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Doctoral Dissertation

Executive Function, Social-Emotional Skills, and Academic Competence in Three Preschool Programmes: Pathways to School Readiness

Available from: British Library - EthOS

Academic achievement, Comparative education, Executive function, Preschool education, Social emotional learning

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Abstract/Notes: Research findings indicate that executive function (EF), social-emotional skills, and pre-academic competence significantly promote children's school readiness and later success. School readiness broadly refers to a combination of skills necessary to function successfully in school and lack thereof may increase the risk of children's school problems. Therefore, it is essential for school systems to provide appropriate and timely support to the development of these fundamental skills. The present study focused on three particular preschool programmes: Montessori, Reggio Emilia, and the traditional play-based (British Columbia Early Learning Framework: BCEFL) programmes in Western Canada. Although they are popular, there is little empirical research that examines and compares the benefits of these programmes to the development of school readiness skills. As such, the present study aimed to 1) determine the effectiveness of these three preschool programmes in Western Canada on the development of children's school readiness; and 2) examine other sources of influences in the child, family and school in relation to the development of school readiness skills. Overall, 119 preschool children (48 Montessori, 42 Reggio Emilia, 29 BCELF) participated in the study. Observation was conducted once in the autumn of 2015 for each classroom using the CLASS observation tool. Teachers and parents of participating children filled in a series of questionnaires regarding the quality of their relationship with their child and their perceptions of daily EF and social-emotional skills of their child. The researcher also assessed individual children's fluid intelligence, EF, and pre-academic competence. The results showed that 1) although Montessori education appeared to be the most effective in facilitating numeracy skills, no curriculum stood out as notably more effective than any of the others at improving other areas of school readiness skills; 2) well-run classrooms where teachers were effective in time, behavioural, and attention management were most effective in promoting children's numeracy skills; 3) EF, social-emotional skills, and pre-academic competence exhibited an overlapping developmental process over time; 4) relational quality in both home and school environments significantly affected the development of school readiness skills, especially social-emotional skills; and 5) adults' perceptions of children's EF and social-emotional skills had a significant consequence for how teachers and parents formed their relationships with their children.

Language: English

Published: Oxford, England, 2018

Article

Before and After: Did Montessori Prepare My Son for Life in a Large Public High School?

Publication: Tomorrow's Child, vol. 4, no. 2

Pages: 4

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Language: English

ISSN: 1071-6246

Book

The English Infant School and Informal Education

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Language: English

Published: [S.I.]: Prentice-Hall, 1971

ISBN: 978-0-13-281295-5

Article

Huiswerk en de Bilthovensche Montessorischool

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Montessori Opvoeding, vol. 6, no. 15

Pages: 134-135

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Language: Dutch

Blog Post

Montessori Schools

Americas, Montessori method of education - History, North America, United States of America

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Abstract/Notes: The term Montessori refers to the educational method developed by Dr. Maria Montessori (1870-1952). Montessori, an Italian physician, gained world-wide recognition for an academically focused program meeting “the needs of the young child” through multi-aged groupings, constructivist curriculum, and hands-on materials. A Montessori classroom is ideally an exploratory environment with young students developing self-chosen skills through carefully controlled materials, while older students are pursuing what they want to learn and attending small group presentations across the defined curriculum areas.

Language: English

Published: 2016

Article

Children Helping Children: Montessori Students Build a School in Somalia

Publication: AMI/USA News, vol. 8, no. 2

Pages: 7

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Language: English

Article

Mentorship Program Update [Whole Child Montessori School, Portland, OR]

Publication: Forza Vitale!, vol. 16, no. 2

Pages: 4

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Language: English

Article

Der Anteil der Schule an der liturgischen Erziehung des Kindes [The school's share in the liturgical education of the child]

Publication: Katholische Frauenbildung, vol. 58

Pages: 422-430

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Language: German

ISSN: 0343-4613

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