Abstract/Notes: This report answers questions that parents are likely to ask about preschool reading instruction. It discusses the origins, curriculum change, new concepts of intelligence and the various teaching methods such as Montessori and the British Infant School. Unlike previous generations, today's child is exposed to visual and auditory stimulation, and to forces converging simultaneously on the preschool curriculum. Events in technology, social and political changes, have exerted tremendous influence on revamping preschool educational programs. A checklist to determine whether or not the home provides for the development of early reading is offered, along with a Selected Book List for children of various ages. The need for emotional development and language skills is reviewed, good experiential backgrounds on which to base language, and an interest in reading. Although the learning of reading is highly individualized, it appears that preschool children can learn to read earlier. The parent is warned, however, that worry about a child's inability to learn to read may handicap a child, and in that case instruction is best left to the school. Trust, encouragement and interest are suggested. (For related documents, see PS 005 928 - 929.) (RG)

Language: English

Published: Bloomington, Indiana, Jun 1972

Abstract/Notes: This report presents three interpretive manuscripts on preschool reading instruction for three audiences: the school administrator, the school teacher, and the parent. "Preschool Reading Instruction: Information for the Administrator" discusses the origins of preschool reading instruction, reviews the research dealing with preschool reading instruction, and presents information necessary for installing a preschool reading program. Similarly, "Preschool Reading Instruction: Information for the Teacher" presents a review of the literature on preschool reading instruction, along with suggestions and materials for teaching preschool reading. "Preschool Reading Instruction: Information for the Parent" provides answers to questions parents ask about preschool reading instruction and suggests guidelines parents might follow in helping the preschool child before he learns to read. (Author)

Language: English

Published: Bloomington, Indiana, Jun 1972

Language: English

ISSN: 0571-1142

Language: English

Published: Baltimore, Maryland: Johns Hopkins University Press, 1972

ISBN: 978-0-8018-1370-2 0-8018-1370-0

Abstract/Notes: The Master Gardener Classroom Garden Project provides many inner-city children in the San Antonio Independent School District with an experiential way of learning about horticulture, gardening, themselves, and their relationships with their peers. To evaluate the benefits of participation in the Classroom Garden Project, data was collected on 52 second and third grade students. Qualitative interviews indicate that participation in the gardening project has had many positive effects on the school children. The children have gained pleasure from watching the products of their labor flourish, and have had the chance to increase interactions with their parents and other adults. In addition, the children have learned the anger and frustration that occur when things of value are harmed out of neglect or violence.

Language: English

ISSN: 2051-0780

Language: English

ISSN: 1071-6246

Abstract/Notes: This study compared Montessori and day care compensatory programs for disadvantaged children. Students in the treatment programs were compared to a disadvantaged control group and an advantaged middle-class control group on eight tests of cognitive skill and on a composite factor score derived from the eight tests as a single summary index. Analysis indicated that treatment differences existed on six of the nine analyses. Both preschool programs were effective in raising levels of performance beyond those of other disadvantaged Students and both approached middle class levels of performance, yet the treatment groups did not differ from each other.

Language: English

DOI: 10.1080/00220671.1974.10884719

ISSN: 0022-0671

Abstract/Notes: There is strong evidence linking adverse childhood experiences (ACEs) and poor outcomes in adulthood both in terms of mental and physical health. Gaps in both the evidence base and research priorities still exist. These include understanding how to identify and assess risk in children who have experienced ACEs, and also the development and, importantly, the evaluation of interventions. Outstanding gaps include whether there are sensitive periods during childhood, the role of resilience/protective factors, the causal relationships, biological mechanisms and relative risk of ACEs for particular negative outcomes. ACEs affect individual children differently and chronic exposure appears to increase the risk of poor outcomes in adulthood, meaning interventions should also be tailored to the individual children, families and communities. Generally, there needs to be better evaluation of interventions and dissemination of this information to ensure that their use is evidence based. More input from affected communities, clinicians, funding bodies and Government departments is required to identify research priorities and ensure gaps in the evidence base are addressed.

Language: English

DOI: 10.1017/S1474746419000149

ISSN: 1474-7464, 1475-3073

Abstract/Notes: O presente estudo teve por objetivo registrar o processo de construção, em tempo real, do portfolio como instrumento de avaliação da aprendizagem de alunos de 6 a 9 anos do Ensino Fundamental I, do Colegio Agora, Escola Montessoriana. O que caracteriza o portfolio como modalidade de avaliação nao e o seu formato fisico, mas a concepcao de ensino que ele veicula. O estudo foi desenvolvido durante o ano letivo de 2009 em diferentes etapas: preparação, desenvolvimento e avaliação. Cada uma delas contribuiu, em importância, para a parceria entre os elementos do processo educacional: o educando, educador e a familia, visando transformar o metodo de avaliação no Ensino Fundamental I, favorecendo o trabalho coletivo e uma ‘nova’ meta de ensino-aprendizagem. Chegado ao final do 3º trimestre, percebeu-se o quanto os alunos compreendiam claramente o caminho percorrido, suas dificuldades e conquistas. O portfolio tratado como abordagem pedagogica didatica realizada com fidelidade às etapas de desenvolvimento de cada crianca dentro dos agrupamentos constituiu um caminho facilitador de aprendizagens significativas, de descobertas e construção de identidade pessoal, no sentido do desenvolvimento integral dos alunos. Recomenda-se que seja elaborada uma ficha para validar, de forma sistematica, as proximas construcoes do portfolio, como tambem o registro e a documentação do desenvolvimento e dos niveis de aprendizagem de cada aluno, a cada trimestre letivo. / El objetivo del estudio es presentar el proceso de construcción en tiempo real del portafolio como una herramienta para evaluar el aprendizaje de los alumnos de 6 a 9 años del Colegio Agora, una Escuela Montessori. Lo que caracteriza el portafolio como un medio de evaluacion no es su formato fisico, sino el diseño de la enseñanza que transmite. El estudio se llevo a cabo durante el año 2009 en las distintas etapas: preparacion, desarrollo y evaluacion. Cada una de ellas contribuyo bastante en la asociacion de los elementos del proceso educativo: el educador, el alumno y la familia, para transformar el metodo de evaluacion en la escuela primaria, fomentando el trabajo en grupo y un "nuevo" objetivo de enseñanza-aprendizaje. Al llegar al final del tercer trimestre, se observo como los estudiantes entendieron con claridad el camino, sus dificultades y logros. El portafolio tratado como un enfoque pedagogico para la enseñanza lleva a cabo con fidelidad las etapas de desarrollo de cada estudiante dentro de los grupos. Una manera de facilitar el aprendizaje significativo, el descubrimiento y la construcción de la identidad personal, hacia el pleno desarrollo de los estudiantes. Se recomienda que se elabore una ficha para validar, de manera sistematica, las proximas construcciónes del portafolio, asi como el registro y documentacion de desarrollo y de los niveles de aprendizaje de cada estudiante, cada trimestre escolar.

Language: Portuguese

ISSN: 2175-2753

Abstract/Notes: The purpose of this study was to conduct a psychometric validation of a course evaluation instrument, known as a student evaluation of teaching (SET), implemented in a Montessori high school. The authors demonstrate to the Montessori community how to rigorously examine the measurement and assessment quality of instruments used within Montessori schools. The Montessori high school community needs an SET that has been rigorously examined for measurement issues. The examined SET was developed by a Montessori high school, and the sample data were collected from Montessori high school students. Using a Rasch partial credit model, the results of the analysis identified several measurement issues, including multidimensionality, misfit items, and inappropriate item difficulty levels. A revised version of the SET underwent the same analysis procedure, and the results indicated that measurement issues persisted. The authors suggest several ways to improve the overall measurement quality of the instrument while keeping the Montessori foundation. Additional validation studies with a revised version of the SET will be needed before the instrument can be endorsed for full implementation in a Montessori setting.

Language: English

DOI: 10.17161/jomr.v3i1.5871

ISSN: 2378-3923