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Article
Social and Emotional Adjustment of First Grade Children with and without Montessori Preschool Experience
Available from: APA PsycNET
Publication: Child Study Journal, vol. 11, no. 4
Date: 1981
Pages: 231-246
Comparative education, Efficacy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Social and emotional behaviors of 56 Ss with and without Montessori preschool experiences as 3-, 4-, and 5-yr-olds were assessed upon entrance into 1st grade. Social and emotional behaviors were rated with the Classroom Behavior Inventory (CBI) by independent researchers and teachers. Self-concept of the selected sample of children was assessed using the Inferred Self-Concept Scale. The observed social and emotional behaviors were correlated with the children's scores on the Metropolitan Readiness Test (MRT) to examine possible relationships between social and emotional behaviors and achievement level. No differences in social and emotional behaviors of Ss entering 1st grade with and without the Montessori preschool experiences were observed. Nor were there any differences in the self-concept of Ss with and without the preschool experience. Positive task-oriented behaviors as observed with the CBI were found to be positively related to achievement level as measured by the MRT. (16 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Language: English
ISSN: 0009-4005
Article
Effects of Perceptually Rich Manipulatives on Preschoolers' Counting Performance: Established Knowledge Counts
Available from: JSTOR
Publication: Child Development, vol. 84, no. 3
Date: 2013
Pages: 1020-1033
Article
Long-Term Effects of Four Preschool Programs: Ninth- and Tenth-Grade Results
Available from: JSTOR
Publication: Child Development, vol. 55, no. 4
Date: Aug 1984
Pages: 1570-1587
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: Follow-up of achievement test and IQ data on low-income black youths who had participated for 1 year in Bereiter-Engelmann, DARCEE, Montessori, or Traditional prekindergarten was continued through ninth and tenth grades. Stable trends persisted. Montessori males and DARCEE females were high; Montessori males were performing at about grade level on reading and math; IQs parallelled achievement test results. Additional tests of fluid intelligence, task persistence, self-esteem, divergent thinking, task approach, and aspirations and expectations were administered in ninth and tenth grades. Results from program comparisons and factor analyses were consistent with those on IQ and school achievement. The possibility of relationships between techniques used in the different preschool programs and sex differences in children's developmental level was discussed.
Language: English
DOI: 10.2307/1130027
ISSN: 0009-3920, 1467-8624
Article
Long-Term Effects of Four Preschool Programs: Sixth, Seventh, and Eighth Grades
Available from: JSTOR
Publication: Child Development, vol. 54, no. 3
Date: Jun 1983
Pages: 727-741
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
Article
Rehabilitation of socially withdrawn preschool children through mixed-age and same-age socialization
Available from: JSTOR
Publication: Child Development
Date: Dec 1979
Pages: 915–922
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Language: English
ISSN: 0009-3920, 1467-8624
Article
The Importance of Using Maria Montessori Methodology in Preschool Education
Available from: IndianJournals
Publication: Asian Journal of Multidimensional Research (AJMR), vol. 9, no. 4
Date: Apr 2020
Pages: 186-191
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Abstract/Notes: This article explains the importance of using the methodology of Maria Montessori, an Italian researcher who has been successfully practicing in preschool education. The author also focuses on the role of modern pedagogical technology in personal education and comments on the practical possibilities of Montessori's research in preschool education.
Language: English
DOI: 10.5958/2278-4853.2020.00117.2
ISSN: 2278-4853
Article
The Montessori Preschool: Preparation for Writing and Reading
Available from: Springer Link
Publication: Annals of Dyslexia, vol. 47
Date: 1997
Pages: 241-256
Children with disabilities, Dyslexic children, Inclusive education, Learning disabilities
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Abstract/Notes: Dr. Maria Montessori was a perceptive observer of the learning processes of children, and nowhere is this revealed more clearly than in her approach to language. She viewed reading as the ultimate abstraction of language rather than a specific skill to be taught. Decoding is the skill to be taught. The concept of indirect and direct preparation for learning is of major importance in the rich heritage she gave us. She saw the existence of an epigenesis of intellectual functioning, which implies that the experiential roots of a given schema, or learned behavior, will lie in antecedent activities that may be quite different in structure from the schema to be learned. She used this principle effectively. This article discusses how Montessori's method and materials address the indirect and direct preparation for learning written language.
Language: English
DOI: 10.1007/s11881-997-0028-4
ISSN: 0736-9387, 1934-7243
Article
Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 45, no. 2
Date: 2008
Pages: 443-494
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Abstract/Notes: A randomized-trials design was used to evaluate the effectiveness of a preschool mathematics program based on a comprehensive model of research-based curricula development. Thirty-six preschool classrooms were assigned to experimental (Building Blocks), comparison (a different preschool mathematics curriculum), or control conditions. Children were individually pre-and posttested, participating in 26 weeks of instruction in between. Observational measures indicated that the curricula were implemented with fidelity, and the experimental condition had significant positive effects on classrooms' mathematics environment and teaching. The experimental group score increased significantly more than the comparison group score (effect size = 0.47) and the control group score (effect size = 1.07). Early interventions can increase the quality of the mathematics environment and help preschoolers develop a foundation of mathematics knowledge.
Language: English
ISSN: 0002-8312, 1935-1011
Article
Universal Preschool: Why Montessorians Need to Support It
Publication: Public School Montessorian, vol. 19, no. 1
Date: Fall 2006
Pages: 24-25
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Language: English
ISSN: 1071-6246
Article
Teacher-Child Interactions in Preschool and Task Persistence
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 15, no. 3
Date: 1978
Pages: 459-466
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Abstract/Notes: This study was designed to investigate specific aspects of preschool teacher-child interactions as they relate to task persistence in classroom vs. laboratory settings. It was hypothesized that teacher's criticism and interference would be associated with low task behavior in children, and that reward would be associated with high task behavior in both the classroom and an experimental setting; and that the children's task behavior in the two settings would be correlated. The procedure involved observation of teacher and antecedent child behavior in four Montessori classrooms for 8 days; timed observations of percent of time each child spent on-task in the classroom; and an experimental task, given individually outside the classroom. The results confirm all hypothesized relationships except that between reward in the classroom with persistence on the experimental task.
Language: English
DOI: 10.3102/00028312015003459
ISSN: 0002-8312, 1935-1011