PSY 200 GCC Seasonal Depression & the Reading Habits of Undergraduates Essay

PSY 200 GCC Seasonal Depression & the Reading Habits of Undergraduates Essay PSY 200 GCC Seasonal Depression & the Reading Habits of Undergraduates Essay ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Need a 250 word response/discussion/agreement/disagreement etc for each forum post below. this is part of a weekly discussion forum. posted the original forum post for reference. If you have any questions please let me know, Thank you!Original forum question: Our text discusses many of the pros and some of the cons of Montessori education. If any of you have personal experience with the Montessori Method, please comment upon it here.Based upon what you now know about child development, can you think of any particular type of child for whom Montessori would not be a good fit? Are there any empirical data available to help answer this question (e.g., which children are suitable for a Montessori education)?Do a little research on your own to see what the experts think and then form your own opinion.forum post #1The Montessori system is a system of education for young children was created by the Italian doctor Maria Montessori (1870-1952). This system places emphasis on development of the senses and suggests a limited role for the teacher as the child learns by itself using didactic material. According to our text when practicing the method of Montessori education, the child’s teachers does not try to direct, instruct, drill, or take charge of the child. It gives the child a chance to be independent. A crucial component of this system is the sensitive periods, Montessori believed that people have genetically programmed blocks of time during which they child is especially eager and able to master tasks. I am pretty sure my parent unknowingly practiced the Montessori system when raising me. I use the word unknowingly because they both were quite young when they had me and did not have a background in child development. My parents didn’t let me do whatever I want but they did have a very hands-off approach while raising me. They let me figure things out on my own, I didn’t even go to preschool. My parents let me explore the house growing up with just enough supervision, so I didn’t hurt myself. I think the Montessori approach for education is very beneficial for teaching children. It allows kids to figure things out for themselves and forces them to become little problem solvers. PSY 200 GCC Seasonal Depression & the Reading Habits of Undergraduates Essay In 2015 a sample of 80 five-year-old children were randomly elected from different Kindergartens in Iran. Half from traditional kindergartens and half from Montessori-regulated kindergartens. The purpose of this research was to investigate the impact of the Montessori approach of the children’s IQ. Data was collected, and results indicated that the IQ level of the five-year-old children educated through the Montessori approach was substantially higher than that of the children educated based on the traditional approach (Ahmadpour & Mujembari, 2015). When I think of who would not benefit form the Montessori approach I immediately think of children with developmental delays that need additional assistance. Children that have severe autism or other developmental issues. I do think there is a time and a place for even these children to “learn things for themselves” however, they require a lot of additional help. According to our text when practicing Montessori education, the teacher does not try to direct, instruct, drill, or take charge of the child. However, a lot of children suffering from severe autism need to drill certain skills, so they can eventually become independent. in society Therefore I do not think children with special needs would not be a good fit for the Montessori approach. Forum post #2:As I personally did not attend a Montessori program, nor do I know anyone who used one or has a child that is currently attending one of these programs, I will only present what I was able to find from peer reviewed sources. When examining this week’s discussion of Montessori schools, it appears that the success of these schools, in this case measured by testing of specific subjects, presented mixed results. In the study from Peng & Md-yunus (2014) the researchers compared results in Elementary School Language Ability Achievement Test (ESLAAT), Elementary School Math Ability Achievement Test (ESMAAT) and Social Studies Ability Achievement Test (ESMATT). Using one-way multivariate analysis of variance (MANOVA), the researchers assessed the one hundred ninety six students, who ranged from first to third grade. The purpose was to compare the results to students that did not attend a Montessori education. In the case of language arts, Montessori students outperformed the non-Montessori students in all three grades. In the case of mathematics, students did better in first grade, but second and third graders performed the same. In the third subject, social studies, there was no difference at any grade (Peng & Md-yunus, 2014). Although this study was specific to schools in Taiwan, the researchers also cited similar results in the Montessori schools of the United States; it does not appear statistically significant what age the students begin their Montessori education. The findings of the study in Taiwan received affirmation by Manner (2007) who also presented evidence that students with a Montessori education tend to perform significantly better in reading, but not significantly better in math.Unfortunately, there does not appear to be enough data to see if the effects of Montessori education remain as the student ages. There is still the need for longitudinal analysis to see how these academic achievements vary when the student reach high school, or ideally even at the university level. One study by Dohrmann et al. (2007) actually was able to show that at least in one case, high school students whose elementary education took place in a Montessori school setting showed higher results in science and math, but not language. The authors do cite several limitations, and many are worth further analysis. The most significant being that parents chose the Montessori schools, rather than these schools selected for the subjects randomly; had a lottery system assigned these students the results would be much more interesting. It is also impossible to determine the extent to which parental involvement influenced the results. One should consider though that prior to the analysis of the performance in math and science, these students spent five to seven years taking the same classes, so the differences in education would have been insignificant unless they occurred in elementary education (Dohrmann et al. 2007). It is puzzling that these results appear to indicate the reverse findings of the other two studies, meaning that the improvements were in STEM education, and not in language. Obviously, further study is necessary to determine the overall significance of Montessori education across a much larger sampling of subjects, over a longer period, and with better controls. 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