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Article
En förmiddag på montessoriförskola i Detroit [A morning at a Montessori preschool in Detroit]
Publication: Montessori-tidningen (Svenska montessoriförbundet), no. 6
Date: 2000
Pages: 11-12
Americas, Montessori method of education, Montessori schools, North America, United States of America
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Language: Swedish
ISSN: 1103-8101
Book
What is Montessori Preschool?
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Language: English
Published: Cleveland, Ohio: NAMTA, 1995
Doctoral Dissertation (Ph.D.)
Links Between Screen Time, Montessori Preschool Exposure, and Working Memory
Available from: ProQuest - Dissertations and Theses
Cognitive development, Information and communications technology (ICT), Montessori method of education, Technology and children, Working memory
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Abstract/Notes: A high-quality, foundational education offers lifelong benefits for young children. The problem is that working memory in pre-school-aged children is declining and could be impaired by the extraneous cognitive load imposed during engagement with screen media apps and/or preschool programs. Although the pedagogical practices associated with Montessori preschool programs have been found supportive of cognitive load germane to learning and improved working memory, they have not been fully considered in relation to preschoolers' screen media use. The cognitive load created by screen media apps could affect their usefulness as learning tools. The purpose of this quantitative study was to discover any links between preschoolers’ working memory function; passive, active and/or total screen time; and Montessori preschool program exposure. The study was conducted through the lenses of the executive function construct and cognitive load theory. Data on children’s working memory and screen time were collected from a convenience sample of 60 parents: 30 Montessori, and 30 non-Montessori. Parents completed a one-time administration of BRIEF-P and Screen Time Questionnaires on behalf of their child. Findings from multiple regression analysis indicated no link between Montessori preschool exposure or parent-controlled total, passive, or active screen time; and young children’s working memory, although a significant inverse relationship was found between active screen time and Montessori exposure. The results could inform virtual and hands-on pedagogical protocols that support working memory and improve pre-school-aged children’s learning and preparation for life. Each incidence of successful learning for a precious young child is a positive social change.
Language: English
Published: Minneapolis, Minnesota, 2022
Book
Montessori at Home: A Complete Guide to Teaching Your Preschooler at Home Using the Montessori Method
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Language: English
Published: Rossmoor, California: American Montessori Consulting, 1991
Book
Montessori Geography Curriculum Manual: A Hands-On Sensory-Motor Based Guide for the Montessori and Open Classroom Geared to Preschool and Elementary Grades
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Language: English
Published: Hemet, California: Education System Publisher, 1988
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
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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
Article
A Study on the Effect of Montessori-Education Program on Preschooler Multiple Intelligences / 몬테소리 교육프로그램이 유아의 다중지능에 미치는 효과 연구
Publication: 한국보육지원학회지 / Journal of Korean Child Care and Education, vol. 1, no. 1
Date: 2005
Pages: 59-81
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Abstract/Notes: 본 연구는 유아교육기관의 환경을 구성하는 교육프로그램 중에서 몬테소리 교육프로그램과 다중지능의 관련성을 살펴보고 몬테소리 교육이 유아들의 다중지능에 미치는 영향을 밝힘으로써 몬테소리 교육프로그램의 효율성을 규명하고자 하였다. 본 연구결과는 다음과 같다. 첫째, 몬테소리 교육프로그램은 유아의 다중지능 발달에 효과적인 영향을 미치는 것으로 밝혀졌다. 둘째, 다중지능 하위요인 중에는 몬테소리 교육프로그램이 유아의 음악지능과 신체-운동지능 발달에는 별다른 영향을 미치지 않았으나 논리/수학지능과 공간지능, 언어지능, 대인관계지능, 개인내지능, 자연지능 발달에는 효과적인 영향을 미치는 것으로 밝혀졌다. 이상의 결과를 통해서 볼 때, 몬테소리 교육프로그램은 유아의 다중지능 발달을 도울 수 있는 효과적인 교수방법 중의 하나임을 알 수 있다. 본 연구를 통해 몬테소리 교과과정과 교재는 다중지능의 하위구성요인과 연결되어 있고 다양한 공통적 활동을 하고 있으며, 준비된 환경은 다중지능발달에 효과적인 교육환경임을 밝혀내었다.
Language: Korean
ISSN: 1738-9496
Article
A Comparison of Froebel and Montessori in Their Approaches for Preschool Mathematics / Froebel과 Montessori의 유아 수학교육론의 비교
Available from: RISS
Publication: 德成女大論文集 / Duksung Women's University Journal, vol. 8
Date: 1979
Pages: 109-130
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Abstract/Notes: Froebel and Montessori are compared in their approaches for teaching preschool children the concept of number, numerical calculation, vulgar fraction and geometrical concepts. Froebel's approach is largely metaphysical whereas Montessori's is largely sensorial. But their approaches are not diametrically opposed to each other but rather cmoplementary to each other from the educational view point. Their different claims or views should be closely studied and objectively evaluated through various experiments, before any of them are seriously incorporated in our educational practices.
Language: Korean
Article
Embedding Video-Based Modeling Handwriting Instruction in a Montessori Preschool Phonics Program
Available from: Taylor and Francis Online
Publication: Journal of Occupational Therapy, Schools, and Early Intervention, vol. 7, no. 2
Date: 2014
Pages: 151-160
Americas, Information and communications technology (ICT), Montessori method of education, North America, Technology and children, United States of America, Writing - Instruction and study
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Abstract/Notes: A video-based modeling handwriting program for lowercase letter formation was embedded in a Montessori preschool phonics curriculum in one of two Montessori classrooms for 16 weeks. Children could view the DVD on request during phonics lesson time. Phonics skill and letter sequencing patterns improved for the children in both classrooms. The children with access to viewing the video-based modeling showed greater improvement in letter legibility. As part of early intervening services, occupational therapy practitioners may be called upon to make recommendations that benefit all the children in a classroom. Video-based modeling was compatible with the Montessori phonics curriculum and effective for this group.
Language: English
DOI: 10.1080/19411243.2014.930618
ISSN: 1941-1243
Article
Robotics in the Elementary and Preschool Classroom
Publication: The National Montessori Reporter, vol. 27, no. 1
Date: 2003
Pages: 26–33
Information and communications technology (ICT), Montessori method of education, Robotics in education, Technology and children
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Abstract/Notes: Part 1 of a series
Language: English