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1.
Abstract

This study compared Montessori and day care compensatory programs for disadvantaged children. Ss in the treatment programs were compared to a disadvantaged control group and an advantaged middle-class control group on eight tests of cognitive skill and on a composite factor score derived from the eight tests as a single summary index. Analysis indicated that treatment differences existed on six of the nine analyses. Both preschool programs were effective in raising levels of performance beyond those of other disadvantaged Ss and both approached middle class levels of performance, yet the treatment groups did not differ from each other.  相似文献   

2.
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3.
This paper on recent research with the Montessori method includes a brief review of this method for educating preschool-age children and criticisms leveled against it, and a review of comparative research studies in relation to several types of non-Montessori preschool programs with economically disadvantaged and middle-class populations. The comparative results are discussed in relation to three kinds of preschool experience: no schooling, traditional early childhoodoriented programs, and structured cognitive-oriented programs. The findings are interpreted in terms of Hunt's conceptual leel matching model.
Résumé Cet article à propos des recherches récentes sur la méthode de Montessori comprend une brève revue de ce système pédagogique appliqué aux enfants préscolaires et des critiques de ce système, et des études comparées avec les nombreuses sortes de programmes préscolaires non-Montessori qui traitent des populations économiquement désavantagées et des populations de classe moyenne. Les résultats comparatifs sont discutés par rapport à trois sortes d'expériences préscolaires: par d'école, les programmes traditionnels préscolaires, et les programmes structurés orientés vers la cognition. Les conclusions sont interprétées en employant le modèle conceptuel de Hunt.

OISE  相似文献   

4.
Abstract

The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an advantage over the local children in alphabet knowledge at entry to Grade 1, this was not translated into a significant advantage at the end of Grade 1 in either phonemic awareness or reading ability. Further analysis revealed that pretest alphabet knowledge for the whole group was significantly related to progress. In addition, scatterplots showed that some children started school with high levels of alphabet knowledge but did not make progress, indicating that alphabet knowledge is necessary for literacy progress but not sufficient.  相似文献   

5.
Abstract

This paper considers the theories of language educaation and infant pedagogy of Professor Timothy Corcoran, Professor of Education in University College, Dublin. He played a pivotal role in the debates on education at the 1920s. These opinions were to become decisive in the formation of the New Free State's education programmes and policies. He held that infant classes ought to be the prime agents in the revival of the Irish Language. As a result the National Programme of Primary Instruction (1922) required that all the work in the infant classes should be conducted through Irish. He castigated the enlightened principles of Rousseau, Pestalozzi, Froebel and Montessori arguing that Irish education should not give up its sane traditions for doctrines derived from ‘poisoned sources’. His antagonism towards the thinking of the progressive educational theorists meant that the infants of Ireland had to wait until 1948 for a revised programme that would be more in line with the thinking of the day.  相似文献   

6.
Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; Mage = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; Mage = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.  相似文献   

7.
The Gifted Child     
Abstract

Culturally deprived Negro children and non-deprived children were asked to view twelve pairs of figures, one pair at a time. Ss indicated which of the figures in each pair was inverted. The results support other findings that a relatedness exists between focal point location and inversion perception with lower focal point positions tending to elicit responses indicating inversion. A chi-square test indicated culturally deprived Negro children on the preschool level were significantly (p>.01) different from non-culturally deprived children. Difference" between first- grade culturally deprived Negro children and non-culturally deprived children were not significant. Inversion perception responses of first-grade deprived Negro children were not significantly different from non-culturally deprived pre-primary children.  相似文献   

8.
蒙台梭利在中国的发展可追溯到20世纪80年代,随着时间发展,蒙台梭利在中国幼儿教育界的关注便在持续上涨。所以在此时间,"蒙氏热"的发生从沿海延生到内地,从大城市蔓延到中小城市,从单位办园、私人办园扩展到教育部门办的园。这种"热度"不仅体现在对蒙台梭利教育思想的引进,也体现在全国疯狂的追求蒙台梭利玩教把具的使用;还体现在遍地全国的蒙台梭利幼儿园,蒙台梭利教学实验班……这种"热度"细琢磨下来,就可以追踪到蒙台梭利经典著作之《有吸收力的心灵》对我国幼儿园课程设计的影响上来。本文作者将着眼于《有吸收力的心灵》这部经典的巨作中有关蒙台梭利的教育思想及其对我过当代幼儿园课程设计的影响,并将此做必要的分析和阐述。  相似文献   

9.
ABSTRACT

The aim of the research is to investigate a Montessori pedagogic approach, enabling a Jewish school to be part of the Chinese international-school system, while fostering Jewish identity. We conducted semistructured interviews with principals (2), teachers (8), parents (12), and students (10) and recorded class observations (8) over two visits. The analysis employed a grounded theory approach using a constant comparative method. The main result was that Montessori principles enabled the school to foster a strong particularistic Jewish identity for this situational minority while also developing a broad understanding of the host (Chinese) culture.  相似文献   

10.
ABSTRACT

Today China witnesses a renaissance of classical studies and Confucian Academies across the nation. With an estimated 10 million children attending Confucian kindergartens, classes, and schools, cultural heritage has increasingly become a new marker of social distinction. At the same time, Confucian tradition is often associated with excessive testing, competition, and academic burdens that continue to hinder China's educational innovation. Disenchanted with state-run schools, many urban middle-class families turn to alternative schools that use imported pedagogies such as the Waldorf, Montessori, and Reggio to cultivate a better future for their children. In reform-era China, Westernisation coexists with a return to tradition to produce a fascinatingly complex cultural-pedagogical terrain. This paper examines such curiously hybrid educational narratives to understand the idiosyncratic features of Chinese educational globalisation and offer a critical perspective to rethink the concept of scale in comparative education research.  相似文献   

11.
Abstract

This study investigated the teaching of gifted children in a Montessori school, with particular reference to gifted students with learning difficulties in writing. Within an action research context, the teachers participated in professional development in the education of gifted children and were provided with ongoing curriculum and resources support. The teachers made modifications to their gifted students’ programs after this professional development. Positive outcomes in aspects of writing, such as punctuation, spelling, sentence control and text organisation, as well as improved social outcomes, were achieved by the gifted students with writing difficulties.  相似文献   

12.
Abstract

In this article the history of silence is looked at from an educational perspective. By closely examining the way three nineteenth-century authors – who all based their educational theories on concrete experiences with persons with disabilities – have related themselves to silence, it will be argued that silence has been educationalised. Silence has been increasingly integrated in the teacher’s official tool box in order to make sure a new kind of discipline can be encountered in the classroom. The educationalisation of silence that can be found in the works of Jean-Marc Itard, Edouard Seguin and Maria Montessori seems to have been paralleled by a transformation in the way power was wielded over pupils in schools. Towards the end of the nineteenth century, silence seems to have lost its ability to symbolise critique and increasingly to have been used to steer the behaviour of children in a subtle way. In other words, by closely looking at the work of Itard, Séguin and Montessori one can see how silence became an integral part of a new educational landscape that tried to seduce children to do particular things and act in a particular way. In nineteenth-century schools the sound of docility would indeed gradually be replaced by the seduction of silence.  相似文献   

13.
ABSTRACT

Machine haptics has been shown to assist and enhance human–computer interactions. Research from previous studies in the field of haptics has focused on developing a user’s sense of realism of touch when using a haptic device. This paper examines the use of haptics for education, specifically for creative online education. The paper is presented in two parts. First, a review of literature was conducted and used to aid the rationale and underpin the design of a pilot test. Second, a pilot test was designed using a single-point kinaesthetic haptic device with a haptic rendered interface, to support the assembly of a virtual design prototype. The pilot test proved to be extremely valuable in creating and developing a rich virtual environment for non-sighted and sighted participants to use. The results from the initial pilot test showed that although users were positive about their experience of using the haptic device, there were improvements to be made to the interface to enhance the user experience in the next phase of testing.  相似文献   

14.
Behind the Iron Curtain. Joseph S. Roucek and Kenneth V. Lottich. (Caldwell, Idaho: The Caxton Printers, 1964. Pp. 631. $8.95.)

Year‐Round Education. Clarence A. Schoenfield and Neil Schmitz. (Madison, Wisconsin: Dembar Educational Research Services, 1964. Pp. 111. $3.00, paper.)

The University of Kentucky: The Maturing Years. Charles Gano Talbert. (Lexington, Kentucky: University of Kentucky Press, 1965. Pp. 208. $5.00.)

Montessori for Parents. Dorothy Canfield Fisher. (Cambridge, Mass.: Robert Bentley, Inc., 1965. Pp. 240. $5.95.)

The Montessori Manual for Teachers and Parents. Dorothy Canfield Fisher. (Cambridge, Mass.: Robert Bentley, Inc., 1965. Pp. 126. $5.00.)

The Montessori Elementary Material. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 464. $8.50.)

The Montessori Method. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 377. $6.50.)

Spontaneous Activity in Education. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 355. $6.50.)

The Concepts of Over‐and‐Underachievement. Robert L. Thorndike. (New York: Bureau of Publications, Teachers College, Columbia University, 1963. Pp. 79. $3.25.)

Handbook of Research on Teaching. N. S. Gage, editor. (Chicago: Rand McNally, 1963. Pp. 1218. $15.00.)  相似文献   

15.
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16.
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17.
Abstract

The purpose of this study was to investigate the effectiveness of a training program in creative thinking and problem solving on children from varying racial backgrounds and social-class levels. The Ss were 218 fifth and sixth grade students. All Ss were administered the Torrance Tests of Creative Thinking, Form A. The experimental Ss participated in the eight-week Productive Thinking Program and the control Ss in the Gates-Peardon Reading Exercises. At the completion of the Program, all Ss were administered the Torrance Tests of Creative Thinking, Form B. The results indicate that participation in the Productive Thinking Program enabled the students to improve their creative thinking and problem-solving abilities. Neither race nor social-class level affected the child's ability to increase these skills.  相似文献   

18.
While emotion recognition is shaped through social interactions from a child's early years through at least late adolescence, no emphasis has thus far been given to the effects of daily experiences at school. We posited that enriched, more diverse, and less competitive social interactions fostered by some pedagogical practices may contribute to emotion recognition processes in children. Here, we investigated differences in emotion recognition among schoolchildren experiencing the Montessori versus traditional practices. Children performed two tasks; one measuring the impact of social context on fear-surprise perception, and one measuring their bias toward happiness or anger. Results suggest that children experiencing traditional practices show a higher sensitivity to fear-recognition, while children attending Montessori schools show a higher integration of social cues and perceive expressions of happiness for longer durations. Such preliminary findings call for replication and further research to determine which pedagogical features from the Montessori method may explain these effects.  相似文献   

19.
Abstract

Fifty-seven Ss were administered the Teacher Characteristics Schedule and measures representing open-mindedness and analytic set. The scores were intercorrelated and the matrix factor analyzed. Dimensions representing analytic set and open-mindedness were orthogonal to each other and dimensions representing anticipated teaching style. Measures representing analytic set and open-mindedness were explored as possible moderator variables. Low analytic-high dogmatic Ss were significantly different from other Ss in their tendency to give information indicating that they are dynamic or surgent teaching personalities. The results of the study suggest that open-mindedness and analytic set may be useful in the understanding of teaching behavior if their effects as moderating variables are investigated.  相似文献   

20.
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.  相似文献   

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