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Conference Paper

Comparative Study on the Use of Traditional Approach and Montessori Method in Teaching Numeracy in Early Years

Available from: IATED Digital Library

10th International Technology, Education and Development Conference

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: In traditional education, Mathematics has always been a great challenge to learners, maybe because it is taught as abstract from early years. On the other hand, the Montessori Method uses the hands-on approach in teaching numeracy from early years. This study therefore compared the traditional approach and the Montessori Method in the teaching of numeracy in selected public schools in Delta North Senatorial District. Two schools and four classes were purposively selected in Ika South, of Delta North Senatorial District. Twenty five pupils were selected for each approach in the two schools. At the end of the study, the children in the Montessori class performed better on the numeracy test than those taught with the traditional approach. It was concluded that hands-on approach enhances understanding of numeracy from early years. It was therefore recommended that the teachers in the schools in Delta State should be retrained on the use of hands on activities in the teaching of numeracy in early years.

Language: English

Published: Valencia, Spain: International Academy of Technology, Education and Development (IATED), 2016

Pages: 1552-1557

DOI: 10.21125/inted.2016.1334

ISBN: 978-84-608-5617-7

Article

A Redbook Dialogue: Mario Montessori and A. S. Neill Discuss Their Famous Schools and Their Radical Approaches to Child Rearing

Available from: ProQuest - Women's Magazine Archive

Publication: Redbook, vol. 124, no. 2

Pages: 42-43, 88, 90, 92

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Language: English

ISSN: 0034-2106

Book

Godly Play: An Imaginative Approach to Religious Education

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Language: English

Published: [S.I.]: Augsburg Fortress Publishers, 1995

Article

Providing Peace in the Pandemic: The Montessori Approach to Living Well in Anxious Times

Publication: Tomorrow's Child, vol. 28, no. 2

Pages: 4-9

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Language: English

ISSN: 1071-6246

Article

A Montessori Approach to Clean-Up Time

Publication: Tomorrow's Child, vol. 28, no. 3

Pages: 19-20

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Language: English

ISSN: 1071-6246

Book

Untersuchungen und Ansätze zur Weiterentwicklung der Montessori-Pädagogik in Österreich [Investigations and approaches for the further development of Montessori pedagogy in Austria]

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Abstract/Notes: Die Montessori-Pädagogik hat in den letzten Jahrzehnten auch in Österreich eine große Verbreitung gefunden – vor allem im Bereich des Kindergartens und der Grundschule. Wo immer Montessori-Einrichtungen mit der Arbeit beginnen, tauchen berechtigte Fragen nach der Wirksamkeit und Aktualität dieser Pädagogik auf, und zwar in verschiedener Hinsicht: Eltern fragen nach der Sinnhaftigkeit frei gewählter Arbeit, danach, wie sich die Altersmischung als charakteristisches Element dieser Pädagogik auf das kognitive und soziale Lernen der Kinder auswirkt, wie selbstreguliertes Lernen unterschiedlicher Kinder in der Praxis funktioniert und ob davon alle oder nur bestimmte Kinder profitieren können; Lehrkräfte fragen nach der Leistungsfähigkeit dieser Pädagogik und viele möchten wissen, ob den Kindern weiterführende Schulabschlüsse garantiert werden können. Zu alldem stellt sich die interessante Frage, welcher Stellenwert den so genannten neuen Medien in einer Pädagogik zukommen kann, die zu einer Zeit entstand, als noch niemand etwas von mediengestütztem Lernen ahnte. Im vorliegenden Sammelband werden diese und weitere zentrale Fragestellungen zur Montessori-Pädagogik forschungsbasiert beleuchtet und diskutiert.

Language: German

Published: Innsbruck, Germany: Studien Verlag, 2009

Edition: 1st ed.

ISBN: 978-3-7065-4721-5 3-7065-4721-X

Series: Initiative neues Lernen

Article

Montessori: A Modern Approach

Publication: Saturday Review, vol. 55, no. 10

Montessori method of education - Criticism, interpretation, etc.

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Language: English

ISSN: 0091-620X

Article

The Slow Movement: A Need for a Holistic Approach in Primary Education

Available from: Research Gate

Publication: International Montessori Institute Working Paper Series, no. 2022-4

Pages: 46-52

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Language: English

Article

Discovering the Montessori Approach: Improving Equity in Mainstream Primary Schools

Available from: Research Gate

Publication: International Montessori Institute Working Paper Series, no. 2022-4

Pages: 53-58

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Language: English

Article

✓ Peer Reviewed

Unveiling Alternative Schools: A Systematic Review of Cognitive and Social-Emotional Development in Different Educational Approaches

Available from: ScienceDirect

Publication: Children and Youth Services Review

Pages: Article 107480

Alternative education, Child development, Cognitive development, Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Social emotional learning, Waldorf method of education - Criticism, interpretation, etc.

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Abstract/Notes: Alternative schools such as Montessori, Reggio Emilia or Waldorf emerged on the educational scene over a century ago but have proliferated internationally in the last 15-20 years. In addition to being considered as educational alternatives to conventional approaches, these schools are often associated with enhanced benefits in cognitive, social, emotional, and personal development of attending children. This assumption stems from the fact that these approaches are aligned with the basic principles of child development, especially because in these schools, daily practices are organized according to children's developmental strengths and considering individual learning rhythms. However, empirical research on this assumption is scarce and little is known about the type of schools studied and the aspects of development analyzed. Thus, this systematic review aims to address two objectives: to identify which types of alternative schools have captured the interest of researchers and to explore the most studied areas of cognitive and socioemotional development during childhood, along with the main findings. The review includes studies conducted in the last decade that compare the effects of attending alternative schools versus conventional preschools, elementary schools, or high schools. Twenty-four articles were included, most of them focused on Montessori and, to a lesser extent, Waldorf schools. Other types of alternative schools (democratic, Freinet) had limited representation. Executive function, creativity and academic achievement have received more attention in research compared to well-being, social competence, or independence. Overall, the results show a better performance in children from alternative schools or no differences with their counterparts in conventional schools. However, this study provides a critical perspective on these findings, highlighting limitations that should be considered when interpreting them and guiding future research endeavors.

Language: English

DOI: 10.1016/j.childyouth.2024.107480

ISSN: 0190-7409

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