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Article
Early Learning in Tomorrow's World [London Montessori Centre Seminar, Calcutta, India]
Publication: Montessori Courier, vol. 4, no. 2
Date: Jun 1992
Pages: 32
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Language: English
ISSN: 0959-4108
Article
CEYA [Council for Early Years Awards] Conference
Publication: Montessori Courier, vol. 4, no. 5
Date: Dec 1992
Pages: 3
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Language: English
ISSN: 0959-4108
Article
MATS Matters: Early Help, Better Future
Publication: Montessori Courier, vol. 5, no. 5
Date: Dec 1993
Pages: 32
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Language: English
ISSN: 0959-4108
Article
As Ye Sow, so Shall Ye Reap: Does This Apply to Early Education?
Publication: Montessori International, vol. 9, no. 2
Date: 1999
Pages: 30–31
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Abstract/Notes: Longitudinal studies of effects of early "formal" education; includes sidebar on a study by High/Scope in the U.S.
Language: English
ISSN: 1470-8647
Article
Early Years Funding Discrepancies in the UK
Publication: Montessori International, vol. 9, no. 3
Date: 1999
Pages: 7
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Abstract/Notes: Letter to the editor
Language: English
ISSN: 1470-8647
Article
Early Years Partnerships: Do They Work?
Publication: Montessori International, vol. 10, no. 1
Date: 2000
Pages: 30–31
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Language: English
ISSN: 1470-8647
Article
Heads of Schools Section: How Early Learning Can "Reform" Schools
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 16, no. 2
Date: Spring 1989
Pages: 6, 8
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Language: English
ISSN: 0010-700X
Article
Practical Life: Car Journeys: Are We Nearly There?
Publication: Montessori Courier, vol. 5, no. 2
Date: Jun 1993
Pages: 23
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Language: English
ISSN: 0959-4108
Article
Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness
Available from: American Public Health Association
Publication: American Journal of Public Health, vol. 105, no. 11
Date: Nov 2015
Pages: 2283-2290
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Abstract/Notes: We examined whether kindergarten teachers' ratings of children’s prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Our goal was to determine unique associations over and above other important child, family, and contextual characteristics.Methods. Data came from the Fast Track study of low–socioeconomic status neighborhoods in 3 cities and 1 rural setting. We assessed associations between measured outcomes in kindergarten and outcomes 13 to 19 years later (1991–2000). Models included numerous control variables representing characteristics of the child, family, and context, enabling us to explore the unique contributions among predictors.Results. We found statistically significant associations between measured social-emotional skills in kindergarten and key young adult outcomes across multiple domains of education, employment, criminal activity, substance use, and mental health.Conclusions. A kindergarten measure of social-emotional skills may be useful for assessing whether children are at risk for deficits in noncognitive skills later in life and, thus, help identify those in need of early intervention. These results demonstrate the relevance of noncognitive skills in development for personal and public health outcomes.
Language: English
ISSN: 0090-0036, 1541-0048
Article
Recollections of an Early Montessorian
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1965, no. 2/3
Date: 1965
Pages: 2–7
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Language: English
ISSN: 0519-0959