Archives par mot-clé : cognitive development

Removing supplementary materials from Montessori classrooms changed child outcomes / La suppression du matériel supplémentaire dans les salles de classe Montessori a modifié les résultats des enfants

Lillard, A. S., & Heise, M. J. (2016). Removing supplementary materials from Montessori classrooms changed child outcomes. Journal of Montessori Research. Link to PDF Abstract. Montessori classrooms vary in the degree to which they adhere to Maria Montessori’s model, including in the … Continuer la lecture

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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

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

David W. Johnson and Roger T. Johnson, Conflict in the Classroom: Controversy and Learning, Review of Educational Research, Vol. 49, No. 1 (Winter, 1979), pp. 51-69

  Introduction States Congress. The students are discussing in small groups the reasons why citizens want to be representatives in Congress. One student says the major reason is wanting to help your neighbors and your country. Another student says being … Continuer la lecture

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