Comparing the Normalization of Children in Traditional and Montessori Kindergarten. Mroczkowski, J. Master's thesis, University of Wisconsin–River Falls, River Falls, Wisconsin, 2014. ![Comparing the Normalization of Children in Traditional and Montessori Kindergarten [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex In this study, the author examined the level of Normalization kindergarten children display in a Montessori classroom and a traditional classroom. Normalization can be demonstrated through the child’s love of work, concentration, self-discipline and sociability. Data was gathered from the child and lead teacher through classroom observations, teacher questionnaires, child-interviews and a self-control test. Classroom observations in both environments gave insight into the child’s ability to focus and concentrate, as well as observable indications of a love of learning. Teacher questionnaire results were compiled and compared revealing children in Montessori classrooms have more room for choice, multi-sensory material use and more developed literacy skills. The child-interview results indicated that Montessori children were more sociable and self-reliant than traditional school children. Children attending Montessori kindergarten showed a greater level of self-discipline than traditional school children in the self-control test. Ideally, children attending a Montessori children’s house should continue their education for kindergarten into their third and final year. The discussion considers the ongoing benefits of staying in a Montessori environment for the kindergarten year.
@mastersthesis{mroczkowski_comparing_2014,
address = {River Falls, Wisconsin},
title = {Comparing the {Normalization} of {Children} in {Traditional} and {Montessori} {Kindergarten}},
url = {http://minds.wisconsin.edu/bitstream/handle/1793/69077/JamieMroczkowski.pdf?sequence=1},
abstract = {In this study, the author examined the level of Normalization kindergarten children display in a Montessori classroom and a traditional classroom. Normalization can be demonstrated through the child’s love of work, concentration, self-discipline and sociability. Data was gathered from the child and lead teacher through classroom observations, teacher questionnaires, child-interviews and a self-control test. Classroom observations in both environments gave insight into the child’s ability to focus and concentrate, as well as observable indications of a love of learning. Teacher questionnaire results were compiled and compared revealing children in Montessori classrooms have more room for choice, multi-sensory material use and more developed literacy skills. The child-interview results indicated that Montessori children were more sociable and self-reliant than traditional school children. Children attending Montessori kindergarten showed a greater level of self-discipline than traditional school children in the self-control test. Ideally, children attending a Montessori children’s house should continue their education for kindergarten into their third and final year. The discussion considers the ongoing benefits of staying in a Montessori environment for the kindergarten year.},
language = {eng},
school = {University of Wisconsin–River Falls},
author = {Mroczkowski, Jamie},
year = {2014}
}
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