Abstract/Notes: This research investigates the learning impact of Montessori prekindergarten training as compared to traditional approaches with economically deprived Puerto Rican and Negro children. The three-part, 156-page monograph includes a 22-page introduction to Parts I and II, and a 37-page appendix to Part I. Parts I and II assess training effects of the first year of schooling, focusing on children beginning prekindergarten at approximately 4 to 4 1/2 years of age. The basic research design also includes an evaluation of training for children beginning school at 3 to 3 1/2 years. Part I contains an evaluation of perceptual and cognitive abilities. Part II investigates pupil preference for cognitive styles typifying ego strength in the young child and relevant for autonomous problem-solving strategies. Part III includes a follow-up assessment conducted at the end of kindergarten in order to investigate the cumulative effects of training over a longer period of schooling. The appendix to Part I contains age, sex, and ethnicity trends for the population investigated, a 25-page description of the test battery, a sample teaching log monthly checklist, and a list of sample questions for teacher interviews. The monograph also includes a list of 54 references used for Parts I, II, and III.

Language: English

Published: New York, New York, Sep 1969

Language: German

Language: Spanish

Abstract/Notes: Explains the importance of the last year of the primary cycle in the Montessori program.

Runtime: 13 minutes

Language: English

Published: Terra Ceia Island, Florida, 2006

Abstract/Notes: V magistrski nalogi smo združili področji angleškega jezika in predšolske vzgoje. Osredotočili smo se na sodobne pristope poučevanja tujega jezika v vrtcu Montessori ter želeli ugotoviti, kako predšolski otroci usvajajo tuj jezik. V teoretičnem delu smo pregledali teorijo pedagogike Montessori in značilnosti učenja ter poučevanja tujega jezika v predšolskem obdobju. Empirični del smo zastavili tako, da je združil obe področji. V Hiši otrok Antonina v Biljah pri Novi Gorici smo s pomočjo opazovalnega lista pridobili potrebne informacije, s katerimi smo odgovorili na že prej zastavljena raziskovalna vprašanja ter potrdili oziroma zavrnili zastavljene hipoteze. Pri opazovanju smo se osredotočili na strategije poučevanja angleškega jezika, metode dela, tematike učnih ur, raznolikost dejavnosti, uporabljene materiale, aktivnost otrok, uporabo angleškega jezika, odziv vzgojitelja na napake otrok in na napredek otrok ob večkratni ponovitvi individualnih in skupinskih dejavnosti. Ker sta vzgojiteljici med učenjem angleščine nenehno uporabljali angleški jezik, so se otroci poleg besedišča učili tudi melodijo in ritem jezika, kar jim bo pomagalo pri nadaljnjem učenju angleščine. Koncept Montessori poskuša otroke izoblikovati tako, da bodo v nadaljnjem življenju samostojni, odgovorni in potrpežljivi. Otroci se preko različnih pravil in dejavnosti tega učijo. [In this Master's thesis we combined English language and preschool education. We focused on modern ways of teaching and learning a foreign language in Montessori kindergarten. In theoretical part we took a look at theory of Montessori pedagogy and theory of learning a foreign language in kindergarten. In empirical part we combined these two together. In Hiša otrok Antonina in Bilje near Nova Gorica we organised an observation of a group of children from the second age group in kindergarten. In our observations we used observation sheets. With those, we obtained the information we were interested in. During our ten observations we focused on seventeen points of our observation sheet. The first part contained basic information like the name of the observer, the name of the teacher, number of children, age group, theme and lesson aims, goals of the activities, methods used, didactic materials, the language of instructions, comprehension of instructions, teacher's reaction to children's mistakes, teacher's usage of English language, whether the children waited for a specific material or they focused their attention on something else, whether children were active during different tasks, whether children returned to the same material and an observation of individual's and group's multiple usage of the same material.]

Language: Slovenian

Published: Maribor, Slovenia, 2017

Abstract/Notes: The Philadelphia Prekindergarten Head Start program is a child development program for three and four-year-old children from low income families which stresses an interacting and multi-disciplinary attempt to improve the child's physical and emotional health, his family relationships, and his abilities to function better as a person. The program was designed from the beginning to implement five different early childhood educational models (Bank Street, Behavior Analysis, Montessori, Open Classroom, and Responsive Learning). The 1975-1976 evaluation activities for Philadelphia's Prekindergarten Head Start program continued to focus on the major goals for children. There was found to be some range in practices among centers in terms of (1) extent of model implementation, (2) classroom differences within a model, (3) number of parent volunteers, (4) grouping practices, and (5) provisioning. Observation data yielding the above information are summarized according to model and across the total program. The Denver Developmental Screening Test (D.D.S.T.) was administered during October and April to 82% and 84% of the population respectively. In April only 1.8% of the population was identified as having a developmental delay as defined by the D.D.S.T., a decrease of about 40% from the Fall administration. While Prekindergarten Head Start children are from families of low socio-economic status, the April D.D.S.T. results confirmed, as was the case in 1974-1975, that the population screened had improved after a year of program participation so that there were far fewer children "at risk" than were found in the norming population. (Author/MV)

Language: English

Published: Philadelphia, Pennsylvania, Jul 1976

Abstract/Notes: The article introduces the principles of Montessori education while it more concretely focuses on the principle of free choice. The authors present partial results of a quantitative research in which the questionnaire was used as the main research method. Its items were focused on the principle of free choice and on the perception of freedom itself. The questionnaire was presented to teachers of Montessori kindergartens and to the parents whose children attend this kindergarten. The results were analysed after a deep study of literature which deals with the philosophy of freedom and Montessori education. The aim of the research was to find out whether the respondents perceive the difference between the principle of free choice and freedom in general. Additionally, the authors wanted to find out if the perception of this field is the same between the teachers and the parents, or if there are differences between those two groups; and if the parents whose children attend this kindergarten are aware of the application of the principle of free choice. The research bases a deeper research of the principle of free choice. The next aim is to examine how is the principle of free choice applied by children of the stated Montessori kindergarten via the method of observation, while the authors also want to focus on the children who switch from Montessori kindergarten to a common basic school.

Language: English

Published: Seville, Spain: International Academy of Technology, Education and Development (IATED), 2018

Pages: 5801-5805

DOI: 10.21125/iceri.2018.2364

ISBN: 978-84-09-05948-5

Abstract/Notes: This report is a compilation of information on the educational, parent involvement, health services, social services, and staff development components of Prekindergarten Head Start, a School District of Philadelphia child development preschool program for children of low income families. Instructional models used in the program were Bank Street, Montessori, Behavioral Analysis, Open Classroom, and Responsive Learning. Children's development was documented by teachers using checklists in seven areas: gross motor, fine motor manipulation, writing, social, self-help, language, and cognition. Information on the program was gathered through various instruments involving direct observation, opinion surveys, and summary documents. While all groups of children were found to show increases in their developmental skills different developmental "profiles" were found for the different instructional models. The majority of the 850 children in the program were screened for a variety of health problems, and most found to be in need were treated. Ninety three percent of the 700 families with children in the program were identified as needing help of a social service nature, and nearly 75% of the families so identified received help. Parents participated in a variety of center activities. Staff workshops were reported to affect classroom practices. Appendices contain evaluation forms and observation data. (SB)

Language: English

Published: Philadelphia, Pennsylvania, Jul 1977

Abstract/Notes: The Prekindergarten Head Start (PKHS) program employed five different instructional models: Bank Street (BS), Behavior Analysis (BA), Montessori (M), Open Classroom (OC), and Responsive Learning (RL). All program components: education, social service, health and nutrition, staff development, and parent involvement performed as expected. Data from classroom observations indicate activities involving the following developmental categories were most often addressed: social interaction/rapport, language/vocabulary, and fine motor manipulation. A comparison of the developmental status (as reported on the Developmental Behavior Checklist) of PKHS children with the total prekindergarten population showed PKHS children performed successfully on the same or a greater number of items than the total prekindergarten population. Seventy-four percent of the PKHS population received physical exams and developmental histories. Social service workers made 6,030 family contacts focusing on attendance and recruitment. Approximately 85% of the PKHS Instructional staff attended staff development workshops. Respondents indicated that the workshops had greatest impact in two areas: basic skills and suspected child abuse and neglect. Seventy-eight percent of 565 parents attended at least one meeting, activity, or workshop during the year. All data collection instruments are appended. (Author/CP)

Language: English

Published: Philadelphia, Pennsylvania, Oct 1978

Abstract/Notes: Oriented toward a direct instructional routine in preparation for regular school, the Philadelphia Prekindergarten Head Start Program (PKHS) provides experiences to counter-balance effects of social and economic disadvantagement; parent involvement; staff development; and special supportive services. It employs five instructional models: Bank Street, Behavioral Analysis, Montessori, open classroom, and responsive learning. Observations indicate that children's activities usually emphasized language and social developmental skill areas, while adults were primarily observed in group leader or direct teacher roles. When tested against the Developmental Behavior Checklist, PKHS children accomplished approximately the same number of items as the total prekindergarten population. During the course of the program the number of children identified as developmentally "delayed" or "suspicious" decreased by 50 percent. It also appears that the program has a positive lasting effect on children's scores on standardized tests through grade 5. Children enrolled in the program received extensive psychological, nutritional and social services during 1979-80. Parent involvement in the program was high in both classroom participation and policy or planning meetings. Staff development was also a major component of the program. Over 70 percent of staff attended more than five workshops during the year. (Author/AEF)

Language: English

Published: Philadelphia, Pennsylvania, Jan 1981