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633 results

Article

Visual, Perceptual-Motor and Cognitive Screening of the Pre-school Child

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 6, no. 2

Pages: 5-15

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Language: English

ISSN: 0010-700X

Article

✓ Peer Reviewed

Effects of Practical Life Materials on Kindergartners' Fine Motor Skills

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 30, no. 1

Pages: 9-13

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Abstract/Notes: A pretest-posttest control group design was used to measure the effect of practical life materials on public school kindergarten children's fine motor skill development over a 6-month period. The dependent measure was a penny posting test. More than 50 different sets of activities were provided to the experimental group (n = 101). Teachers coached students in following specific steps to use tweezers, tongs, and spoons to manipulate a variety of objects. Students then employed the materials during center time in their classrooms. Although experimental and control group teachers reported equal amounts of fine motor activity in their classrooms, significant interaction effects were found indicating the experimental group outperformed the control on the posttest measure. An overall effect size of 0.74 indicates that the type of fine motor activity is important in children's development.

Language: English

DOI: 10.1023/A:1016533729704

ISSN: 1082-3301, 1573-1707

Article

✓ Peer Reviewed

Educational Gymnastics: The Effectiveness of Montessori Practical Life Activities in Developing Fine Motor Skills in Kindergartners

Available from: Taylor and Francis Online

Publication: Early Education and Development, vol. 26, no. 4

Pages: 594-607

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Abstract/Notes: Research Findings: A quasi-experiment was undertaken to test the effect of Montessori practical life activities on kindergarten children's fine motor development and hand dominance over an 8-month period. Participants were 50 children age 5 in 4 Montessori schools and 50 students age 5 in a kindergarten program in a high-performing suburban elementary school. Children were pre- and posttested on the Flag Posting Test, an individually administered test of fine motor skill requiring children to place tiny flags mounted on pins into preset pinholes. Students in the Montessori treatment group demonstrated significantly higher accuracy, speed, and consistent use of the dominant hand on the posttest, adjusted for pretest differences and gender. Effect sizes were moderate for accuracy and speed (ds = .53 and .37, respectively) and large for established hand dominance (▵R2 = .35). Longitudinal research on the effects of early childhood programs emphasizing the reciprocal interplay of cognitive and physical aspects of activity is recommended. Practice or Policy: The findings argue for a balanced approach to early childhood education that maintains the importance of physical activity and fine motor development in conjunction with cognitive skills. Montessori practical life activities involving eye–hand coordination and fine motor skills can be integrated into programs.

Language: English

DOI: 10.1080/10409289.2015.995454

ISSN: 1040-9289, 1556-6935

Article

✓ Peer Reviewed

Determining and Comparing the Effect of Traditional and Montessori Methods on Perceptual Motor Activities of Elementary School Students

Available from: Journal of Motor and Behavioral Sciences (Iran)

Publication: Journal of Motor and Behavioral Sciences, vol. 3, no. 3

Pages: 303-312

Asia, Iran, Middle East, South Asia

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Abstract/Notes: The purpose of this study is to determine and compare the effect of traditional and Montessori methods on perceptual motor activities of elementary school students. This research is applied in terms of purpose and semi-experimental in terms of implementation. Abad forms. The sample size in this study was selected using G-POWER software and the sample size was 36 people. It is necessary that three groups of 12 people are selected randomly from them. In this study, there are three groups of 12 people for research, one of which is the Montessori training program; In the second group, the traditional training program and the third group as a research control group, in which the two experimental groups performed the necessary training sessions for 8 weeks and 3 sessions per week. In both traditional and Montessori groups, the changes in pre-test and post-test are significant and this means that both Montessori and traditional methods have been able to improve students' balance. The results showed that the Montessori group had the greatest impact on fine motor skills. Also, the traditional training group was able to create a significant difference with the control group.

Language: Persian

ISSN: 2645-7806

Article

✓ Peer Reviewed

The Effect of Fine Motor Skill Activities on Kindergarten Student Attention

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 35, no. 2

Pages: 103-109

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Abstract/Notes: This study explored the effect of fine motor skill activities on the development of attention in kindergarteners (n = 68) in five classes at a suburban public school in the Intermountain West through a pretest/posttest experimental group (n = 36) control group (n = 32) design. All children received the regular curriculum which included typical fine motor activities such as painting, coloring, writing, and play activities with small items. The treatment was a series of supplemental fine motor activities in which children used tongs, tweezers, and spoons to move small items. The assessment was the attention subtest of the Cognitive Assessment System (CAS) (Naglieri, J. A., & Das, J. P. (1997a). Cognitive assessment system. Itasca, IL: Riverside). A significant group × sex interaction with females positively responding to the treatment was found, suggesting that fine motor skill activities are effective in increasing female kindergartners’ attention. Further studies exploring effective materials for males and factors such as student choice and interest are needed.

Language: English

DOI: 10.1007/s10643-007-0169-4

ISSN: 1082-3301, 1573-1707

Article

✓ Peer Reviewed

Montessori Eğitiminin 4-5 Yaş Çocuklarının Motor Beceri, Görsel Algı ve Bellek, El-Göz Koordinasyonu ile Küçük Kas Becerilerinin Gelişimine Etkisinin İncelenmesi / Investigation of Montessori Education Method on the Development of Motor Skills, Visual Perception & Memory, Hand-Eye Coordination and Motor Skills of 4-5 Years-old Children

Available from: Turkish Studies - International Balkan University

Publication: Turkish Studies, vol. 11, no. 3

Pages: 2407-2426

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Abstract/Notes: 4-5 yaş grubu çocuklarının motor beceri, görsel algı ve bellek, el-göz koordinasyonu ile küçük kas becerilerini kazandırmada Montessori Eğitim Programının etkililiğinin değerlendirilmesi bu çalışmanın amacını oluşturmuştur. Bu çalışmada, Bahçelievler Belediyesi Anaokulunda eğitim gören 4-5 yaş grubu çocuklara Montessori Eğitim Programı ve MEB Okul Öncesi Eğitim Programı ile motor beceri, görsel algı ve bellek, el-göz koordinasyonu ile küçük kas becerileri kazandırılmaya çalışılmış ve hangi yöntemin daha etkili olduğu incelenmiştir. Araştırma betimsel tarama modelindedir. Araştırmaya, MEB Okul Öncesi Eğitim Programı ile eğitim gören 4 yaş grubu 10 çocuk ve 5 yaş grubu 10 çocuk, toplam 20 çocuk iki grup olarak ve Montessori Eğitim Programı ile eğitim gören 4-5 yaş karma grubu 20 çocuk tek grup olmak üzere toplam 40 çocuk dahil edilmiştir. 12 hafta boyunca 20 çocuk 4 ve 5 yaş grubu ayrı iki grup MEB Okul Öncesi Eğitim Programı ile diğer 20 çocuk ise 4 ve 5 yaş grubu karma bir grup Montessori Eğitim Programı ile eğitim almaya devam etmiştir. Araştırmanın ön test ve son test uygulamalarında, veri toplama aracı Gesell Gelişim Testi ve Denver II Gelişimsel Tarama Testi kullanılmıştır. Elde edilen verilerin analizinde, Mann Whitney - U Testi ve Wilcoxon İşaretli Sıralar Testi ile analiz edilmiştir. Sonuçta, Montessori Eğitim Programı ve MEB Okul Öncesi Eğitim Programı ile eğitim gören çocuklarının ön test başarıları arasında anlamlı düzeyde fark bulunmazken, son test başarıları arasında Montessori Eğitim Programı ile eğitim gören grup lehine anlamlı düzeyde bir farklılık bulunmuştur. / Assessing the effectiveness of Montessori Education Program in bringing small muscle skills with 4-5 age group children’s motor skills, visual perception and memory, hand-eye coordination, constitutes the purpose of this study. In the study, small muscle skills with motor skill, visual perception and memory, hand-eye coordination were tried to be brought to 4-5 age group children who receive education in Nursery School of Bahçelievler Municipality with the help of Montessori Education Program and Preschool Education Program of the Ministry of Education and the aspect of the methods being more effective was researched. The design of the research is descriptive survey study. 10 children at the age of 4 and 10 children at the age of 5, 20 children as two groups in total, who receive education with Preschool Education Program of the Ministry of Education and mixed 20 children as a single group at the ages of 4-5, who receive education with Montessori Education Program, 40 children in general total were covered in the research. During 12 weeks, 20 children from 4 and 5 age groups continued to receive education with Preschool Education Program of the Ministry of Education as two separate groups, while other 20 children from 4 and 5 age groups continued to receive education with Montessori Education Program as a mixed group. In order to collect data, Gesell Developmental Test and Denver II Developmentel Screening Test were used. In the research, to analyze the data, Test of Mann Whitney – U and Wilcoxon Rank Sum Test for Independent Samples were used. As a result, while there were no significant differences between preliminary test achievements of the children receiving Montessori Education Program and Preschool Education Program of the Ministry of Education, a substantial difference was discovered between the final test achievements in favor of the group of Montessori Education Program.

Language: English, Turkish

DOI: 10.7827/TurkishStudies.9053

ISSN: 1308-2140

Article

✓ Peer Reviewed

Exploring New Approaches to Youth Sports Programs: Montessori Motor Development

Available from: Taylor and Francis Online

Publication: Journal of Physical Education, Recreation & Dance, vol. 94, no. 7

Pages: 19-25

Montessori method of education, Motor ability in children, Physical education for children

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Abstract/Notes: Children are being introduced to organized sports programs at younger ages today. The first experience sets the stage for how they may view their physical competency and acceptance within a group. In these experiences, frequently, the coach is a well-intended parent who may not have any background in coaching or physical education training. Dr. Maria Montessori is widely known for her contributions to experiential learning for young children. Although Montessori addressed motor development through her pedagogical approach, it is rarely associated with physical education or sports. This article aims to provide some insight to educators, physical education teachers, coaches, and parents with an alternative approach to sport introduction through a Montessori theoretical lens which may allow children to develop a love for physical activity and/or future athletes.

Language: English

DOI: 10.1080/07303084.2023.2237550

ISSN: 0730-3084

Master's Thesis (M.A.)

A Comparison of Montessori and Traditionally Schooled Five Year Olds in the Language, Motor, and Concept Area Skills of the Developmental Indicators for the Assessment of Learning-Revised

Available from: ProQuest - Dissertations and Theses

Comparative education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation

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Abstract/Notes: This quasi-experimental research study examined the performance of two groups of five year old children on the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R) (1990) in relationship to their method of schooling. The purpose of the study was to compare mean scores received by the Montessori group (N=10) and the Traditional group (N=10) on Motor Area skills, Concept Area skills, and Language Area skills of the DIAL-R (1990) using t tests for independent samples. Scores received on each test item were also analyzed statistically to determine the specific strengths and weaknesses of each subject group. The findings show that there was no significant difference between the two subject groups in the Motor Area skills as assessed by the DIAL-R (1990). There was a significant difference between the two subject groups in the Concept Area skills which favored the Montessori subjects. The Montessori group performed better than did the Traditional group in the Language Area skills of the DIAL-R (1990), but the difference was not statistically significant. Implications of these findings for Early Childhood educators are discussed, in view of the fact that this sample was quite small. The findings provide support for both the Montessori and Traditional programs for young children found within the Dallas Public Schools in student performance on the DIAL-R (1990). Recommendations for further studies are also given.

Language: English

Published: Denton, Texas, 1995

Article

✓ Peer Reviewed

Relationships Among Perceptual-Motor Tasks: Tracing and Copying

Available from: APA PsycNet

Publication: Journal of Educational Psychology, vol. 66, no. 5

Pages: 731-735

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Abstract/Notes: Asked 39 kindergartners, 16 1st graders, 38 2nd graders, 16 4th graders, and 20 undergraduates to copy, trace, or point to the beginning of a set of shapes. The aim was to determine the extent to which sequential behavior (starting points and stroke progressions) was consistent across tasks. With one notable exception, behavior was consistent. The exception was the extent to which children started at the left rather than the right, a behavior that was far less frequent when tracing or pointing to the beginning of a shape than when copying. Results point to the feasibility of using sequential analyses to explore questions of generality and transfer on graphic tasks.

Language: English

DOI: 10.1037/h0037430

ISSN: 1939-2176

Article

✓ Peer Reviewed

Mariya Montessori Metodikasi Asosida Bolalar Mayda Motorikasini Rivojlantirish Qoidalari va Tamoyillari

Available from: Innovative Academy

Publication: Eurasian Journal of Academic Research, vol. 2, no. 3

Pages: 460-463

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Abstract/Notes: In this article, the importance of Maria Montessori's methodology in the development of fine motor skills of children of preschool age should be well studied. The main thing in this technique is that the people around do not hinder the creative energy of an early age. It is a great tool for the child's development and knowledge of the world. / Mazkur maqolada maktabgacha ta’lim yoshidagi bolalarning mayda motorikasi rivojlanishida Mariya Montessori metodikasining ahamiyatini yaxshi o’rganish lozim. Ushbu texnikada eng asosiy narsa, atrofdagilarning erta yoshda bo’lgan ijodiy energiyaga to’sqinlik qilmasligidir. Bu bolaning rivojlanishi va dunyodagi bilimlari uchun katta vosita hisoblanadi.

Language: Russian

ISSN: 2181-2020

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