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Article
IES Arrow-Dot Longitudinal Study of Personality Development in Preschool Children
Available from: SAGE Journals
Publication: Perceptual and Motor Skills, vol. 40, no. 1
Date: Feb 1975
Pages: 209-210
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Abstract/Notes: Preschool children were administered the IES Arrow-Dot at the beginning and end of the school year and scores compared with those based on a prior study in a Montessori preschool. Developmental trends of declining Impulsivity and rising Ego scores were corroborated. Superego development remained almost stable in contrast to a significant rise for the Montessori sample. Results support effective use of the test with preschoolers to assess baselines and developmental patterns of personality integration.
Language: English
DOI: 10.2466/pms.1975.40.1.209
ISSN: 1558-688X, 0031-5125
Article
Longitudinal Corroboration of a Cross-Sectional Study of Development of Preschool Children with the Arrow-dot Test
Available from: SAGE Journals
Publication: Perceptual and Motor Skills, vol. 30, no. 1
Date: Feb 1970
Pages: 269-270
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Abstract/Notes: Children in a Montessori preschool were administered a series of tests at the beginning of the school year and retested on the same battery 8 mo. later, at the end of the school year. The children exhibited a mean gain of about 11 points on the Peabody Picture Vocabulary Test IQ. They also exhibited a decline in Impuisivity and an increase in Superego scores, on the average, as measured by the Arrow-Dot Test. These longitudinal results corroborate an earlier cross-sectional analysis; and, as these results follow a prediction from Freudian theory, give indication of construct validity for the test.
Language: English
DOI: 10.2466/pms.1970.30.1.269
ISSN: 1558-688X, 0031-5125
Article
Societal Values and Policies May Curtail Preschool Children’s Physical Activity in Child Care Centers
Available from: American Academy of Pediatrics (AAP)
Publication: Pediatrics, vol. 129, no. 2
Date: Feb 2012
Pages: 265-274
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Abstract/Notes: BACKGROUND AND OBJECTIVES: Three-fourths of US preschool-age children are in child care centers. Children are primarily sedentary in these settings, and are not meeting recommended levels of physical activity. Our objective was to identify potential barriers to children’s physical activity in child care centers. METHODS: Nine focus groups with 49 child care providers (55% African American) were assembled from 34 centers (inner-city, suburban, Head Start, and Montessori) in Cincinnati, Ohio. Three coders independently analyzed verbatim transcripts for themes. Data analysis and interpretation of findings were verified through triangulation of methods. RESULTS: We identified 3 main barriers to children’s physical activity in child care: (1) injury concerns, (2) financial, and (3) a focus on “academics.” Stricter licensing codes intended to reduce children's injuries on playgrounds rendered playgrounds less physically challenging and interesting. In addition, some parents concerned about potential injury, requested staff to restrict playground participation for their children. Small operating margins of most child care centers limited their ability to install abundant playground equipment. Child care providers felt pressure from state mandates and parents to focus on academics at the expense of gross motor play. Because children spend long hours in care and many lack a safe place to play near their home, these barriers may limit children's only opportunity to engage in physical activity. CONCLUSIONS: Societal priorities for young children—safety and school readiness—may be hindering children’s physical development. In designing environments that optimally promote children’s health and development, child advocates should think holistically about potential unintended consequences of policies.
Language: English
ISSN: 0031-4005, 1098-4275
Doctoral Dissertation
A Comparison of Preschool Children in Observational Tasks from Two Programs: Montessori and Science - A Process Approach
Available from: ProQuest Dissertations and Theses
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Language: English
Published: Austin, Texas, 1974
Article
Stimulating the Development of Rhythmic Abilities in Preschool Children in Montessori Kindergartens with Music-Movement Activities: A Quasi-Experimental Study
Available from: Springer Link
Publication: Early Childhood Education Journal
Date: Mar 9, 2023
Early childhood care and education, Early childhood education, Elementary school students, Montessori method of education, Montessori schools, Movement education, Music education, Preschool children, Rhythm
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Abstract/Notes: This article examines the effects of Montessori music-movement activities on the development of the rhythmic abilities of 59 children from Montessori preschools, aged between 3 and 6 years. Children were deployed into two experimental groups (EG 1 (n = 20) & EG 2 (n = 22)) and a control group (CG) (n = 17). Our intervention consisted of introducing 15 to 20 min of unstructured movement time, either accompanied by a piano (EG 1) or recording (EG 2), three times a week for four months, whereas the control group carried on the usual Montessori program. We used a quasi-experimental nonequivalent groups design with pretest–posttest. Three tests for measuring rhythmic abilities were used: auditory discrimination of the rhythmic patterns, imitation of spoken rhythmic phrases, and determining the synchronization of movement with the rhythm of the music. The interventions had a positive effect on the development of the rhythmic abilities of children included in the study. The most significant effect was noticed in EG 1, while no effect of non-activity was detected in the control group.
Language: English
DOI: 10.1007/s10643-023-01459-x
ISSN: 1573-1707
Article
Preschool Children's Development in Classic Montessori, Supplemented Montessori, and Conventional Programs
Available from: ScienceDirect
Publication: Journal of School Psychology, vol. 50, no. 3
Date: 2012
Pages: 379-401
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Research on the outcomes of Montessori education is scarce and results are inconsistent. One possible reason for the inconsistency is variations in Montessori implementation fidelity. To test whether outcomes vary according to implementation fidelity, we examined preschool children enrolled in high fidelity classic Montessori programs, lower fidelity Montessori programs that supplemented the program with conventional school activities, and, for comparison, conventional programs. Children were tested at the start and end of the school year on a range of social and academic skills. Although they performed no better in the fall, children in Classic Montessori programs, as compared with children in Supplemented Montessori and Conventional programs, showed significantly greater school-year gains on outcome measures of executive function, reading, math, vocabulary, and social problem-solving, suggesting that high fidelity Montessori implementation is associated with better outcomes than lower fidelity Montessori programs or conventional programs.
Language: English
DOI: 10.1016/j.jsp.2012.01.001
ISSN: 0022-4405
Article
Montessori-Based Activities as a Transgenerational Interface for Persons With Dementia and Preschool Children
Available from: Taylor and Francis Online
Publication: Journal of Intergenerational Relationships, vol. 9, no. 4
Date: 2011
Pages: 366-373
Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-based interventions (MBI)
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Abstract/Notes: Montessori-based activities for persons with dementia have been used to successfully provide opportunities for programming between older adults and preschool children in shared site intergenerational care programs. Such intergenerational programming allows older adults with dementia to fulfill roles of teacher or mentor to younger children or as collaborative workmates for persons with more advanced dementia while providing children with positive one-on-one interactions with older adults. We review several studies using this approach; describe characteristics of the programs, participants, and results obtained; and provide recommendations for those interested in extending this line of work.
Language: English
DOI: 10.1080/15350770.2011.618374
ISSN: 1535-0770
Article
The Effect of Montessori Method on 4-5 years old Preschool Children's Creativity in Tabriz
Available from: Journal of Instruction and Evaluation
Publication: Journal of Instruction and Evaluation / Amuzish va Arzishyabi, vol. 7, no. 28
Date: 2014
Pages: 81-98
Asia, Iran, Middle East, South Asia
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Abstract/Notes: The main purpose of this study was to investigate the effect of the Montessori Method of education on 4-5 years old preschool children's creativity in Tabriz. The data were gathered through a quasi – experimental research with pre-test, post-test, and control group, administering Torrance pictorial from B test. The statistical population of the study included all educational centers of 4-5 year old children, which comprised 500 preschools in the academic year 92-93. The research sample of the present study included 50 preschoolers (25 in the experimental group and 25 in the control group) who were selected randomly through cluster sampling. The Montessori Method of education was employed for three months. After that, the data was gathered and analyzed through Covariance method. The results indicated that the Montessori Method of education was effective on the 4-5 year old children's creativity. Regarding four dimensions of creativity, Montessori Method was effective in enhancing the dimensions of fluency, flexibility, originality and elaboration in children.
Language: Persian
ISSN: 2345-6299, 2476-5627
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
Doctoral Dissertation
Über selbsttätige Erziehung der Vorschulkinder bei Maria Montessori und im Kindergarten der Deutschen Demokratischen Republik [About the independent education of the preschool children with Maria Montessori and in the kindergarten of the German Democratic Republic]
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Language: German
Published: Berlin, Germany, 1961