Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children

Autor/inn/en	Ansari, Arya; Winsler, Adam
Titel	Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children
Quelle	In: Journal of Educational Psychology, 106 (2014) 4, S.1066-1079 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0036799
Schlagwörter	Montessori Schools; School Readiness; Low Income Groups; Hispanic American Students; Early Intervention; Preschool Education; Curriculum; Comparative Analysis; African American Students; Literacy Education; Parent Attitudes; Teacher Attitudes; Student Behavior; Skill Development; Cognitive Ability; Psychomotor Skills; Language Skills; Program Effectiveness; Social Development; Emotional Development + Suchen Sie Ihr Suchwort? Montessori-Schule; Readiness for school; School ability; Schulreife; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Pre-school education; Vorschulerziehung; Curricula; Lehrplan; Rahmenplan; African Americans; Afroamerikaner; Elternverhalten; Lehrerverhalten; Student behaviour; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Psychomotorische Aktivität; Language skill; Sprachkompetenz; Soziale Entwicklung; Gefühlsbildung
Abstract	Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black (n = 6,700) children enrolled in 2 different types of Title-1 public school pre-K programs: those in programs using the Montessori curriculum and those in more conventional programs using the High/Scope curriculum with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (Lebuffe & Naglieri, 1999), whereas children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile--Diagnostic (Nehring, Nehring, Bruni, & Randolph, 1992) at the beginning and end of their 4-year-old pre-K year. All children, regardless of curriculum, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but they demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01