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101 results

Article

✓ Peer Reviewed

Performance of Montessori and Traditionally Schooled Nursery Children on Social Cognitive Tasks and Memory Problems

Available from: ScienceDirect

Publication: Contemporary Educational Psychology, vol. 5, no. 2

Pages: 124-137

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

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Abstract/Notes: In two independent experiments, the performance of 4-year-old children drawn from Montessori classrooms was compared with that of children attending traditional preschools. It was speculated that the Montessori children might excel in social cognitive reasoning and in memory—both indirect consequences of the cognitive skills targeted by the curriculum. In Experiment 1, there were three social cognitive tasks—referential communication, speech differentiation, and identifying emotions. In Experiment 2, there were two memory problems—recognition of logically related objects, and free recall. There was no evidence of a difference in the level of performance of children from the two types of schools on social cognitive tasks, and both groups recoded messages more effectively to explicit requests from the listener than to implicit ones. For memory, the Montessori children excelled on the recognition problem, but there was no difference between groups on free recall. It was concluded that the Montessori curriculum does influence cognitive development beyond the narrow bounds of the cognitive skills ostensibly taught in the classroom, but the impact is greatest where there is a close relation between the specific concepts learned in class and the skill in question.

Language: English

DOI: 10.1016/0361-476X(80)90033-8

ISSN: 0361-476X

Article

✓ Peer Reviewed

The Early Childhood Montessori Pedagogy: Practices and Challenges in Pupils' Cognitive Development in Dar es Salaam City, Tanzania

Available from: Research and Scientific Innovation Society

Publication: International Journal of Research and Innovation in Social Science, vol. 7, no. 3

Pages: 228-245

Africa, Cognitive development, Early childhood care and education, Early childhood education, East Africa, Montessori method of education - Criticism, interpretation, etc., Sub-Saharan Africa, Tanzania

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Abstract/Notes: The Montessori educational method has seen great success in recent years. The media portrays this method in a very favourable

Language: English

ISSN: 2454-6186

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

✓ Peer Reviewed

Effect of Montessori Method on the Cognitive and Behavioral Intervention of Senile Dementia Patients: A Meta-Analysis

Available from: Talent of Magical Research

Publication: Aging Communications, vol. 4, no. 2

Pages: 7

Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)

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Abstract/Notes: Background: To evaluate the effect of Montessori method on cognitive and behavioral function in patients with senile dementia by meta-analysis. Methods: The randomized controlled trials of the effect of Montessori method on cognitive and behavioral functions of Alzheimer’s patients in PubMed, Cochrane Library, Web of Science, Excerpt Medica Database, The Cumulative Index to Nursing & Allied Health Literature, Chinese BioMedical Literature Database, China National Knowledge Infrastructure, Weipu Information Chinese Periodical Service Platform database and Wanfang database were searched by computer, and the references of relevant literatures were traced. Two researchers independently conducted literature screening, data extraction, evaluation and inclusion in the literature, using RevMan 5.4.1 software for meta-analysis. Results: A total of 11 literatures were included and 936 patients were enrolled. Meta analysis shows that compared with routine nursing, Montessori method is helpful to improve the overall cognitive function (standardized mean difference = 1.53, 95% confidence interval (1.32, 1.73), P < 0.01), activities of daily living and reduce the incidence of adverse events (relative risk = 0.37, 95% confidence interval (0.21, 0.63), P < 0.01) in patients with Alzheimer’s disease. Conclusion: Montessori method is helpful to improve the overall cognitive function, activities of daily living and reduce the incidence of adverse events in patients with senile dementia. Affected by the included study, it still needs to be confirmed by multi center and large sample randomized controlled study.

Language: English

DOI: 10.53388/AGING202204007

ISSN: 2815-7168

Article

✓ Peer Reviewed

La estimulación sensorial en el desarrollo cognitivo de la primera infancia / Sensory stimulation in cognitive development of early childhood

Available from: Universidad de Sevilla (Spain)

Publication: Revista Fuentes, vol. 19, no. 1

Pages: 73-83

School gardens

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Abstract/Notes: Este artículo se deriva de la investigación realizada en Trabajo de Grado para optar al título de Licenciadas en Educación Preescolar en la Fundación Universitaria Luis Amigó y ha sido denominada “La Estimulación de los Sentidos en la Actividad Pedagógica con Niños y Niñas de 3 a 5 años de edad para el beneficio del Desarrollo Cognitivo en el Colegio Montessori de Medellín en el año 2016”. En éste se abordarán las categorías: “actividades docentes para la estimulación sensorial”, “tiempo y frecuencia de la estimulación sensorial respecto a los dispositivos básicos del aprendizaje” y por último “estrategias para la estimulación sensorial”.  Esta investigación fue realizada bajo el paradigma cualitativo y se inscribe en el tipo de estudio descriptivo, cuenta con una muestra de 28 niños y niñas de los grados maternal, pre-jardín y jardín del colegio Montessori de Medellín; los datos fueron recolectados por medio de entrevistas semi-estructuradas, observaciones participantes y no participantes. Uno de los hallazgos más importantes de la presente investigación fue la identificación de factores externos que intervienen directamente en el desempeño de los dispositivos básicos del aprendizaje en los niños y las niñas en las actividades implementadas para la estimulación sensorial. [This article is derived from the research "La Estimulación de los Sentidos enla Actividad Pedagógica con Niños y Niñas de 3 a 5 años de edad para el beneficio del Desarrollo Cognitivo en el Colegio Montessori de Medellín en el año 2016". Where the categories "educational activities for sensory stimulation", "time and frequency ofsensory stimulation on the basic learning devices" and finally "strategies for sensory stimulation" will be addressed.This research was conducted under the qualitative paradigm and fits into the type of descriptive study and has a sample of 28 children of maternal degrees, pre-kindergarten and Montessori school garden Medellin; Data were collected through semi-structured interviews, participant observation and non-participants. The most important finding of this research was the identification of externalfactors directly involved in the performance of the basic devices of learning in children.]

Language: Spanish

ISSN: 2172-7775

Article

✓ Peer Reviewed

Montessori Methods Yield Cognitive Gains in Alzheimer's Day Cares

Available from: Taylor and Francis Online

Publication: Activities, Adaptation and Aging, vol. 24, no. 3

Pages: 1-22

Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)

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Abstract/Notes: Alzheimer day-care clients received three months of Mon-tessori type activities and three months of routine activities, in a within-subjects design. The effects of the two conditions were compared using changes in clients' scores on 22 cognitive measures. From this, a measure of performance after the Montessori activities, compared to after routine activities (Montessori Benefit Score), was calculated for each subject and a distribution of subject scores was generated. Using a resampling statistic, the mean Montessori Benefit Score was compared to one obtained under a null hypothesis that no difference existed in performance between routine and Montessori conditions. The observed mean Montessori Benefit Score (m = 7.4) fell outside the 95% confidence interval for the means based on the null hypothesis, indicating that Montessori materials benefit the Alzheimer's clients in this study.

Language: English

DOI: 10.1300/J016v24n03_01

ISSN: 0192-4788

Master's Thesis

MEB okul öncesi eğitim programı ve Montessori programına göre eğitim alan çocukların bilişsel gelişim ve sosyal yetkinliklerinin karşılaştırmalı olarak incelenmesi / Comparative study of cognitive development and social competence of children according to MEB curricilum and Montessori curricilum

Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)

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Abstract/Notes: Bu araştırmada çalışma grubunu oluşturan Montessori programı ve MEB programı ile okul öncesi eğitim alan deneme ve kontrol grubu çocukların Bilişsel gelişim ve Sosyal yetkinliklerini karşılaştırmalı olarak incelemek amaçlanmıştır. Araştırma çalışma grubunda 2016-2017 eğitim öğretim yılında Selçuk Üniversitesi Sağlık Bilimleri Fakültesi İhsan Doğramacı Anaokulunda Montessori programı ile okul öncesi eğitimi alan 20 ,Esentepe Koleji Anasınıfında MEB programı ile okul öncesi eğitimi alan 20 kontrol olmak üzere toplamda 40 çocuktan oluşmaktadır. Araştırmada veri toplamak amacıyla Marmara Gelişim Ölçeğinin alt ölçeği olan Bilişsel Gelişim Ölçeği ve Sosyal Yetkinlik ve Davranış Değerlendirme-30 (SYDD-30) Ölçeği kullanılmıştır. Testler deney ve kontrol gruplarına ön ve son test olmak üzere uygulanmıştır. Elde edilen verilerin analizinde Mann Whitney U testi ve Wilcoxon İşaretli sıralar testi kullanılmıştır. Araştırma sonucunda elde edilen bulgular incelendiğinde; bilişsel gelişim ölçeği son test puanlarının kontrol grubu lehinde bir farklılaşma gösterdiği, Sosyal Yetkinlik ve Davranış Değerlendirme-30 (SYDD-30)ölçeğinin sosyal yetkinlik, Saldırganlık ve Kaygı alt ölçeklerinin son test puanlarında ise anlamlı farklılık bulunamamıştır. / In this study, Montessori curriculum and MEB curriculum(Ministry of Education Preschool Education Curriculum ) which constitute the study group and control group who took pre-school education aimed to examine the children's cognitive development and social competence comparatively. The research study group consists of 40 children, 20 of whom are in pre-school education at the Montessori curriculum in Selcuk University School of Health Sciences Faculty Ihsan Dogramaci Application Kindergarden School, 20 of which are MEB curriculum (Ministry of Education Preschool Education curriculum) at Esentepe College Kindergarden and 20 of which are in pre-school education. The Cognitive Developmental Scale and the Social Competence and Behavior Evaluation-30 (SYDD-30) Scale were used as the subscale of the Marmara Developmental Scale in order to collect data in the study. The tests were performed to the experimental and control groups as pre- and post-test. Mann Whitney U test and Wilcoxon Marked rank test were used for the analysis of the obtained data. When the findings of the research are examined; There was no significant difference in the scores of Social Competence and Behavior Evaluation-30 (SYDD-30) social competence, Aggression and Anxiety subscales, whereas cognitive development scale post test scores showed differentiation in favor of the control group.

Language: Turkish

Published: Konya, Turkey, 2018

Book Section

Montessori with the Culturally Disadvantaged: A Cognitive-Developmental Interpretation and Some Research Findings

Available from: Books to Borrow @ Internet Archive

Book Title: Early Education: Current Theory, Research, and Action

Pages: 105-118

African American community, African Americans, Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Language: English

Published: Chicago: Aldine Pub. Co., 1968

Book Section

A Critical Consideration of Montessori Education in Its Relation to Cognitive Science and Concrete-to-Abstract Thinking

Book Title: The Bloomsbury Handbook of Montessori Education

Pages: 241-249

Cognitive neuroscience, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Neuroscience

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Abstract/Notes: Montessori Math pedagogy can be understood from a cognitive psychology perspective. Math concepts are introduced simply and concretely using manipulatives in the early years, followed by reintroduction several times in the years that follow with increasing abstraction and complexity—a progression both logically and developmentally appropriate. Although appreciation is growing in the abstract reasoning that children of all ages are capable of, substantial evidence indicates that grounded representations, like those employed in Montessori math instruction, help children form abstract concepts and generalization.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Article

Developing the Moldel of Cognitive Mathematical Education Program in Kindergarten Based on the Theories of Montessori and Piaget / Montessori와 Piaget 이론에 기초한 유치원 수학 교육 프로그램 모형의 개발

Available from: RISS

Publication: 特殊敎育硏究 / Journal of Special Education, vol. 17

Pages: 83-111

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Language: Korean

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