Abstract/Notes: This meta-analysis examines the effects of Montessori Education (ME) on five dimensions of development and learning in preschool and school-age children. It includes data from 33 experimental or quasi-experimental studies comparing ME with other pedagogical approaches (268 effect sizes; n = 21,67). These studies were conducted in North-America, Asia and Europe, and published between 1991 and 2021. Effect size estimated using Hedges’ unbiased g, and a 3-level multilevel meta-analytic approach applied due to the dependency among the effect sizes obtained from the same study. Results showed that ME’s effects on development and learning are positive and vary from moderate to high, depending on the dimension considered: cognitive abilities (g = 0.17), social skills (g = 0.22), creativity (g = 0.25), motor skills (g = 0.27), and academic achievement (g = 1.10). Analyses of different moderators did not reveal differences by school level, type of publication and continent.

Language: English

DOI: 10.1016/j.cedpsych.2023.102182

ISSN: 0361-476X

Abstract/Notes: Because we experience the trauma of global tragedy in a much more immediate and unfiltered way than we used to, it is more difficult for us to shield ourselves and our children from the barrage of sensationalized and politicized images flooding our environment. To achieve this, I looked for articles that: * were Montessori-compatible in that they had at their center the experience of the child, aligned with our understanding of the planes of development, and spoke to the human tendencies toward orientation, gregariousness, order, communication, exploration, and self-perfection; * were parent-friendly in that they were easy to read and digest, offered practical advice, and did not put added pressure on parents to be more perfect or blame parents for not being able to control children's media exposure; * were accurate from a child development and psychology perspective, and offered a realistic view of how media are produced and disseminated; * came from sources that are reasonably reputable and proactive in their management of other social issues; * put the onus on the adult, not the child, to create an environment in which resilience can be developed (in essence, furthering the spiritual preparation of the teacher). "According to the UN, young people, including children, are the largest group of people affected by disasters across the world. " "Talking to Children about Violence: Tips for Parents and Teachers," by the National Association of School Psychologists (bit.ly/2rFWIsK) This article presents 7 tips to support children in dealing with the aftermath of violent events, along with a list of talking points to use that will reassure children while maintaining a realistic outlook.

Language: English

ISSN: 1054-0040

Abstract/Notes: he importance of thinking and problem-solving skills, and the ability to integrate and analyze information has been recognized and yet may be lacking in schools. Creativity is inherently linked to problem finding, problem solving, and divergent thinking (Arieti, 1976; Csikszentmihalyi, 1990; Milgram, 1990). The importance of early childhood education and its role in the formation of young minds has been recognized (Caine & Caine, 1991; Montessori, 1967a, 1967b; Piaget, 1970). Early childhood education also impacts creativity (Gardner, 1999). The features of brain-based learning (Caine & Caine, 1991; Jensen, 1998; Sousa, 2001; Wolfe, 2001) have a clear connection to nurturing the creative potential in students. Intrinsic motivation and emotions affect student learning and creativity as well (Hennessey & Amabile, 1987). The purpose of this study was to discern if a creativity-focused science curriculum for the kindergarteners at a Montessori early learning center could increase creativity in students. This action research study included observations of the students in two classrooms, one using the creativity-focused science curriculum, and the other using the existing curriculum. The data collected for this interpretive study included interviews with the students, surveys and interviews with their parents and teachers, teacher observations, and the administration of Torrance's (1981) Thinking Creatively in Action and Movement (TCAM) test. The interpretation of the data indicated that the enhanced science curriculum played a role in enhancing the creativity of the children in the creativity-focused group. The results of the TCAM (Torrance, 1981) showed a significant increase in scores for the children in the creativity-focused group. The qualitative data revealed a heightened interest in science and the observation of creative traits, processes, and products in the creativity-focused group children. The implications of this study included the need for meaningful learning experiences, experiential learning opportunities, critical thinking and problem solving activities, and an emphasis on freedom, independence, and autonomy on the part of the learner. These elements, when combined with an integrated science curriculum, can foster creativity in young children.

Language: English

Published: Santa Barbara, California, 2005

Language: English

Language: English

ISSN: 1470-8647

Abstract/Notes: Masalah dalam Penelitian ini Adakah pengaruh penggunaan media sandpaper letters terhadap pengenalan huruf  pada anak  kelompok B di PAUD Jaya Henida Palembang?. Penelitian ini bertujuan Untuk mengetahui pengaruh penggunaan media sandpaper letters terhadap pengenalan huruf anak  kelompok B di PAUD Jaya Henida Palembang. Metode penelitian yang digunakan pada penelitian ini adalah pendekatan deskriptif kualitatif. Teknik pengumpulan data dalam penelitian ini adalah dokumentasi. Berdasarkan penelitian yang telah dilakukan di PAUD Jaya Henida Palembang, maka dapat ditarik beberapa kesimpulan sebagai berikut : 1) Kemampuan keaksaraan anak PAUD pada umumnya telah mencapai perkembangan normal dalam tahap kemunculan literasi, meliputi kemampuan dengar – bicara dan baca – tulis; 2) Kendala dan kebutuhan guru dalam pengembangan keaksaraan, diantaranya kurangnya peralatan dan materi, buku sumber, sarana dan fasilitas yang memadai; 3) Desain pengembangan keaksaraan di fokuskan pada kegiatan menstimulus kemunculan kemampuan dengar – bicara baca – tulis sesuai dengan tahap perkembangan anak PAUD; 4) Cara mengembangkan alat peraga sandpaper letter berbasis metode Montessori yaittu sebagai berikut : pertama, alat peraga menarik. Kedua, alat peraga memiliki gradasi. Ketiga, alat peraga digunakan untuk dapat melatih anak belajar secara mandiri. Keempat, alat peraga digunakan untuk mengetahui kesalahan yang terjadi dengan adanya alat peraga.

Language: Indonesian

DOI: 10.56799/jim.v2i4.1301

ISSN: 2810-0581

Language: Italian

ISSN: 0042-7241

Abstract/Notes: COVID–19 has forced preschools to resort to online education. While traditional schools have got adjusted to online teaching quickly, Montessori schools could not turn to online easily. Montessori education is considered to be impossible to offer through online mode to children at home, due to the lack of the prepared classroom, didactic materials and trained parents who could support children’s development. The current research presents an action research with an aim to convert Montessori education to online mode and develop a model for offering Montessori education online to the children between 2½ and 5 ½ years of age providing activity to the hands and senses and discusses the limitations and implications.

Language: English

Language: English

Abstract/Notes: This article discusses the results of a survey conducted at the Princeton Montessori School (PMS) in New Jersey, a school serving age levels from infants through middle school. The author designed a series of five to six questions about memories of activities, teachers, and friends for all current K-8 students with a minimum of 1 year of Montessori schooling and for former students for whom she had contact information. The study suggests that the Montessori approach as practiced at the PMS works. Results in areas of "memories of classroom" and "favorite works" are consistent in supporting the use of concrete materials for internalization of abstract concepts. Responses from all areas of this study at PMS provide support for Montessori educators' implementation of the principles of independence, freedom to choose, socialization, and movement in their classrooms. Students participating in the study liked food work because they could eat, move around, and share. They enjoyed and remember the concrete materials, especially the math materials because of their beauty and concrete quality. All levels enjoyed being outdoors and those in the Elementary and Middle School programs, in particular, liked having specials, not only because of the activity, but because they developed skills while having fun.

Language: English

ISSN: 1054-0040