For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Environmentally Enriched Classrooms and the Cognitive and Perceptual Development of Negro Preschool Children
Available from: APA PsycNet
Publication: Journal of Educational Psychology, vol. 63, no. 1
Date: 1972
Pages: 15-21
See More
Abstract/Notes: Evaluated the effects of placing additional equipment in preschool classrooms on the cognitive and perceptual development of 123 Negro preschool children. Students were randomized into 6 experimental and 6 control classes. Pre- and post-tests of the Stanford-Binet IQ, Wechsler Preschool and Primary Scale of Intelligence Performance IQ, and 4 subtests of the Illinois Test of Psycholinguistic Abilities were administered. Both desirable and undesirable effects resulted from the environmental enrichment. Results suggest that certain claims about the cognitive and perceptual value of play materials should be reconsidered.
Language: English
DOI: 10.1037/h0032249
ISSN: 0022-0663, 1939-2176
Book Section
Cognitive Performance in Montessori and Nursery School Children
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 156-162
Americas, Cognition, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
See More
Abstract/Notes: This article originally appeared in the Journal of Educational Research, v. 62 (1969), p. 411-416. DOI: 10.1080/00220671.1969.10883885
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1983
Edition: 2nd ed.
ISBN: 0-536-04367-1
Book Section
Montessori with Culturally Disadvantaged: A Cognitive-Developmental Interpretation of Some Research Findings
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 153-162
African American community, Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
See More
Abstract/Notes: This article was originally published as an entry in Early Education, eds. R. D. Hess and R. M. Bear (Chicago: Aldine, 1968), p. 105-118.
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1981
Edition: 1st ed.
ISBN: 0-536-03647-0
Book Section
Montessori with Culturally Disadvantaged: A Cognitive-Developmental Interpretation of Some Research Findings
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 169-180
African American community, Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
See More
Abstract/Notes: This article was originally published as an entry in Early Education, eds. R. D. Hess and R. M. Bear (Chicago: Aldine, 1968), p. 105-118.
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1983
Edition: 2nd ed.
ISBN: 0-536-04367-1
Book Section
Cognitive Performance in Montessori and Nursery School Children
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 140-146
Americas, Cognition, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
See More
Abstract/Notes: This article originally appeared in the Journal of Educational Research, v. 62 (1969), p. 411-416. DOI: 10.1080/00220671.1969.10883885
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1981
Edition: 1st ed.
ISBN: 0-536-03647-0
Book Section
Performance of Montessori and Traditionally Schooled Nursery Children on Social Cognitive Tasks and Memory Problems
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 195-207
Americas, Cognition, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
See More
Abstract/Notes: Reprint of an article that was originally published in Contemporary Educational Psychology, v. 5, no. 2 (1980), p. 124-137. DOI: 10.1016/0361-476X(80)90033-8
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1983
Edition: 2nd ed.
ISBN: 0-536-04367-1
Report
Cognitive Style, Exploratory Behavior and Verbal Fluency in Montessori and Non-Montessori Trained Preschoolers [Preliminary Report]
See More
Language: English
Published: Ontario, Canada, 1971
Book Section
Montessori with the Culturally Disadvantaged: A Cognitive-Developmental Interpretation and Some Research Findings
Available from: Taylor and Francis Online
Book Title: Early Formal Education: Current Theory, Research, and Practice
Pages: 105-118
African American community, African Americans, Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
See More
Abstract/Notes: This chapter describes a small research project evaluating the effects of a Montessori pre-school program upon the cognitive development of a group of Negro children from families in the Aid to Dependent Children category. The program has involved bringing a group of these children into classrooms for middle-class children in a parent-organized Montessori school in Hyde Park. Glen Nimnicht reports that the New Nursery School project at Colorado State College has also found some decreases in IQ in permissive non-integrated classroom programs for culturally disadvantaged children. During the summer, three Head Start classrooms were held in the Ancona Montessori School in the context of a general summer school program. Two of the classrooms were integrated: they were composed of half Head Start children, half middle-class children. The children of average IQ on first testing increased as much as did the children of low IQ on first testing.
Language: English
Published: New York: Routledge, 2017
Edition: 1st
ISBN: 978-1-351-31268-4 978-1-138-52252-7
Book Section
A Critical Consideration of Montessori Education in Its Relation to Cognitive Science and Concrete-to-Abstract Thinking
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 241-249
Cognitive neuroscience, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Neuroscience
See More
Abstract/Notes: Montessori Math pedagogy can be understood from a cognitive psychology perspective. Math concepts are introduced simply and concretely using manipulatives in the early years, followed by reintroduction several times in the years that follow with increasing abstraction and complexity—a progression both logically and developmentally appropriate. Although appreciation is growing in the abstract reasoning that children of all ages are capable of, substantial evidence indicates that grounded representations, like those employed in Montessori math instruction, help children form abstract concepts and generalization.
Language: English
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks
Article
La méthode Montessori et la théorie cognitive-motivationnelle
Publication: Enfant d'aujourd'hui Homme de demain: bulletin de liaison et de diffusion des activités Montessoriennes de l'ouest (Centre de recherche d'étude et de liaison des activités Montessoriennes), no. 14
Date: 1983
Pages: 5-20
Montessori method of education
See More
Language: French