Archives de catégorie : Lillard Angelina S.

Taggart J., Fukuda E., and Lillard, A. S., 2018, Children’s Preference for Real Activities: Even Stronger in the Montessori Children’s House, Journal of Montessori Research, Volume 4, Issue 2, pp. 1-9.

Publié le 6 décembre 2018 par dana

Keywords: children, Montessori, preschool, activities, preferences, pretend, real Abstract: In the United States, children are often given the opportunity to engage in pretend activities; many believe this kind of play benefits children’s development (Haight & Miller, 1993; Haight, Masiello, Dickson, … Continuer la lecture →

Publié dans Fukuda E., Lillard Angelina S., Taggart J. | Marqué avec , , , , , , , , , , | Commentaires fermés sur Taggart J., Fukuda E., and Lillard, A. S., 2018, Children’s Preference for Real Activities: Even Stronger in the Montessori Children’s House, Journal of Montessori Research, Volume 4, Issue 2, pp. 1-9.

Lillard A. S., Heise M. J., Richey E. M., Tong X., Hart A., Bray P. M.,  (2017), Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study, Front. Psychol. 8:1783. doi: 10.3389/fpsyg.2017.01783

Publié le 26 novembre 2018 par dana

Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model … Continuer la lecture →

Publié dans Bray P. M., Hart A., Heise M. J., Lillard Angelina S., Richey E. M., Tong X. | Marqué avec , , , , , , , , , , , , | Commentaires fermés sur Lillard A. S., Heise M. J., Richey E. M., Tong X., Hart A., Bray P. M.,  (2017), Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study, Front. Psychol. 8:1783. doi: 10.3389/fpsyg.2017.01783

Lillard, A. S. (2011). Mindfulness practices in education: Montessori’s approach. Mindfulness, 2(2), 78–85.

Publié le 14 juillet 2016 par dana

Lillard presented the benefits of mindfulness training and compared this training to Montessori practices. She concluded that these similar practices may be responsible for executive function and socio-emotional benefits. Abstract Mindfulness training has had salutary effects with adult populations and … Continuer la lecture →

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Lillard, A. (2012). Preschool Children’s Development in Classic Montessori, Supplemented Montessori, and Conventional Programs. Journal of School Psychology 50.

Publié le 14 juillet 2016 par dana

Abstract Research on the outcomes of Montessori education is scarce and results are inconsistent. One possible reason for the inconsistency is variations in Montessori implementation fidelity. To test whether outcomes vary according to implementation fidelity, we examined preschool children enrolled … Continuer la lecture →

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Lillard, A. & Else-Quest, N. (2006). Evaluating Montessori education. Science, 313, p. 1893-1894.

Publié le 8 juillet 2016 par dana

Abstract An analysis of students’ academic and social scores compares a Montessori school with other elementary school education programs. Randomized study, lottery  5-year-olds – 25 control and 30 Montessori  12-year-olds – 28 control and 29 Montessori Conclusion: “When … Continuer la lecture →

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