Language: English

ISSN: 0010-700X

Abstract/Notes: Recent research indicates that children develop the emergent knowledge and skills that lead to formal literacies in their homes and early childhood settings long before school entry. The research evidence is clear that emergent literacy needs to be actively encouraged in the early years, if children are to have optimum chances of learning to read at school. In New Zealand, there are only a few studies of how literacy is promoted and practised in early childhood settings. This paper examines how 107 teachers in a range of early childhood settings believe that they promote literacy and their reflections on the ways in which Te Whāriki (the national curriculum) influences that practice. The implications for promoting literacy in early childhood settings are explored.

Language: English

DOI: 10.1177/183693910603100206

ISSN: 1836-9391, 1839-5961

Abstract/Notes: This article describes children's literacy development across early program levels in a highly respected Montessori school. A qualitative investigation of children's use of language as a holistic process within meaningful contexts was conducted. Descriptions captured children's experiences in a Montessori prepared environment with specifically designed didactic materials, as well as with other non-Montessori language arts resources commonly found in traditional classrooms. The results showed an enriched literacy environment where children from infancy through kindergarten came to understand the important relationships between thought and literacy learnings

Language: English

DOI: 10.1023/B:ECEJ.0000005312.48974.0a

ISSN: 1082-3301, 1573-1707

Abstract/Notes: The case study, H is For Hurricane and M is For Maria explores the public Montessori System of Puerto Rico as an educational philosophy of resilience. The authors present a counternarrative to early literacy development on the island by focusing in on two public Montessori schools from Vieques, Puerto Rico. The study was conducted one year after the passing of Hurricane Maria. Data collected, highlights the strong effectiveness of combining children’s home life experiences together with foundational early literacy development. Through this piece, teachers and parents share how they teach early literacy by making the absolute most of what surrounds them physically and culturally. Puerto Rico is poorer than the poorest state yet has had the fastest growth of public Montessori schools, than anywhere else in the United States. Major conclusions state that access to public Montessori education in Puerto Rico offers children an advantage in early literacy development.

Language: English

DOI: 10.1177/14687984211044196

ISSN: 1468-7984

Abstract/Notes: Problem statement: Childhood is an integral time for literacy development and the aim of this article is to closely examine what pedagogical strategies were most effective to promote literacy learning with a group of six to nine year old children. This case study investigates how the use of specific literacy and drama-based strategies prepared and stimulated young children’s understanding and appreciation of a Shakespeare play. Approach: The study was conducted over a period of three months in a multi-age Montessori primary classroom in Vancouver, Canada. Over 600 writing samples from the class of 22 children were analyzed. Eight classroom observations by the author and another researcher were documented, using field notes, still photo images and video. Interviews with the teacher, parents and children were undertaken and two years after the study, a focus group was conducted with eight of the original children who had participated in the initial research. Using a qualitative research approach, the data was analyzed in search of recurring patterns and themes that highlighted literacy strategies where children’s understanding and engagement with Shakespeare was most effective. Results and Conclusion: It was observed that five particular writing and drawing strategies (word wall, journal, character masks, letters and newspaper) allowed the children to develop a greater understanding and appreciation of Shakespeare’s work. The above literacy strategies fostered vocabulary development, understanding of plot and character motivations and the ability for the children to rehearse and perform the Shakespeare play for their peers and family. Member checking with a randomly selected group of children two years later and written feedback from parents confirmed key learning outcomes that occurred during the study.

Language: English

DOI: 10.3844/jssp.2012.170.176

ISSN: 1549-3652, 1558-6987

Abstract/Notes: Pre-school programs give children an edge in a competitive world and education climate. It teaches children the basic skills necessary to be successful in formal schooling. Pre-schools provide children a good foundation for continued learning, communication, higher self-esteem and enjoyment of the learning process. Pre-schools have the important task of giving children numerous and varied opportunities to promote children’s development during the formative years including physical development, social development and literary competence. Literary competences open the door to academic learning and help ensure later success in school. The present study was conducted to elicit information on the approaches adopted by pre-schools to foster literary skills among pre-schoolers in Bangalore city. A representative sample of 30 preschool centres were surveyed - 9 Montessori, 8 kindergarten, 8 play-way and 5 crèches. After an introductory session in the preschool centres, a self-developed questionnaire was distributed to the preschool teachers to elicit information on the approaches adopted by pre-schools to foster literary skills among pre-schoolers. Analysis of data obtained indicated that the preschools surveyed had no adequate approaches to foster literary skills in pre-schoolers. Also the preschools surveyed had no adequate library facilities.

Language: English

ISSN: 1930-2940

Abstract/Notes: This book aligns Montessori didactic materials and pedagogy with current research on reading development. Readers will gain a solid overview of the Montessori philosophy and method, specifically those related to reading and language development, enabling them to support their practice in today's educational context (preschool to grade 3).

Language: English

Published: New York, New York: Teachers College Press, 2023

Edition: 1st ed.

ISBN: 978-0-8077-6838-9 978-0-8077-6839-6 0-8077-6838-3 0-8077-6839-1

Abstract/Notes: Children begin school with a range of pre-literacy skills that serve as the foundation for later reading achievement. These skills include phonological awareness, alphabet knowledge and vocabulary. The New Zealand early childhood curriculum Te Whariki is non-prescriptive in terms of literacy and allows for early childhood centres to develop their own literacy programmes with varying levels of emphasis on pre-literacy skills. This article describes research into the pre-literacy skills and knowledge of 23 children between the ages of 4.6 and 4.11 months attending two Montessori centres in New Zealand where the Head Teachers are Montessori trained and the centres use traditional Montessori resources and materials to develop literacy. The researcher investigated the efficacy of a Montessori approach to the development of literacy skills in four year olds in the context of current research around pre-literacy skills development in early childhood education.

Language: English

ISSN: 1174-6122

Language: English

Published: Lagos, Nigeria: New Hope Enterprises, 2019

ISBN: 978-978-56517-2-0

Abstract/Notes: Keprihatinan terhadap rendahnya karakter rasa ingin tahu akhir-akhir ini menjadi titik berangkat penelitian ini. Mengetahui pengaruh literasi berbasis pendekatan Montessori terhadap rasa ingin tahu anak pada usia tujuh tahun menjadi tujuan penelitian ini. Untuk itu digunakan pretest posttest non equivalent group design sebagai metode penelitian.  Sebanyak 17 anak kelas IB SD Kanisius Sorowajan Yogyakarta dilibatkan sebagai sampel untuk kelompok Montessori dan 17 anak kelas IA sebagai sampel untuk kelas kontrol. Temuan penelitian memperlihatkan bahwa program literasi berbasis pendekatan Montessori berpengaruh terhadap karakter rasa ingin tahu anak. Uji statistik menunjukkan selisih skor posttest-pretest kelompok Montessori (M = 1,0229, SE = 0,15003) lebih tinggi dari kelompok kontrol (M = 0,0076, SE = 0,03251). Perbedaannya signifikan dengan t(17,499) = 6,614 dan p = 0,000 (p < 0,05). Besar pengaruh yang didapatkan adalah r = 0,8451 yang termasuk kategori “efek besar” yang setara dengan 71,43%. Uji efektivitas pembelajaran di kelas Montessori dengan N-gain score adalah 55,98% yang masuk kategori "efektivitas menengah", sementara di kelas kontrol 0,42% yang termasuk dalam “efektivitas rendah”. [Concerns about the low level of curiosity have recently become the starting point of this research. Knowing the effect of literacy based on the Montessori approach to children's curiosity at the age of seven is the goal of this study. For this reason, the pretest posttest non equivalent group design was used as a research method. A total of 17 class IB children from SD Kanisius Sorowajan Yogyakarta were involved as a sample for the Montessori group and 17 class IA children as a sample for the control class. The research findings show that a literacy program based on the Montessori approach influences children's curiosity. Statistical tests showed differences in posttest-pretest scores for the Montessori group ( M = 1.0229,SE = 0.15003) higher than the control group ( M = 0.0076, SE = 0.03251). The difference is significant with t (17.499) = 6.614 and p = 0.000 ( p <0.05). The magnitude of the effect obtained is r = 0.8451 which is included in the "big effect" category which is equivalent to 71.43%. The learning effectiveness test in the Montessori class with an N-gain score was 55.98% which was in the "medium effectiveness" category, while in the control class it was 0.42% which was included in "low effectiveness".]

Language: Indonesian

DOI: 10.30601/dedikasi.v7i1.3533

ISSN: 2548-8848, 2338-9966