For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Book
Evaluation of Educational Outcomes: Noncognitive Domains
See More
Abstract/Notes: Proceeding of a national conference on the evaluation of Montessori and open classrooms.
Language: English
Published: New York, New York: American Montessori Society, 1977
Book Section
The Cognitive Effects of Pre-School Programs for Disadvantaged Children
Available from: Books to Borrow @ Internet Archive
Book Title: Revisiting Early Childhood Education
Pages: 223-240
Montessori method of education, Preschool education
See More
Language: English
Published: New York, New York: Holt, Rinehart and Winston, 1973
ISBN: 0-03-085341-9 978-0-03-085341-8
Article
Cognitive and Social-Emotional Development of Children in Different Preschool Environments
Available from: SAGE Journals
Publication: Psychological Reports, vol. 65, no. 2
Date: 1989
Pages: 480-482
Comparative education, Montessori method of education - Evaluation
See More
Abstract/Notes: 62 English-speaking preschool children were divided into three groups, a Montessori group (n = 21), a traditional preschool group (n = 21), and a homestaying group (n = 20) to compare their relative cognitive and social-emotional development. Significant differences in favour of the school groups were found for vocabulary, language comprehension, ability to judge the correctness of figural stimuli, visual memory, and perceptual organization. No differences were found for social-emotional development, and no relationship existed between type of preschool and level of development.
Language: English
DOI: 10.2466/pr0.1989.65.2.480
ISSN: 0033-2941
Article
Multiage Programming Effects on Cognitive Developmental Level and Reading Achievement in Early Elementary School Children
Available from: Taylor and Francis Online
Publication: Reading Psychology, vol. 25, no. 1
Date: 2004
Pages: 1-17
See More
Abstract/Notes: Differences in cognitive developmental level and reading achievement of elementary school children in multiage programming and traditional classrooms were explored. There is controversy regarding the benefit of multiage classrooms for learning academic subjects. According to previous research (e.g., Almy, Chittenden, & Miller, 1967; Brekke, Williams, & Harlow, 1973; Cromey, 1999), cognitive developmental level, reading achievement, and classroom type all seem to be related entities. This study assesses the effects of multiage classrooms compared to traditional classrooms on cognitive developmental level and reading ability of kindergartners, first graders, and second graders. The effects of cognitive developmental level on reading ability were also explored. The results support the connections among cognitive developmental level, reading ability, and classroom type.
Language: English
DOI: 10.1080/02702710490271800
ISSN: 0270-2711
Article
Gli effetti di un training cognitivo per l'incremento della produzione ideativa in bambini di scuola primaria: un confronto tra metodo Montessori e tradizionale [The effects of cognitive training for the increase of ideational production in primary school children: a comparison between the Montessori and traditional methods]
Available from: Torrossa
Publication: Ricerche di Psicologia, vol. 3
Date: 2019
Pages: 519-545
Article
What Makes Mathematics Manipulatives Effective? Lessons From Cognitive Science and Montessori Education
Available from: SAGE Journals
Publication: SAGE Open, vol. 5, no. 2
Date: 2015
Pages: 1-8
See More
Abstract/Notes: Manipulatives are ubiquitous in early childhood classrooms; yet, findings regarding their efficacy for learning mathematics concepts are inconsistent. In this article, we present four general principles that have emerged from cognitive science about ways to ensure that manipulatives promote learning when used with young children. We also describe how Montessori instruction offers a concrete example of the application of these principles in practice, which may, in turn, explain the high levels of mathematics achievement among children who attend Montessori programs during early childhood. The general principles and concrete examples presented in this article should help early childhood programs maximize the benefits of using manipulatives for developmentally appropriate mathematics instruction.
Language: English
ISSN: 2158-2440
Article
Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes
Available from: JSTOR
Publication: The Future of Children, vol. 5, no. 3
Date: Winter 1995
Pages: 25-50
See More
Abstract/Notes: The extent to which early childhood programs produce long-term benefits in children's cognitive development, socialization, and school success is a matter of some controversy. This article reviews 36 studies of both model demonstration projects and large-scale public programs to examine the long-term effects of these programs on children from low-income families. The review carefully considers issues related to research design. It includes studies of preschool education, Head Start, child care, and home visiting programs, and focuses primarily on the effects of program participation on children's cognitive development. Results indicate that early childhood programs can produce large short-term benefits for children on intelligence quotient (IQ) and sizable long-term effects on school achievement, grade retention, placement in special education, and social adjustment. Not all programs produce these benefits, perhaps because of differences in quality and funding across programs. The article concludes with recommendations for future action.
Language: English
ISSN: 1054-8289, 1550-1558
Article
Cognitive Performance in Montessori and Nursery School Children
Available from: Taylor and Francis Online
Publication: The Journal of Educational Research, vol. 62, no. 9
Date: 1969
Pages: 411-416
Americas, Cognition, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
See More
Abstract/Notes: Cognitive performance was measured in fourteen pairs of children, matched in social class, CA, sex and IQ, selected from a Montessori and from a “traditional” nursery school. No differences were found between the parents in these schools on such measures of social and parental attitudes and behavior as: achievement orientation, traditional family ideology, dogmatism, anomie, parental control behavior, or task oriented vs. person oriented values. The nursery school children were significantly more creative on a measure of non-verbal creativity, were more socially oriented, and less task oriented than the Montessori children.Style of approach to tests was felt to be a critical outcome of the two educational environments. The Montessori children used significantly more physical characteristics to describe commonplace objects, whereas significantly more functional terms were used by the nursery school children in their descriptions. Montessori children’s drawings had people present significantly less often and geometric forms significantly more often than the nursery school children’s drawings.
Language: English
DOI: 10.1080/00220671.1969.10883885
ISSN: 0022-0671
Document
The Effects of Montessori Education on the Cognitive Ability of Elementary School Children
Available from: Academia
See More
Abstract/Notes: The Effects of Montessori Education on the Cognitive ability of Elementary School Children
Language: English
Published: May 16, 2014
Article
Interaction Between Bilingualism and Cognitive Growth
Publication: Montessori Life, vol. 5, no. 1
Date: 1993
Pages: 33–35
See More
Language: English
ISSN: 1054-0040