Ancona Montessori Research Project for Culturally Disadvantaged Children. September 1, 1968 to August 31, 1969. Final Report. Stodolsky, S. S. & Jensen, J. Technical Report ED044166, Office of Economic Opportunity, Washington, D. C., August, 1969. ![Ancona Montessori Research Project for Culturally Disadvantaged Children. September 1, 1968 to August 31, 1969. Final Report [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex This paper, part of a long term study, reports the effect of a modified Montessori preschool experience on cognitive development, school-related behaviors, and social interactions and perceptions of disadvantaged children. Each of thirty-five disadvantaged Negro children (31 in nursery classes and 4 in elementary classes) was pair-matched with a middle class child. In the disadvantaged group, 17 children were attending nursery classes for the first time. Pre- and posttests were made of cognitive ability, on the Stanford-Binet, Piaget tests of length conservation, and sociometric features. Also, children were rated by testers on performance and by teachers rated classroom behaviors. Data from previous years on some of the children were used in reference to long term change. Part I (nursery school) test results show that neither first nor second-year children significantly increased their I.Q. scores. Both disadvantaged and middle class children scored similarly on task orientation. Middle class children showed more friendship choices forming across social-class lines. Part II (elementary school) results present limited support for the theory that children who continue in Montessori, rather than public, school will show better school achievement. Data included school records of more than 30 children. A future study will investigate diffusion effects on mothers and younger siblings, and testing with measures more directly relevant to Montessori curriculum. (NH)
@techreport{stodolsky_ancona_1969,
address = {Washington, D. C.},
type = {Final {Report}},
title = {Ancona {Montessori} {Research} {Project} for {Culturally} {Disadvantaged} {Children}. {September} 1, 1968 to {August} 31, 1969. {Final} {Report}},
url = {https://eric.ed.gov/?id=ED044166},
abstract = {This paper, part of a long term study, reports the effect of a modified Montessori preschool experience on cognitive development, school-related behaviors, and social interactions and perceptions of disadvantaged children. Each of thirty-five disadvantaged Negro children (31 in nursery classes and 4 in elementary classes) was pair-matched with a middle class child. In the disadvantaged group, 17 children were attending nursery classes for the first time. Pre- and posttests were made of cognitive ability, on the Stanford-Binet, Piaget tests of length conservation, and sociometric features. Also, children were rated by testers on performance and by teachers rated classroom behaviors. Data from previous years on some of the children were used in reference to long term change. Part I (nursery school) test results show that neither first nor second-year children significantly increased their I.Q. scores. Both disadvantaged and middle class children scored similarly on task orientation. Middle class children showed more friendship choices forming across social-class lines. Part II (elementary school) results present limited support for the theory that children who continue in Montessori, rather than public, school will show better school achievement. Data included school records of more than 30 children. A future study will investigate diffusion effects on mothers and younger siblings, and testing with measures more directly relevant to Montessori curriculum. (NH)},
language = {eng},
number = {ED044166},
institution = {Office of Economic Opportunity},
author = {Stodolsky, Susan S. and Jensen, Judith},
month = aug,
year = {1969},
keywords = {Montessori Method, Elementary Education, Comparative Analysis, Cognitive Development, Program Effectiveness, Montessori Schools, Nursery Schools, Behavior Development, Testing, Whites, Academic Achievement, Disadvantaged, Early Experience, Intervention, Blacks, Lower Class, Middle Class, Social Relations, Task Performance},
pages = {83}
}
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