practices. Specifically, the author would like to suggest the use of word problems to help children build a more abstract understanding of addition and subtraction. In mathematics education, researchers are examining how children invent arithmetic operations in a program called Cognitively Guided Instruction (CGI). The author describes the aspects of CGI that are similar to the Montessori tradition. Children use a variety of materials and strategies to solve problems. The role of the teacher is to modify the environment (using a variety of problem types and difficulties) to learn about each child's understanding. By observing how children pursue word problems, the researchers were able to assess what the children understood about operations, looking beyond whether or not they could perform the simple arithmetic calculations. Through quantitative and qualitative analyses, they discovered that children were indeed capable of solving complex word problems, including problems that involved more than one operation, in a variety of ways. The teacher's new understanding of the children's mathematical thinking is then used to vary the types of problems given in order to help children become more abstract thinkers. (Contains 1 table.)

Language: English

ISSN: 1054-0040

Language: German

Abstract/Notes: This action research study aimed to analyze the impact of direct social-emotional lessons on students' emotional intelligence in a Montessori upper elementary classroom. This study explored the impact of combining social-emotional vocabulary with social-emotional learning (SEL) skill development. The study used quantitative and qualitative data, including pre- and post-assessments, follow-up work, observation logs, and SEL elements added to the students’ weekly work plans. SEL curriculum materials and follow-up work were created for this study following the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework and their SAFE acronym: sequenced, active, focused, and explicit. The data showed that teaching SEL vocabulary and the five competencies’ qualities positively impacted student understanding and SEL skill development. Based on these results, Montessori teachers could positively impact students' emotional intelligence, normalization in the classroom, and overall student well-being by integrating SEL lessons into the cosmic curriculum.

Language: English

Published: St. Paul, Minnesota, 2023

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246