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- Bara Florence
- Baumgartner Jennifer
- Belliveau George
- Besançon Maud
- Blair Steven N
- Borman G.
- Brehony Kevin J.
- Brophy Jere
- Brown S
- Brownlee Jo
- Byun Wonwoo
- Chiaa Noel Kok Hwee
- Cimelia Patrizia
- Colé Pascale
- Cossentino Jacqueline M.
- Csikszentmihalyi Mihaly
- Denervaud Solange
- Diamond Adele
- DiCarlo Cynthia F.
- Dolby Nadine
- Frick Theodore W.
- Genolini Christophe M.
- Gentaz Edouard
- Gimbel Steven J.
- Giordano Debra A.
- Gokhan Kayili
- Grant Emily
- Greenberg Mark T.
- Gromko Joyce Eastlund
- Guelfi Julien-Daniel
- Gureckis Todd M.
- Harris Mauree E.
- Haskell Sophie
- Hewes G.
- Hillairet de Boisferon Anne
- Ionescu Serban
- Ireland Joseph
- Ispa Jean M.
- Jennings Patricia A.
- Johnson David W.
- Johnson Roger T.
- Judge Joan
- Keea Norman Kiak Nam
- Koh Joyce Hwee Ling
- Kyle Patricia B.
- Lee Kathleen
- Lillard Angelina S.
- Lockhorsta Daan
- Lubart Todd
- Lupton Mandy
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- Maloney Carmel
- Markant Douglas B.
- McNeil Nicole M.
- Meirieu Philippe
- Michela Eva
- Morgan Marc
- Neuenschwandera Regula
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- Ota Carrie
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- Overman L.
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- Ramazan Ari
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- Riou França Lionel
- Roebersa Claudia M.
- Röthlisbergera Marianne
- Rule Audrey C.
- Serina-Karsky Fabienne
- Shankland Rebecca
- Sobe Noah W.
- Soundy Cathleen S.
- Stewart Roger A.
- THESE
- Tzuo Pei Wen
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- Watters James
- Wubbelsb Theo
- Yen Shu-Chen
- Yiaglis Dimitrios
Méta
Archives
Archives par mot-clé : Attention
Kayili, G., & Ari, R. (2011). Examination of the effects of the Montessori Method on preschool children’s readiness to primary education. Educational Sciences: Theory and Practice, 11(4), 2104–2109.
Kayili and Ari investigated the effectiveness of the Montessori Method for improving preschool children’s readiness for primary education. Using assessment instruments including the Metropolitan Readiness Test and the Kindergarten Behavior Scale, the results indicated that the Montessori Method is more … Continuer la lecture
Publié dans Gokhan Kayili, Ramazan Ari
Marqué avec Attention, Développement social, Efficacité du programme, Foreign countries, Maternelle, Préparation à l'école, Préparation à la lecture, Preschool children, Preschool education, Program effectiveness, Reading readiness, School readiness, Social development
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Stewart, R., Rule, A., & Giordano, D. (2007). The effect of fine motor skill activities on kindergarten student attention. Early Childhood Education Journal, 35(2), 103–109. The authors conducted an experimental study wi
Abstract 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 = … Continuer la lecture
Publié dans Giordano Debra A., Rule Audrey C., Stewart Roger A.
Marqué avec Attention, Fine motor skills, Kindergarten, Materials, Matériel, Maternelle, Montessori curriculum, Motricité fine, Programmes
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Sobe, N. W. (2004). Challenging the gaze: The subject of attention and a 1915 Montessori demonstration classroom. Educational Theory, 54(3), 281–297.
Abstract The child’s attention, how this attention is reasoned about, and how attention works as a surface for pedagogical intervention are central to understanding modern schooling. This article examines “attention” as an object of knowledge related to the organization and … Continuer la lecture
Lillard, A. S. (2011). Mindfulness practices in education: Montessori’s approach. Mindfulness, 2(2), 78–85.
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
Publié dans Lillard Angelina S.
Marqué avec Attention, Concentration, Education, Mindfulness practices, Pratiques de pleine conscience
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DiCarlo, C. F., Pierce, S. H., Baumgartner, J., Harris, M. E., & Ota, C. (2012). Whole-group instruction practices and children’s attention: A preliminary report. Journal of Research in Childhood Education, 26(2), 154–168.
Abstract This study developed a typology of recommended teacher practices related to whole-group instruction in preschool classrooms and examined the relationship between teachers’ use of the practices and children’s attentiveness. Thirty-nine classrooms in 31 schools (15 public and 16 private) … Continuer la lecture
Publié dans Baumgartner Jennifer, DiCarlo Cynthia F., Harris Mauree E., Ota Carrie, Pierce Sarah H.
Marqué avec Attention, Correlation, Ecoles publiques, Education préscolaire, Educational practices, Graduate students, Group instruction, Instruction de groupe, Méthodes d'enseignement, Multiple regression analysis, Observation, pratiques d'enseignement, Preschool education, Public schools, Teaching methods
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