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Article
Development of Social, Personal and Cognitive Skills of Preschool Children in Montessori and Traditional Preschool Programs
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 72, no. 1
Date: 1991
Pages: 117-124
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Abstract/Notes: The relationship between time in Montessori and Traditional Preschool programs and the preschool child's develoment of [1] personal skills, [2] relationship with teachers, [3] peer relations, [4] behavioral control, and [5] cognitive skills with age controlled was used to compare the relative effectiveness of the programs. This design was necessary since it is likely that parents who select the Montessori program for their child are different from parents selecting traditional preschool programs for their children. Three Montessori programs [n = 108] and three traditional programs [n = 116] provided the subjects for the study. The Pre Kindergarten Scale [PKS], a multiple choice behavioral rating scale was completed by the programs’ teachers on each child. The results revealed that the only variable significant in predicting time in program for the traditional program, relationship with teacher, was the only variable insignificant in predicting length of time in program for the Montessori program. The strongest relationship was for length of time in the Montessori program and relationship with peers [18 percent of variance] with age controlled.
Language: English
ISSN: 0300-4430, 1476-8275
Article
Cognitive Development and Classroom Practices with Special Reference to the Montessori Method
Publication: Around the Child, vol. 13
Date: 1969-1970
Pages: 73-77
Albert Max Joosten - Writings, Asia, Child development, Cognitive development, India, Montessori method of education, Rajendra Kumar Gupta - Writings, South Asia
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Abstract/Notes: Paper read at the 4th Annual Conference of the Indian Association for Pre-School Education, Hyderabad, December 1968
Language: English
ISSN: 0571-1142
Article
Social-Cognitive Play Patterns in Same-Age and Mixed-Age Preschool Classrooms
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 24, no. 3
Date: 1987
Pages: 463-476
Article
Social-Cognitive Play Behaviors and Playmate Preferences in Same-Age and Mixed-Age Classrooms over a 6-Month Period
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 29, no. 4
Date: 1992
Pages: 757-776
Article
Tracing Enhances Problem-Solving Transfer, but Without Effects on Intrinsic or Extraneous Cognitive Load
Available from: Wiley Online Library
Publication: Applied Cognitive Psychology, vol. 34, no. 6
Date: 2020
Pages: 1522-1529
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Abstract/Notes: People can make pointing gestures and tracing actions with the index finger with little or no conscious effort. From the perspective of cognitive load theory, such “biologically primary” gestures and actions might help people learn “biologically secondary” concepts and skills requiring extended cognitive effort, such as reading, science, or mathematics. Studies on tracing or tracing and pointing have yielded mixed findings regarding hypothesized effects on intrinsic and extraneous cognitive load. The present study investigated whether computer-based instructions to trace elements of worked examples on angle relationships would affect school students' (N = 106) self-reports of intrinsic and extraneous cognitive load, as well as problem-solving transfer test performance. The tracing effect on transfer posttests seen in prior studies was replicated, but cognitive load hypotheses were not supported. Implications for educational practice and future research are discussed.
Language: English
DOI: 10.1002/acp.3732
ISSN: 1099-0720
Article
Self-Directed Learning: A Cognitive and Computational Perspective
Available from: SAGE Journals
Publication: Perspectives on Psychological Science, vol. 7, no. 5
Date: Sep 2012
Pages: 464-481
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Abstract/Notes: A widely advocated idea in education is that people learn better when the flow of experience is under their control (i.e., learning is self-directed). However, the reasons why volitional control might result in superior acquisition and the limits to such advantages remain poorly understood. In this article, we review the issue from both a cognitive and computational perspective. On the cognitive side, self-directed learning allows individuals to focus effort on useful information they do not yet possess, can expose information that is inaccessible via passive observation, and may enhance the encoding and retention of materials. On the computational side, the development of efficient “active learning” algorithms that can select their own training data is an emerging research topic in machine learning. This review argues that recent advances in these related fields may offer a fresh theoretical perspective on how people gather information to support their own learning.
Language: English
ISSN: 1745-6916, 1745-6924
Article
Pretend Play as Twin Earth: A Social-Cognitive Analysis
Available from: ScienceDirect
Publication: Developmental Review, vol. 21, no. 4
Date: 2001
Pages: 495-531
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Abstract/Notes: Pretend play appears to be important to a theory of mind, but exactly how or why has been controversial. One widely entertained hypothesis about why pretense is important to understanding minds is termed the Metarepresentational Model. According to this model, children knowingly consider and manipulate mental representations during pretense. Children appreciate these mental representations as such and later come to apply their understanding of mental representation outside of pretense domains. This article reviews evidence relevant to the metarepresentational model, and it is concluded that the evidence does not support it. Alternative models of the relationship between pretense and theory of mind are reviewed, culminating in a proposed developmental model of the relation. The Twin Earth model proposes specific relations between pretend play and understanding minds, from the ontogenesis of pretense to the later emergence of role play and mental representational understandings of pretense. Central to the proposal is the supposition that pretend play functions for children in much the way that Twin Earth functions for philosophers—by allowing for participation in and reasoning about nonactual situations.
Language: English
ISSN: 0273-2297
Article
The Effect of Montessori Method on Cognitive Tempo of Kindergarten Children
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 188, no. 3
Date: 2018
Pages: 327-335
Asia, Cognitive development, Middle East, Montessori method of education, Turkey, Western Asia
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Abstract/Notes: This study was undertaken to discover the effect of the Montessori Method on the cognitive tempo of 4–5-year-old children. Using an experimental pre-test–post-test paired control group design, the study sample included 60 children attending İhsan Doğramacı Applied Nursery School (affiliated to Selcuk University, Department of Health Sciences) in Konya during the 2015–2016 education year. The data of the study were collected using Kansas Reflection-Impulsivity Scale for Preschool – Form A. The tests were administered to children before and after the treatment and a follow-up test was administered to the treatment group six weeks following the completion of the treatment. The statistical analyses of the research data were done using Mann–Whitney U test and Wilcoxon Signed Rank Test. The results of the study indicated that the Montessori Method decreases the number of errors and extends the reflection time among the preschool children in the treatment group.
Language: English
DOI: 10.1080/03004430.2016.1217849
ISSN: 0300-4430, 1476-8275
Article
Preschool Experience in 10 Countries: Cognitive and Language Performance at Age 7
Available from: ScienceDirect
Publication: Early Childhood Research Quarterly, vol. 21, no. 3
Date: 2006
Pages: 313-331
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Abstract/Notes: The IEA Preprimary Project is a longitudinal, cross-national study of preprimary care and education designed to identify how process and structural characteristics of the settings children attended at age 4 are related to their age-7 cognitive and language performance. Investigators collaborated to develop common instruments to measure family background, teachers’ characteristics, setting structural characteristics, experiences of children in settings, and children’s developmental status. Data from 10 countries are included in the analysis; in most countries, the sample of settings is representative of preprimary settings in that country. For the analysis, a 3-level hierarchical linear model was employed that allowed decomposition of variation of child outcomes into three parts—variation among children within settings, among settings within countries, and among countries. Four findings are consistent across all of the countries included. Age-7 language improves as teachers’ number of years of full-time schooling increases and the predominant type of activity teachers propose in settings is free choice rather than personal/social. Age-7 cognitive performance improves as children spend less time in whole group activities and the variety of equipment and materials available increases. There were also a number of findings that varied across countries depending on particular country characteristics. The findings support child-initiated activities and small group activities and are consistent with developmentally appropriate practices promoting active learning.
Language: English
DOI: 10.1016/j.ecresq.2006.07.007
ISSN: 0885-2006, 1873-7706
Article
An Introduction to the Cognitive Development Theories of Jean Piaget
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 1, no. 2
Date: Summer 1974
Pages: 36-42
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Language: English
ISSN: 0010-700X