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Article
Voluntary Food Habits of Normal Children
Publication: NAMTA Quarterly, vol. 1, no. 2
Date: Winter 1976
Pages: 38-42
Food habits, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Doctoral Dissertation (Ph.D.)
Circular Food Education: Developing a food education programme based on sustainability, experiential learning and pleasure in Irish primary schools
Available from: Technological University Dublin
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Abstract/Notes: This research explored how an expanded and sustained education about food within the primary school curriculum in the Republic of Ireland could be achieved. A constructivist ontology underpinned the project, with multiple theoretical frameworks related to constructivist learning and building agency, informing the study. A multi-method action research methodology was used, providing practical solutions through action, reflection, practice and theory. A narrative review of the literature and existing policy preceded three sections of fieldwork. A scoping consultation with key stakeholders was followed by the development and piloting of a food education programme entitled the Global Citizenship Food and Biodiversity Theme in eight primary schools over two years, in conjunction with Green-Schools. The third section of fieldwork verified and expanded the results within a research findings feedback workshop which included academics working in education, principals, teachers, trainee teachers, and two staff members from the National Council for Curriculum and Assessment. The scoping consultation with key stakeholders highlighted a desire for a changed approach to food education in Irish primary schools. The key findings indicated that schools are in a unique position to influence and promote food education, but that an expanded approach to the current curriculum’s principal focus on health and nutrition was required. The term ‘circular food education’ was coined to describe the approach to food education which was consequently developed. Circular food education encompasses experiential learning, sustainability and pleasure. It is grounded in theory and is an educational solution to tackling an array of social issues: building knowledge about climate change, biodiversity loss, and food waste, teaching practical food skills, as well as instilling the potential for children to become active citizens. The development and piloting of the Global Citizenship Food and Biodiversity Theme illustrated how educational approaches that stem from constructivism could be put into practice. This theme included hands-on classes as well as building agency to think critically through the use of collaborative and social learning methods. Amartya Sen’s capability approach was used as a theoretical framework to evaluate data generated from the pilot. The research findings feedback workshop indicated that increased circular food education would require support from the whole-school, a change in approach by government as well as teacher training to address confidence and agency, and the provision of suitable facilities. One of the outputs from the research is the Global Citizenship Food and Biodiversity Theme programme which is being implemented incrementally in schools on a nation-wide basis, with 120 locations to date. A limitation of the Global Citizenship Food and Biodiversity Theme is the two-year cycle of the Green-Schools flag system. The thesis recommends a systemic policy change to food education in Irish primary schools. An embedded full-time approach within the primary curriculum would provide structure and scaffolding but requires a collaborative approach from all stakeholders. Until then, an increase in teacher training and developing teacher agency would be a suitable first step to increased food education in Irish primary school classrooms. Circular food education offers a model, which helps provide students with the ability to lead a life in which both they, and the natural world, could flourish.
Language: English
Published: Dublin, Ireland, 2023
Master's Thesis (Action Research Report)
The Effect of Engaging in Food Prep on Willingness to Try New Food
Available from: St. Catherine University
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Abstract/Notes: This action research project sought to determine the effects implementing food prep activities in the Montessori primary classroom (ages 2.5-6) had on children’s willingness to try new food. Before the food prep activities were implemented, parent questionnaires and student conferences were used to better understand the children’s food preferences. During the intervention, tally sheets and observation forms were used to track student participation and their reactions to the foods. After the intervention, additional parent questionnaires were distributed and student conferences were conducted to determine current food preferences of the four foods that were included in the food prep activities. The results indicate that engagement and participation in food prep and cooking lessons increased children’s willingness to try new food. Future research is needed to determine if implementing similar strategies in the home will support children’s willingness to try new food.
Language: English
Published: St. Paul, Minnesota, 2018
Article
[Waning courtesy and work habits as the year wears on]
Publication: Point of Interest, vol. 4, no. 7
Date: Mar 1994
Pages: 1–3
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Language: English
Article
Parents' Q and A: Supporting Positive Eating Habits
Publication: Infants and Toddlers, vol. 10, no. 1
Date: 2006
Pages: 9–10
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Language: English
Article
Birthday Parties and Other Horrors: Some Thoughts on the Habits of Exclusion
Publication: Montessori Life, vol. 10, no. 3
Date: 1998
Pages: 9
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Abstract/Notes: Review of You Can't Say You Can't Play by Vivian Paley
Language: English
ISSN: 1054-0040
Article
Habits
Publication: Montessori Special News, vol. 3, no. 3
Date: Jun 1977
Pages: 3
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Language: English
Article
The Effect of Montessori Daily Life Program Linked with Home on Children's Basic Living Habits and Self-Direction / 가정과 연계한 몬테소리 일상생활프로그램이 유아의 기본생활습관과 자기주도성에 미치는 영향
Available from: RISS
Publication: 아동교육 [The Korean Journal of Child Education], vol. 17, no. 4
Date: 2008
Pages: 35-48
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Language: Korean
ISSN: 1226-2722
Master's Thesis (Action Research Report)
The Effects of Goal Setting and Self-Reflection on Student Work Completion and Work Habits in a Montessori Upper Elementary Environment
Available from: St. Catherine University
Action research, Americas, Goal (Psychology), Goal setting, Montessori method of education - Criticism, interpretation, etc., North America, Three-hour work cycle, United States of America, Upper elementary, Work periods
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Abstract/Notes: This study implemented goal setting and self-reflection as self-regulated learning strategies and explored how these affected student work completion and on-task behavior. Students in this environment struggled with self-regulated learning and were observed to not complete work on time and needed redirection to focus on work during the work cycle. The study took place in an upper elementary Montessori environment at a private international school. Thirteen 4th grade students (ages 9-10) participated in the study. During this study, students were given lessons on goal setting and self-reflection and had group discussions about effective goal setting. Students set daily goals for themselves during the study and evaluated their progress at the end of the day. Students met with the guides for pre, mid and post-assessment discussions, where they reflected on their goals and progress. Students were observed twice daily for on and off-task behavior, and follow-up work was checked for completion. Despite the challenges of conducting this study during the COVID-19 pandemic, the results showed that student work completion and on-task behavior increased after students began setting goals. In particular, it proved to be beneficial to students who previously struggled with completing work. Further studies could look into integrating goal setting in a more streamlined manner to increase student engagement and interest.
Language: English
Published: St. Paul, Minnesota, 2022
Article
Question and Answer: The Importance and Role of Food in the Montessori Infant Community
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2004, no. 1
Date: 2004
Pages: 39–42
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Language: English
ISSN: 0519-0959