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252 results

Article

✓ Peer Reviewed

Pembelajaran Matematika di TK GMIM 236 Liandok: Pembelajaran Matematika [Learning Mathematics in Kindergarten GMIM 236 Liandok: Learning Mathematics]

Available from: Institut Agama Kristen Negeri Manado (Indonesia)

Publication: Montessori Jurnal Pendidikan Kristen Anak Usia Dini, vol. 3, no. 1

Pages: 35-42

Asia, Australasia, Indonesia, Southeast Asia

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Abstract/Notes: Penelitian ini bertujuan untuk mendeskripsikan Pembelajaran matematika di TK GMIM 236 Liandok, Kecamatan Tenga, Kabupaten Minahasa Selatan, Sulawesi Utara. Ada 3 hal utama yang diangkat dalam penelitian ini yaitu pembelajran matematika, pembelajaran matematika AUD, metode yang digunakan guru dalam pengajaran matematika. Penelitan ini menggunakan jenis pendekatan kualitatif. Prosedur pengumpulan data yang digunakan  yaitu wawancara dan dokumentasi . Sumber-sumber data dari penelitian ini yaitu Kepala Sekolah  serta guru bantu di TK GMIM 236 Liandok. Hasil penelitian menunjukka proses pembelajaran di sekolah tersebut terlebih khusus dalam pengenalan matematika sudah terealisasi karena pembelajarannya sudah memperhatikan konsep serta usia dari peserta didiknya. Adapun pengajarkan matematika selama dilaksankannya pembelajaran di sekolah tersebut dilakukan dengan cara anak sambil bermain dengan anak lainnya  dan membuat permainan sederhana dari barang-barang bekas dilingkungan sekitar. Kata Kunci : Pembelajaran, matematika, Anak usia dini. Abstract Penelitian ini bertujuan untuk mendeskripsikan pembelajaran matematika di TK GMIM 236 Liandok, Kecamatan Tenga, Kabupaten Minahasa Selatan, Sulawesi Utara. Ada 3 hal pokok yang diangkat dalam penelitian ini yaitu pembelajaran matematika, pembelajaran matematika AUD, metode yang digunakan guru dalam pembelajaran matematika. Penelitian ini menggunakan pendekatan kualitatif. Prosedur pengumpulan data yang digunakan adalah wawancara dan dokumentasi. Sumber data dari penelitian ini adalah kepala sekolah dan guru pendamping di TK GMIM 236 Liandok. Hasil penelitian menunjukkan bahwa proses pembelajaran di sekolah khususnya dalam pengenalan matematika telah terwujud karena pembelajaran telah memperhitungkan konsep dan usia siswa.

Language: Indonesian

DOI: 10.51667/mjpkaud.v3i1.952

ISSN: 2798-6195

Master's Thesis (Action Research Report)

Developing Creative Thinking with Intentional Teaching Practices in Academic Subjects for Early Childhood Classrooms

Available from: St. Catherine University

Action research, Montessori method of education

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Abstract/Notes: This action research was conducted in an early childhood Montessori Primary classroom using intentional teaching practices with core curriculum materials to engage students in creative thinking. In the form of questions or suggestions, an open-ended inquiry was given to the ten participants, aged three to six years old, as they worked with Montessori materials in academic areas, including science, math, and language. The research utilized mixed methods of collection in the forms of quantitative and qualitative data and demonstrated successful intervention with a steady increase in work times of the students. A longitudinal study would contribute to this theory and provide further information regarding the increase of student understanding through creative thinking endeavors. This study provided evidence that intentional teaching practices can engage children in creative thinking, problem-solving, and collaborative learning while extending working times with materials, which contribute to a deeper level of comprehension of the direct curricular aims.

Language: English

Published: St. Paul, Minnesota, 2021

Article

The Academic Picture for the Nation

Publication: AMS News Notes, vol. 4, no. 3

Pages: 2–3

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Language: English

ISSN: 0065-9444

Article

✓ Peer Reviewed

Escalating Academic Demand in Kindergarten: Counterproductive Policies

Available from: JSTOR

Publication: Elementary School Journal, vol. 89, no. 2

Pages: 134–145

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Language: English

DOI: 10.1086/461568

ISSN: 1554-8279, 0013-5984

Doctoral Dissertation

How Social Emotional Development Skills Gained in High Quality Public School Prekindergarten Impact Kindergarten Academic Readiness

Available from: East Tennessee State University

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Abstract/Notes: Longitudinal research has demonstrated that children’s emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl et al., 1999; McClelland et al., 2000). Academic achievement in the early years of schooling appears to be built on a firm foundation of children’s social emotional skills (Ladd, Kochenderfer, & Coleman, 1997; O’Neil et al., 1997). Higher quality prekindergarten programs are associated with the early years of schooling and more positive academic outcomes in children (Burchinal et al., 2000). Investments in early childhood programs by state and federal governments have been made with a goal of improving school readiness for low income children. These investments are based on findings that show a link between program quality and children’s academic outcomes. Studies of model programs show that intensive early childhood services can improve children’s cognitive, 2 academic, and social skills with gains maintained into adulthood (Burchinal, Kainz, & Cai, in press). The purpose of this study was to create knowledge that indicates the influence of the social emotional skills children gain by completing prekindergarten. Schools in Sevier County, Tennessee that have prekindergarten classrooms in place were chosen for this study because kindergarten is the next experience children will have after pre-k. Kindergarten teachers in the schools chosen were purposefully selected as participants. Kindergarten teachers have the opportunity to make comparisons of differences in academic readiness of students who have completed prekindergarten and the students who have not been in a school environment. Kindergarten teachers may be able to conclude from classroom observation of the 2 groups if there is a difference in academic readiness. Home environments with strong parental involvement were most kindergarten teachers’ first choice for early learning and kindergarten preparation. Teachers realization that a strong home environment is not available to all children encouraged them to appreciate having a high quality public school prekindergarten as an alternative. Kindergarten teachers overall perceptions about the readiness of children who enter their classroom after completing prekindergarten were positive.

Language: English

Published: Johnson City, Tennessee, 2013

Doctoral Dissertation

L’impact de la pédagogie Montessori sur le développement cognitif, social et académique des enfants en maternelle [The impact of Montessori pedagogy on the cognitive, social and academic development of children in kindergarten]

Available from: HAL Theses - Online Theses

Academic achievement, Child development, Europe, France, Montessori method of education - Evaluation, Western Europe

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Abstract/Notes: La pédagogie Montessori est une méthode d’éducation qui a été mise au point au début du siècle dernier par Maria Montessori pour des enfants d’un quartier défavorisé de Rome en Italie. Depuis sa création, elle s’est développée à la marge de l’éducation nationale et se retrouve principalement dans des écoles privées. La pédagogie Montessori devient cependant de plus en plus populaire auprès des enseignants de l’école maternelle publique. Ce récent engouement apparaît fondé à la vue de plusieurs principes de cette méthode. En effet, elle promeut l’autonomie, l’auto-régulation, la coopération entre pairs d’âges variés et l’apprentissage à partir de matériels sensoriels et auto-correctifs. Ces caractéristiques sont plutôt en accord avec les connaissances scientifiques sur l’apprentissage et le développement de l’enfant. Cependant, à ce jour, les preuves expérimentales rigoureuses de son efficacité sont limitées. Dans cette thèse, nous avons mesuré les compétences langagières, mathématiques, exécutives et sociales d’enfants d’une école maternelle, repartis aléatoirement entre des classes appliquant la pédagogie Montessori ou une pédagogie conventionnelle. Nous avons suivi leurs progrès au cours des trois années de l’école maternelle (étude longitudinale) et avons comparé les performances des enfants en fin de Grande Section (étude transversale). Nous avons également élaboré une mesure pour évaluer objectivement la qualité d’implémentation de la pédagogie Montessori dans cette école, situé dans un quartier défavorisé. Nos résultats ne montrent pas de différences entre les groupes dans les domaines des mathématiques, des compétences exécutives et des compétences sociales. Cependant, les enfants issus des classes Montessori avaient de meilleures performances en lecture que les enfants issus des classes conventionnelles en fin de Grande Section. La pédagogie Montessori apparaît donc comme adaptée à l’apprentissage de la lecture chez le jeune enfant. [The Montessori method of education was created at the beginning of the last century by Maria Montessori to help children in a disadvantaged neighborhood of Rome in Italy. Although it is nowadays most commonly found in private schools, the Montessori method has gained popularity among teachers in public preschool and kindergarten in France and around the world. This popularity may appear legitimate with regards to the principles underlying the Montessori methods, which involve autonomy, self-regulation, cooperation between children from different age groups and learning with multi-sensorial and self-correcting materials. These characteristics are broadly in line with research on learning and development in young children. However, there is limited evidence for the effectiveness of the Montessori method in the scientific literature. In this thesis, we measured the linguistic, mathematical, executive and social skills of preschoolers and kindergarteners from a public school in which children were randomly assigned to classrooms in which the Montessori method was implemented or to classrooms in which a conventional teaching was used. We followed children from the first year of preschool to kindergarten (longitudinal study) and compared the performance of children at the end of kindergarten (cross-sectional study). We also developed a scale to evaluate the quality of implementation of the Montessori method in the school, located in a disadvantaged neighborhood. Our results do not show any difference between groups in terms of mathematical, executive and social skills. However, children from Montessori classrooms had better reading performance than children from conventional classrooms at the end of kindergarten. Therefore, the Montessori method appears to be well suited for developing reading skills of young children.]

Language: French

Published: Lyon, France, 2019

Article

✓ Peer Reviewed

Academic Environments in Preschool: Do They Pressure or Challenge Young Children

Available from: Taylor and Francis Online

Publication: Early Education and Development, vol. 1, no. 6

Pages: 401-423

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Abstract/Notes: The question of whether early academic environments provide a challenge or a pressure for young children is being hotly debated, yet there is little empirical research on this topic. This paper presents a subset of data from a two-year comprehensive project designed to examine this question. Parental attitudes and behaviors along with school philosophy and practices comprised the predictor variables used to define "academic environments." This study then focused on how these family and school variables related to child outcome measures of academic competence, creativity, and emotional well-being for 90 prekindergarten children, and a follow-up sample of 56 kindergarten children. The results suggest no academic advantages for children from highly academic environments, and potential disadvantages in creative expression (measured as originality) and emotional well-being (measured as test anxiety and attitudes toward school). Possible interpretations and ramifications of these results are discussed.

Language: English

DOI: 10.1207/s15566935eed0106_1

ISSN: 1040-9289, 1556-6935

Article

✓ Peer Reviewed

PROTOCOL: Montessori Education for Improving Academic and Social/Behavioral Outcomes for Elementary Students

Available from: Wiley Online Library

Publication: Campbell Systematic Reviews, vol. 12, no. 1

Pages: 1-32

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Abstract/Notes: The purpose of this review is to investigate, via a quantitative meta‐analysis, the hypothesis that the Montessori method is at least as effective as traditional education in affecting academic and social outcomes for children. The proposed meta‐analysis is completed with the intention to help the public, as well as the research community, make more informed and empirically sound decisions regarding Montessori education by collecting, codifying, synthesizing, and disseminating the current empirical research.

Language: English

DOI: 10.1002/CL2.152

ISSN: 1891-1803

Article

Enhancing the Academic Status and the Research Base of Montessori in the U.k.

Publication: MoRE Montessori Research Europe newsletter, no. 3

Pages: 20-24

England, Europe, Northern Europe, Northern Ireland, Scotland, United Kingdom, Wales

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Language: English

ISSN: 2281-8375

Article

✓ Peer Reviewed

Beyond Executive Functions, Creativity Skills Benefit Academic Outcomes: Insights from Montessori Education

Available from: PLoS Journals

Publication: PLoS ONE, vol. 14, no. 11

Neuroscience

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Abstract/Notes: Studies have shown scholastic, creative, and social benefits of Montessori education, benefits that were hypothesized to result from better executive functioning on the part of those so educated. As these previous studies have not reported consistent outcomes supporting this idea, we therefore evaluated scholastic development in a cross-sectional study of kindergarten and elementary school-age students, with an emphasis on the three core executive measures of cognitive flexibility, working memory update, and selective attention (inhibition). Two hundred and one (201) children underwent a complete assessment: half of the participants were from Montessori settings, while the other half were controls from traditional schools. The results confirmed that Montessori participants outperformed peers from traditional schools both in academic outcomes and in creativity skills across age groups and in self-reported well-being at school at kindergarten age. No differences were found in global executive functions, except working memory. Moreover, a multiple mediations model revealed a significant impact of creative skills on academic outcomes influenced by the school experience. These results shed light on the possibly overestimated contribution of executive functions as the main contributor to scholastic success of Montessori students and call for further investigation. Here, we propose that Montessori school-age children benefit instead from a more balanced development stemming from self-directed creative execution.

Language: English

DOI: 10.1371/journal.pone.0225319

ISSN: 1932-6203

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