Abstract/Notes: The microstudy presented is a psycho-pedagogical experiment, which consists in applying the Montessori-specific experimental factor to a group of pre-school children in the traditional system. The investigative approach is based on a comparative study, the results obtained being interpreted from both a quantitative and a qualitative point of view. In this paper we started from the premise that Montessori strategies foster the acquisition of reading and writing skills at pre-school age. The general objectives of the investigation are the introduction into the traditional experimental system of alternative methods of acquiring reading-writing skills specific to the Montessori system and the study of the Montessori system for the acquisition of reading and writing skills in methodical terms and from the point of view of the results obtained by applying these strategies.

Language: English

ISSN: 1841-0456, 2247-8671

Abstract/Notes: Presented at AAAA/MANZ conference, September, 2003

Language: English

Abstract/Notes: American Education and Recreation Corporation (AERCO), a firm specializing in pre-school education and operating Montessori and nursery schools in...

Language: English

ISSN: 0746-956X

Language: English

Published: [S.I.]: University of California, 1992

Language: French

ISSN: 0424-2238

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: Yıllardır, eğitimciler ve öğretmenler, her seviyedeki çocuğu eğitme adına en etkili öğretim yöntemini araştırmaktadırlar. Bu araştırmanın amacını, okulöncesi eğitim kurumlarına devam eden 4-5 yaş çocuklarına sayı kavramını kazandırmada Montessori Öğretim Yöntemi ve Geleneksel Öğretim yöntemlerinin etkinliğini karşılaştırmak oluşturmuştur. Bu amaçla, Selçuk Üniversitesi Mesleki Eğitim Fakültesi'ne bağlı İhsan Doğramacı Uygulama Anaokulu'na devam eden 4-5 yaş çocuklarına Montessori Öğretim Yöntemi ve Geleneksel Öğretim Yöntemi ile ?Sayı Kavramı? eğitimi verilerek, hangi yöntemin daha etkili olduğu araştırılmıştır. Araştırma deneysel olarak planlanmıştır. Çocuklardan 20 tanesi 4 yaş (10 tanesi deney grubu, 10 tanesi kontrol grubu) 20 tanesi de 5 yaş (10 tanesi deney grubu, 10 tanesi kontrol grubu) olmak üzere, toplam 40 çocuk çalışma grubunu oluşturmuştur. Araştırmanın başlangıç düzeyinde gerek deney, gerekse kontrol grubuna ön test uygulanarak her iki grubun birbirine denk olduğu sonucu elde edilmiştir. Başlangıç düzeyinin tespitinden sonra 6 haftalık bir süreçte deney grubuna Montessori Eğitim Yöntemine uygun eğitim verilirken, kontrol grubuna da Geleneksel Öğretim Yöntemi ile eğitim verilmiştir. Verilen her iki eğitimin sonunda gruplara son test uygulanmıştır. Verilerin analizinde SPSS programının 15.0 versiyonu kullanılmıştır. Analiz yöntemlerinden Mann-Whitney U testi yapılmıştır. Araştırma sonunda deney grubu ile kontrol grubu arasında deney grubu lehine anlamlı bir fark olduğu tespit edilmiştir. / For decades, researchers and teachers have investigated the most effective teaching methods in educating children at every levels. This study aims to compare the effectiveness of Montessori and Traditional Teaching Methods to make the pre-schoolers acquire mathematical concept. Therefore, the pre-schoolers attending Ihsan Dogramaci Practising Preschool under the title of Faculty of Vocational Education of Selcuk University are taught ?Mathematical Concept? via Montessori and Traditional Teaching Methods to investigate the effectiveness of them. The study is planned as an experimental one. The sample is 20 for 4 years old (10 for experimental and 10 for control groups) and 20 for 5 years old ((10 for experimental and 10 for control groups), totally 40. At the beginning of the research, 40 preschoolers are given pre-test to display the groups are equal to each other. Following pre-test, the experimental group is taught by Montessori while the control group is taught by Traditional Teaching Methods. Mann-Whitney U test Statistical under the title of Pogramming for Social Sciences SPSS 15.0 version is practised to analyze the data. At the end of the trainning, both of the groups are given post test to analyze the outcomes of the methods. At the end of the research, it shows that there is significant differences between experimental and control groups for experimental one.

Language: Turkish

Published: Konya, Turkey, 2008

Abstract/Notes: In order to address perceived problems of readiness for kindergarten it is important to know more about the effect of preschool attendance on improving the literacy skills of phonological awareness. The purpose of the study was to explore the possible effects of belonging to a particular ethnic group, attending preschool, belonging to varying socioeconomic groups, and belonging to a group classified as English as a second language on academic progress in phonological awareness. The data set included 134 children who attended kindergarten in the 2000-2001 school year. The children belonged to one of four preschool cohorts: those who attended a preschool using the High/Scope curriculum, a Montessori preschool program, a Head Start preschool program, and children who had not attended preschool of any kind, including summer preschool. Variables included the seven subtests from the Phonological Awareness Literacy Screening (PALS) for the fall and spring of kindergarten, ethnicity, socioeconomic status (free and reduced lunch) and English as a second language classification. Analysis of variance was used for the exploratory study. Exploratory analysis suggested that ethnicity had an effect on a child's scores in the fall and spring of kindergarten in select subtests (spelling, letter sound and summed score). Analysis also suggested a significant main effect on fall scores of all subtests for socioeconomic status. For children classified as English as a second language, analysis suggested order of means for both fall and spring for all subtests was native English and then English as a Second Language. Finally, the analysis suggested Montessori programs had the highest mean score in all subtests. The no preschool cohort was lowest in both fall and spring on word recognition, alphabet recognition, letter sounds, and summed score. A significant main effect attributable for preschool program was noted on all subtests for both fall and spring.

Language: English

Published: Fairfax, Virginia, 2003

Abstract/Notes: The purpose of this study was to look at how effective daily sight word practice was the acquisition of sight words. The study took place in a public charter Montessori school located in the Midwest. The classroom had 25 students ranging from first through third grade. Researchers assessed the daily sight word practice of 8 first graders. The researchers also administered two surveys which were given to the students and families. Each student was assessed using flashcards on the first day of each week and they were then given a list of those five words each week. They were also assessed on the last day of the week using the same flashcards from the first assessment. After six weeks of new words assessed, the students were then measured on 14 of the sight words within sentences. Overall, there was a positive learning experience for all six weeks. The parent survey focused on their knowledge of sight words and how they work on reading and sight words at home. The study shows daily practice of sight words does in fact help with the acquisition. Many parents know what sight words are but would like to learn new strategies about how to teach sight words to their child. The effects of daily practice helps strengthen the students reading skills and help create fluency.

Language: English

Published: River Falls, Wisconsin, 2023