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10.3389/fpsyg.2017.01783 http://scihub22266oqcxt.onion/10.3389/fpsyg.2017.01783 C5670361!5670361!29163248     free     free     free Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Front+Psychol 2017 ; 8 (ä): ä Nephropedia Template TP {{tp|p=29163248|t=2017. Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study |pdf=|usr=}}{{29163248}} gab.com Text Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study JO: Front Psychol http://www.kidney.de/pget.php?&tw=1&pmid=29163248 #FOAvip 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 that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3?6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children?s outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted. Twit Text FOAVip Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study ????Front Psychol http://www.kidney.de/pget.php?&tw=1&pmid=29163248 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=29163248 #FOAvip English Wikipedia <ref>{{Cite pmid|29163248}}</ref> Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study #MMPMID29163248 Lillard AS; Heise MJ; Richey EM; Tong X; Hart A; Bray PM Front Psychol 2017[]; 8 (ä): ä PMID29163248show ga 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 that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3?6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children?s outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted. äMontessori Preschool Elevates and Equalizes Child Outcomes: A Longitud(epmc).pdf DeepDyve Pubget Overpricing