Language: English

ISSN: 1071-6246

Abstract/Notes: Pronunciation is one of important aspects in English and one of the necessary components of oral communication. The purpose of this research is to find out Montessori Method and Demonstration Method effect on students’ Achievement in Pronunciation at Nakamura School. The method of this research based on experimental quantitative research doing with using a number, statistics process and structure. The population of this research will use to the primary 1 students of Nakamura School Medan. The writer used simple Random Sampling that is subset of individuals 9 a sample (chosen from a larger set 9 a population), each individual is chosen randomly and entirely. After collecting and analyzing the data, it was found that the lowest score of pre-test in experimental group was 20 and the highest score was 40 and the mean of pre-test was 30.00 and  after administrated the method of Montessori method, the researcher found the lowest  score of students’ pronunciation was 40 and the highest score was 80 and the mean of post-test was 61.43. It means that there was 20 (40-20) difference of the lowest score in pre-test and post-test. The mean score of the pre-test was 30.00, and the post-test is 61.43 (61.43 – 30.00 = 31.43). It can be concluded that the students’ scores in pre-test of experimental group was smaller than post-test, which was using Montessori method. The lowest score of pre-test in experimental group by Demonstration method was 10 and the highest score was 30, and the mean of pre-test was 22.86. After post-test was administered, the lowest score in experimental group was 50 and the  and the highest was 80 and the mean of post-test was 61.43. The lowest score significantly improved. It means that the difference of the score was 50 (100-50). It also happened to the highest score, 80 improved to 100 (100-80 = 20). It means that the difference of the score was 30. The mean of pre-test was 22.86 and post-test was 61.43 (61.43- 22.86= 38.27). It can be concluded that the students’ score in the experimental group which was taught by applying Montessori method was significantly different and the students’ score in pre-test of experimental group was smaller than post-test , which was Demonstration method.

Language: English

DOI: 10.31004/jrpp.v6i3.18591

ISSN: 2655-6022, 2655-710X

Abstract/Notes: Over the past several years, with support from key Association Montessori International – USA (AMI-USA) leaders, many Montessori schools have adopted the Ages and Stages Questionnaires (ASQ) as a tool to screen young children for developmental disabilities or delays, to have key conversations with parents, and to ensure children receive the support they may need. While research supports many positive benefits of using such a screener, it is less understood how Montessori guides and administrators of Montessori children perceive potential benefits or challenges of using such a tool. As such, the aims of the present evaluation study are threefold: (1) To investigate the current realities and needs of Montessori community partners in supporting students with developmental disabilities or delays. (2) To assess Montessori guide and administrator attitudes, beliefs, knowledge, skills, confidence, and self-efficacy around using universal screeners to support students with developmental disabilities or delays as well as the extent to which they believe they have requisite the tools and resources they need before and after completing an ASQ training. (3) To highlight associated benefits or challenges of implementing the ASQ training and tool as an aid for Montessori guides and administrators in supporting students with developmental disabilities or delays.

Language: English

Published: Woodsboro, Maryland, June 30, 2023

Abstract/Notes: The goal of this research was to explore teachers' and university students' perceptions of material, cognitive and affective-motivational characteristics as well as the acceptance of didactic materials used in Montessori schools. It has been found that both teachers and university students are not familiar enough with alternative pedagogical concepts and believe there's an insufficient number of them in Croatia. While teachers prefer Cosmic Education and Mathematics materials, university students like Language Education materials more, although teachers show more willingness to use Language Education materials in teaching whereas university students use Cosmic Education materials more readily. Both university students and teachers find it most demanding to make Cosmic Education materials, but they also believe such materials to be most concrete. The results have shown that both university students and teachers are more willing to use in teaching such positively evaluated examples of Montessori didactic materials, which have been explored in this research, when they believe them to be valuable, desirable, necessary and useful.

Language: Croatian, English

DOI: 10.15516/cje.v17i3.1054

ISSN: 1848-5189, 1848-5197

Language: English

ISSN: 1071-6246

Abstract/Notes: This study explores the role of Montessori pedagogy for early childhood pupils in Saudi Arabian. In order to fulfil this aim, this study collected data from a sample of 12 teachers in different five schools in order to explore their attitudes towards the adoption of Montessori pedagogy in early childhood schools. Two types of data collection methods (i.e. interviews and questionnaire) were used in this study. The numeric data collected from the questionnaire was analysed statistically and the textual data collected from interviews were analysed using thematic analysis. The findings indicate that teachers believe that using Montessori Pedagogy can help students in early childhood as it enhances their learning quality and performance. Furthermore, using Montessori pedagogy is preferable among teachers of younger ages. However, an efficient adoption of Montessori pedagogy requires sufficient experience from the teachers in using this pedagogy. Other factors that influence the attitudes of teachers towards using Montessori pedagogy include availability of specialist support and the existence of training courses for teachers. In regard to limitations, the results of this study cannot be generalized to the whole population due to the small size of sample adopted in this research.

Language: English

Published: Palma, Spain: International Academy of Technology, Education and Development (IATED), 2019

Pages: 5362-5362

DOI: 10.21125/edulearn.2019.1316

ISBN: 978-84-09-12031-4

Abstract/Notes: Early childhood education has been shown to positively impact future academic performance, as well as social and emotional development. With ever-increasing demands being placed on children's academic performances, school readiness has become a key component of academic success. The purpose of this quantitative causal-comparative study was to examine the effectiveness of different early childhood curriculum models in preparing children for kindergarten, and to investigate whether one early childhood curriculum model better prepares students than another. The theoretical framework for the study is based on the developmental constructivist theories of Piaget, Vygotsky, Erikson, and Dewey. Kindergarten teachers assessed school readiness by administering the Kindergarten Observation Form. Each student had matriculated from either Montessori, High/Scope, or Reggio Emilia programs or early childhood programs without an identified curriculum model. Kindergarten teachers rated students on 24 items related to areas of cognitive, linguistic, social, emotional, and physical development. ANOVA and post-hoc tests revealed that students matriculating from programs without an identified curriculum model scored significantly better than their counterparts, F (3,122) = 5.33, p = .002. Implications for social change include improved kindergarten readiness on the part of students, increased awareness by educators as to best practices in early childhood education, and, a move towards understanding the types of environments in which children learn best.

Language: English

Published: Minneapolis, Minnesota, 2012

Language: English

Language: English

Abstract/Notes: This study examines the school’s physical environment as a place of learning, and takes its starting point in the phenomenology movement, inspired both by Merleau-Ponty’s thesis of man’s physical relation to the world and by the existential analysis represented by Heidegger which implies a mutual relationship between man and the world. Such a view rejects a standpoint which describes man as being divided between a material body and a thinking soul. Instead, there emerges an embodied self which engages in meaningful interaction with its surroundings. The choice of this standpoint has implications for the design of the school’s physical environment. Montessori pedagogy is one of the activity-based pedagogies which have designed the physical environment in line with this theory. The purpose of the study is to understand, but further to visualise, the way in which the conditions for learning for children and adolescents are created in schools, from pre-school to lower secondary level, which follow the Montessori pedagogy. The material for the empirical study has been gathered from Europe and the US and from differing social contexts. The reason for this is to discover what distinguishes the prepared environment. The study also discusses the way in which the argument for a form of schooling which is based on activity, from the early 20th century to the present day, has been addressed through the architectural design of schools. The thesis shows that the rich array of didactic material in the schools observed offers pupils the opportunity to perform activities which create meaning. The organisation of the environment provides the pupils with the necessary conditions to concentrate fully on their work and to complete their tasks without interruption. I see the didactic continuity which prevails from pre-school to the lower secondary school in the Montessori schools studied as a prerequisite if the pedagogical activity is to offer meaning and create the conditions for learning in the way demonstrated by the empirical studies.

Language: Swedish

Published: Stockholm, Sweden, 2012