Abstract/Notes: The study aimed to measure the impact of a program based on Montessori activities in developing practical life skills for pre-school children.The study sample consisted of (80) children enrolled in kindergarten, divided equally into two groups: experimental and control in the age group (5-6) years, and the study followed the quasi-experimental approach and the following tools: the practical life skills scale, and the training program Based on Montessori activities prepared by the study team, and the results of the study concluded: There are statistically significant differences at the level of significance (0.01) between the mean scores of the children of the experimental and control groups in the post-measurement of life skills, and their totality is in favor of the children of the experimental group. The results also showed that there were statistically significant differences at the level of significance (0.01) between the mean scores of the children of the experimental group in the two measurements of practical life skills, and their total sum in favor of the post measurement, in addition to that there were no statistically significant differences between the mean scores of the children of the experimental group in the two post measurements. The traceability of practical life skills, and their totality. Finally, the results showed that there are no statistically significant differences at the level of significance (0.05) between the mean scores of the children of the experimental group in the dimensional measurement of my skills: (personal care, dealing with others) according to the gender variable (male / female), while significant differences were found. A statistic at the level of significance (0.05) between the mean scores of the children of the experimental group in the dimensional measurement of sensory focus and accuracy skill, and the total sum of practical life skills according to the gender variable (male / female) in favor of females.

Language: Arabic

ISSN: 2090-9551, 2090-956X

Language: English

Abstract/Notes: Montessori stated that the most critical purpose of education is making the children discover themselves and achieve their freedom. Children, whether they are typically developed or have mental disorders, are born with a competence named “absorptive mind” which helps mental activities to emerge. For mental activities to begin to emerge, the child is given a number of keys in a “prepared environment”. When all children are given freedom in a prepared environment, then they feel “happy and motivated” towards a specific skill or knowledge in their sensitive period. When they are allowed to use the equipment freely, they will do practice with it and never get tired of repeated practices. “Repetition” has a key role in “enhancing focused attention, mental strength and ability to grasp and understand”. This review article describes and discusses the Montessori pedagogy and its one type of material, practical life skills.

Language: English

DOI: 10.5281/zenodo.3544457

ISSN: 2501-2428

Abstract/Notes: Research on human development, brain plasticity and learning capacity confirms that the early years of life are critical to develop the foundations of what will become a mature adult. Maria Montessori, an exceptional visionary woman for her time in the early 20th century, developed an educational model that is increasingly effective today. It follows the interests of children based on their actions and movements in school enhancing independence, creativity and simulating real life in society. Montessori education incorporated in the traditional cognitive-based curriculum the importance of Soft Skills as a critical dimension of social interactions missing in most educational models. An essential component in Montessori education is achieving educational goals paralleled with activities the child performs in the classroom simulating practical activities in daily life. Montessori’s Grace and Courtesy (G&C) is embedded in lessons that are drilled continuously to support students to become successful in social relationships with peers and adults. G&C are lessons founded in Soft Skills development that become an integral part of behavior positively impacting personal lives. Montessori education responds to surmounting evidence about the need for Soft Skills across educational levels and from an early age develops Soft Skills that students will need to succeed in life and are increasingly demanded in the workplace. This chapter highlights the need to start teaching and practicing Soft Skills at early educational levels and it shows how Montessori education has accomplished this objective for over a century.

Language: English

Published: New York: Routledge, 2021

ISBN: 978-1-00-036891-8

Abstract/Notes: The purpose of this action research project was to study the implementation of practical life skills targeting school-specific skills. This study took place in a Children’s House classroom at a public Montessori school located in an urban city in the Midwest. The classroom housed a total of 19 students, consisting of pre-k and kindergarten children ranging from the age of four to six. Originally constructed as a traditional school, the building itself often inhibits independence for the school’s youngest learners. In this study, the researcher sought to increase student independence by implementing a serious of “school-specific” Practical Life tasks. The students were asked to practice the tasks as a part of their daily work cycle. Students then documented their work on Seesaw with their district-issued iPad. Over the course of six weeks, quantitative and qualitative data was collected to determine the impact of these activities on student independence levels at school. The results of this study indicate that students were capable of completing more school-specific tasks independently following the six-week study. The final pages of the paper present a thorough analysis of the further research and action steps of this study/paper. The paper concludes with some suggestions pertaining to potential opportunities for family/educator partnerships.

Language: English

Published: River Falls, Wisconsin, 2022

Abstract/Notes: Research Findings: A quasi-experiment was undertaken to test the effect of Montessori practical life activities on kindergarten children's fine motor development and hand dominance over an 8-month period. Participants were 50 children age 5 in 4 Montessori schools and 50 students age 5 in a kindergarten program in a high-performing suburban elementary school. Children were pre- and posttested on the Flag Posting Test, an individually administered test of fine motor skill requiring children to place tiny flags mounted on pins into preset pinholes. Students in the Montessori treatment group demonstrated significantly higher accuracy, speed, and consistent use of the dominant hand on the posttest, adjusted for pretest differences and gender. Effect sizes were moderate for accuracy and speed (ds = .53 and .37, respectively) and large for established hand dominance (▵R2 = .35). Longitudinal research on the effects of early childhood programs emphasizing the reciprocal interplay of cognitive and physical aspects of activity is recommended. Practice or Policy: The findings argue for a balanced approach to early childhood education that maintains the importance of physical activity and fine motor development in conjunction with cognitive skills. Montessori practical life activities involving eye–hand coordination and fine motor skills can be integrated into programs.

Language: English

DOI: 10.1080/10409289.2015.995454

ISSN: 1040-9289, 1556-6935

Abstract/Notes: Bu araştırmada Montessori günlük yaşam becerileri çalışmalarının zihinsel yetersizliği olan çocukların öz bakım becerilerine etkisi incelenmiştir. Araştırmanın deneklerini 2019-2020 eğitim-öğretim yılında Aksaray ili Sarıyahşi ilçesine bağlı bir ilkokuldaki özel eğitim sınıfına devam eden üç zihinsel yetersizliği olan çocuk (hafif, orta, ağır düzeyde) oluşturmaktadır. Denekler, seçkisiz (rastgele) olmayan örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılarak belirlenmiştir. Katılımcılar ölçüt olarak, farklı engel düzeylerinin olmasına göre belirlenmiştir. Araştırmada tek denekli araştırma desenlerinden ABA modeli kullanılmıştır. Araştırmanın nicel verilerini toplamak için "Öz Bakım Becerileri Değerlendirme Testi" kullanılmıştır. Nitel verileri toplamak içinse gözlemci sınıf öğretmenine uygulama sonunda sorular sorulmuştur. Elde edilen veriler, çizgi grafiğiyle sunulmuştur. Araştırmanın sonuçlarına göre Montessori günlük yaşam becerileri çalışmaları hafif ve orta düzey zihinsel yetersizliği olan çocukların öz bakım becerilerini olumlu yönde etkilemiştir. / In this research, the effect of Montessori practical life studies on the self care skills of children who have mental retardation was observed. The subjects of the study consist of three mentally disabled children (mild,moderate,severe) attending a special-ed class in a primary school in Sarıyahşi district of Aksaray province in the 2019-2020 academic year. The subjects were determined by using the criterion sampling method, which is one of the non-random sampling methods. Participants were determined according to the different levels of disability as a criterion. In the study, ABA(Applied Behavioral Analysis) model, which is one of the single-subject research designs, was used. The 'Self Care Assessment Test' was used to collect the quantitative data of the study. Questions were asked to the observer classroom teacher to collect qualitative data at the end of the application. The data acquired are presented with a line chart. According to the results of the study, Montessori practical life studies positively affected the self-care skills of children with mild and moderate mental retardation.

Language: Turkish

Published: Konya, Turkey, 2021

Abstract/Notes: A pretest-posttest control group design was used to measure the effect of practical life materials on public school kindergarten children's fine motor skill development over a 6-month period. The dependent measure was a penny posting test. More than 50 different sets of activities were provided to the experimental group (n = 101). Teachers coached students in following specific steps to use tweezers, tongs, and spoons to manipulate a variety of objects. Students then employed the materials during center time in their classrooms. Although experimental and control group teachers reported equal amounts of fine motor activity in their classrooms, significant interaction effects were found indicating the experimental group outperformed the control on the posttest measure. An overall effect size of 0.74 indicates that the type of fine motor activity is important in children's development.

Language: English

DOI: 10.1023/A:1016533729704

ISSN: 1082-3301, 1573-1707

Abstract/Notes: Educational philosophy in elementary and secondary schools has often centered on creating a "product," full of content knowledge and basic skills (Bagby, 2002). However, no longer is academic achievement in the classroom considered the sole gauge of lifelong success. Meltzer (2010) suggested that the development of executive functioning skills utilized to reach academic achievement is equally important--skills such as prioritizing, planning, self-checking, and setting short-term and long-term goals. Being able to plan, organize, and monitor one's time are crucial skills in today's world. These three competencies are only a few of the elements of "executive function," an umbrella term referring to the cognitive processes that guide, direct, and manage thinking, emotional responses, and behavior. Dawson and Guare (2010) provided an overview of how executive function skills operate to maximize student success. The authors will consider three of these skills--planning, organization, and time management--and will illustrate how each is developed through Montessori practices.

Language: English

ISSN: 1054-0040

Abstract/Notes: Uma Ramani's characterization of practical life is philosophical and anthropological, suggesting that "human history is the story of the evolution of our practical life activities." Practical life is a collaborative activity that creates community and culture. One's adaptation to life through the daily work of ordering our environment lends meaning to all learning and to living a good life. [This article is based on a talk presented at the NAMTA conference titled "Whole School Practical Life: A Comprehensive View of Community, the Intelligence, and the Hand," Dallas, TX, January 17-20, 2013.]

Language: English

ISSN: 1522-9734