Language: English

ISSN: 0010-700X

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

Abstract/Notes: Handwashing can prevent diarrhea-related illness and respiratory infections, such as a cold or the flu. This study aims to evaluate the effectiveness of structured intervention program on knowledge and practice of hand washing among preschool children. A quasi-experimental study was conducted in three-time phases among 32 preschoolers aged between 3 to 6 years old in Kedah. The same questionnaire was delivered at each phase and they underwent the intervention program of hand washing. Their performance in hand washing was measured and evaluated using a questionnaire and checklist. The results of the study revealed a significant difference (p<0.05) in mean preschoolers' children score on knowledge and practice before and after participated in the intervention program. Overall, preschoolers' knowledge and practice of handwashing were significantly (p<0.05) improved by the intervention program.  However, as the participants were young children, it is important to emphasize the consistency of reinforcement of knowledge and regular practices of hand hygiene.

Language: English

DOI: 10.59670/jns.v33i.2335

ISSN: 1863-5954, 2197-5523

Abstract/Notes: It was hypothesized that the Montessori curriculum accelerates the acquisition of a number of concrete operational skills. To test this, eighty 4-year-old children were given three Piagetian problems—seriation, classification, and conservation. Half of the subjects were from Montessori schools, and the other half were from more traditional nursery settings. Within each type of school, half of the children were first year and the other half were second year enrollees. Results showed that significantly more Montessori than traditional children seriated and classified objects like concrete thinkers but that there were no differences on the conservation problem. Year of enrollment did not influence performance on any of the tasks. It was concluded that the hypothesis was confirmed and that the failure to find acceleration of conservation performance was due to its advanced nature relative to the other problems and/or the tangential manner in which Montessori exercises deal with the critical concepts that underly it.

Language: English

DOI: 10.1016/0361-476X(76)90055-2

ISSN: 0361-476X

Abstract/Notes: This meta-analysis examines the effects of Montessori Education (ME) on five dimensions of development and learning in preschool and school-age children. It includes data from 33 experimental or quasi-experimental studies comparing ME with other pedagogical approaches (268 effect sizes; n = 21,67). These studies were conducted in North-America, Asia and Europe, and published between 1991 and 2021. Effect size estimated using Hedges’ unbiased g, and a 3-level multilevel meta-analytic approach applied due to the dependency among the effect sizes obtained from the same study. Results showed that ME’s effects on development and learning are positive and vary from moderate to high, depending on the dimension considered: cognitive abilities (g = 0.17), social skills (g = 0.22), creativity (g = 0.25), motor skills (g = 0.27), and academic achievement (g = 1.10). Analyses of different moderators did not reveal differences by school level, type of publication and continent.

Language: English

DOI: 10.1016/j.cedpsych.2023.102182

ISSN: 0361-476X

Abstract/Notes: Golden Age adalah masa keemasan bagi anak usia dini.  Pembelajaran Montessori di TK Kids Republic mempunyai tujuan penelitian untuk mengggambarkan pelaksanaan kemandirian. Penelitian analisis ini menggunakan metode, metode tersebut adalah metode yang digunakan agar mampu melihat perkembangan anak. Observasi dan wawancara merupakan teknik pengumpulan data. Dokumentasi    yang dilakukan oleh peneliti adalah foto-foto atau video kegiatan pembelajaran dan portofolio anak. Penelitian ini berjudul “Analisis Deskriptif Penerapan Pembelajaran Montessori Terhadap Kemandirian Anak di TK Kids Republic Jakarta Timur”. Untuk meningkatkan sikap kemandirian pada anak yaitu dengan metode pembelajaran Montessori dan hasil analisis data penelitian sebelumnya dapat disimpulkan  bahwa terjadi perkembangan yang signifikan terhadap diterapkannya metode pembelajaran Montessori. Anak mengalami perkembangan yang baik. Anak menjadi lebih mandiri  dan mampu mengerjakan hal yang sederhana sendiri. Seperti belajar mempelajari urutan dan keteraturan, belajar memakai sepatu sendiri, belajar mengancingkan baju sendiri, belajar makan sendiri dan mengambil sendiri bahan-bahan yang ada di rak atau meja.

Language: Indonesian

DOI: https://doi.org/10.29062/seling.v9i1.1514

ISSN: 2528-083X, 2540-8801

Language: English

Abstract/Notes: Review

Language: English

Abstract/Notes: I investigated the effect of introducing cooperative games during recess to reduce aggressive behaviors in preschool-age children. The action research was done at an intentionally culturally and socio-economically diverse Montessori school in St. Paul, Minnesota. The 23 children involved were all children from the three to six age group who take daily naps. I recorded every aggressive incident I saw before, during, and after the intervention. I also recorded what cooperative activities I introduced for the intervention. Once before and after the intervention I asked the children if they enjoyed recess. I recorded observational notes such as weather conditions, and what activities the children chose each day. The data did not show that the cooperative games had a significant effect on the number of aggressive incidents recorded. Many more boys than girls were involved in aggressive incidents. There was no significant change in how the children reported their enjoyment of recess. Aggressive behavior could possibly be reduced through another action research project with a longer intervention period, a conflict resolution plan, and more purposeful activities for the children outside.

Language: English

Published: St. Paul, Minnesota, 2016

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