Abstract/Notes: This dissertation explores the meanings of child-centeredness in early childhood education (ECE), by examining the interrelationship of theory and praxis. This study included theories which underpin the concept of child-centeredness for current ECE teachers, including Piaget's and Vygotsky's child development theories and Dewey's and Montessori's educational philosophies. While these theories all advocate the importance of children's individual interests and needs in education, they diverge somewhat in their perspectives about the teacher's role in education. From these theoretical divergences arises a central question about the idea of child-centeredness: what is the nuanced relationship between teacher control and children's freedom? This study was conducted in a public kindergarten and based on interviews designed to elicit information concerning a teacher's pedagogical philosophy, and on observation of her classroom over a period of three months. The results of this study showed high teacher control and high children's freedom in a holistic teaching process. Teacher control and children's freedom were not exclusive of one another: children's freedom was defined in an active way, as freedom to participate, rather than in a passive way, as freedom from any constraints. Findings may offer some insights helpful to those who have struggled with the tension between teacher control and children's freedom in the context of critical and progressive pedagogy. Adopting multiple theories and reflecting upon or adapting them in order to meet individual children's needs embodies Dewey's advocacy of the intellectual responsibilities of teaching, which value “interaction” and “continuity” in the teaching process.

Language: English

Published: Bloomington, Indiana, 2004

Abstract/Notes: This study examined the written works of Maria Montessori to determine what she considered the foundational theories, principles, and themes of her teaching method. Fifteen themes were identified and condensed into a 26-item Activity Evaluation Checklist (AEC). The study population of 5 parents, 5 administrators, and 5 teachers used the AEC and observed 10 children performing 6 activities designed for the Montessori classroom, resulting in 90 observations. Using scores of 1 to 5 for each of the 26 items, the study results indicated an accuracy correlation between the AEC and the 6 Montessori activities of a minimum of 95%, thus demonstrating the effectiveness of the AEC as a tool to evaluate materials and activities designed for the Montessori classroom. The AEC can be used to determine how closely classroom materials and activities reflect Montessori's original principles. The AEC can also be used as a guide to create or adjust classroom materials and activities so they more accurately reflect Montessori's original principles.

Language: English

Published: Minneapolis, Minnesota, 2000

Abstract/Notes: This study compares the opinions of public school teachers of their classroom teaching skills due to participation in the Montessori model of teacher training and the traditional teacher education training programs. The data were collected through a survey of 223 public Montessori schools across the United States. The design used in this study is causal comparative to establish cause and effect. The independent variable is the participation in the Montessori Model of Teacher Training. The dependent variables are the opinions of public school teachers as perceived from participation in the Montessori Model of Teacher Training. Comparisons of teacher opinions were compiled from a survey to ascertain the impact of participation in the Montessori Model of Teacher Training. The population for this study included all teachers employed in the public Montessori schools. The sample included the entire population of teachers who participated in traditional teacher training to earn state licensure and in a Montessori teacher training program. A total of thirty-eight states were included in the survey. A total of 560 surveys were received from the population sample. The teachers surveyed included 81% females and 19% males. The years of teaching experience in public schools were 0–5 years 31%; 6–10 years 28%; 11–15 years 16%; and over 15 years 25%. The years of teaching experience in Montessori schools were 0–5 years 57 %; 6–10 years 23%; 11–15 years 11%; and over 15 years 9%. The basic conclusions from this study indicated that there are significant differences, p < .05, in the responses of teachers who participated in the Montessori model of teacher training and the traditional teacher training for preparation of classroom instruction. In 11 out of the 12 survey items, the diverse approach of teaching used in the Montessori model of teacher training was perceived to be superior to traditional teacher training. However, in one survey question, the traditional teacher training was viewed superior for preparation of teaching in a whole group setting. This study suggest that the responses of teachers strongly recommend the Montessori model of teacher training.

Language: English

Published: Orangeburg, South Carolina, 1997

Abstract/Notes: The purpose of this study was to add to the existing knowledge concerning interactions in preprimary settings, especially Montessori settings, based on gender. It investigated the play behaviors of boys and girls within the Montessori classroom and interactions among children and their playmates and adults during free play. This case study was based on quantitative and descriptive data. Time sampling was used to collect data on the interactions of boys and girls within the Montessori free play context. Note was made of the areas in which children played, the materials they used, and their play behaviors. Running records were used to gather information on the interactions between children and their playmates, and adults in the classroom. The gender groupings of children approached for play and behaviors with chosen playmates were noted. The number of interactions with adults, whether children or adults initiated those interactions and the behaviors of children during interactions with adults were recorded and analyzed. Findings of this study suggest that, within the Montessori classroom observed there were both similarities and differences in the free play behaviors of preprimary girls and boys. However, there were many individual differences among boys and among girls. As a result, it was sometimes impossible to make generalizations concerning the gender typing of behaviors.

Language: English

Published: Flagstaff, Arizona, 1999

Abstract/Notes: This is a descriptive study of independent learning in four Montessori elementary classrooms. It shows relationships between groups of variables for the student, teacher, and environment--with independent learning. Data were collected for the project in three schools in the Seattle area. A profile on each student consisted of demographic information, scores on four measures of independence, and data regarding observed classroom behavior. The teachers provided background information and philosophical orientation through questionnaire and their classroom behaviors were observed. The environment, including the physical and underlying structural climate, was revealed through teacher interview and observation of whole-class behavior. The resultant data were examined for relationships through correlational techniques. Student background, specifically sex, age, and previous Montessori experience, were not found to be predictive of observed independent learning. Teacher background and years of teaching experience in Montessori were also not predictive of the independent learning that occurred in the classroom. The environment, prepared by a Montessori teacher to facilitate independent learning, provided for self-directed study. Independent learning was observed by the behaviors of the individual student, the teacher, and the whole-class similarly in the four classrooms. It was observed in a variety of students. All four teachers had Montessori teacher education and experience. All classrooms were set up physically with shelves of manipulative materials and structurally with student-directed expectations. It was concluded that independent learning can occur when allowed and provided for.

Language: English

Published: Seattle, Washington, 1987

Abstract/Notes: Maria Montessori famously designed her own materials to support children’s development. Thus far, the literature which focuses on Montessori Sensorial education - and on creativity, problem solving and creative problem solving - has not investigated connections between these matters. This study investigated the effect of using the Montessori Method on children’s skills, especially in creative problem solving. This research examines the integration of Montessori materials into a social context to develop children’s creative problem solving, and analyses these data using the Creative Problem Solving (CPS) framework [Isaksen et al., 2000] and Rogoff’s model [1990] of social interaction. The study provides a new way of using the CPS framework, for data analysis, rather than as a way of training an individual or a group in solving problems creatively. The methodology combines a quasi-experimental design with a sample of qualitative cases. The research was conducted in one pre-school in Saudi Arabia, in the city of Riyadh, and involved twenty-four five-year-old children (12 boys, 12 girls) and four teachers. Six matched pairs of children were observed using Montessori sensorial materials (MSM) for one academic year. All the children were assessed on their problem solving capacities, in order to compare their development, using the British Ability Scale-II. The results from the quantitative analysis reveal significant differences between the experimental and control groups in their capacity to solve problems, using a pre-post-test of the four subscales of the BAS II. The qualitative analysis shows social interaction assists children in the “understanding of the challenge” component of the creative problem solving process while individual differences were identified in relation to the three creative skills. The results revealed the children’s different ways of framing and solving their own problems creatively through exploring different positions of the materials and applying them in creative solutions. The research also found that children’s own individual experiences with, and interests in, the material affected their creative problem solving.

Language: English

Published: Southampton, England, 2011

Abstract/Notes: The purpose of this study was to ascertain whether students in a kindergarten/first-grade multiage class achieve at a different level than students enrolled in a traditional kindergarten or first-grade class in a selected primary school in East Tennessee. The question of the interaction between gender and type of instruction was also analyzed. The causal comparative quantitative research method was used to analyze data differentiating between students enrolled in multiage and traditional classes, retrospectively. A t-test was used to determine the level of performance the students demonstrated on the BRIGANCE K Screen at the beginning of the study. The number of mastered first-grade reading skills and mathematics skills, the score on the system-wide first-grade reading test and mathematics test, and gender interaction with type of instruction in each area were analyzed using ANCOVAs. Statistically significant results (pBRIGANCE 1 Screen(ANCOVA). In 1998, the combined males scored significantly higher than the combined females. In 1999, multiage males had significantly higher means than traditional males. ANCOVA results showed statistically significant difference in the number of mastered reading skills of the multiage students in 1998 as well as with the combination of all three years. The multiage mean was the higher of the two groups all three years. For the number of mastered mathematics skills, ANCOVA results showed a statistically significant difference in 1999 with the multiage scores higher than the traditional group. ANCOVA results showed no significant difference between the groups on the standardized reading and mathematics tests analyzed. Findings indicate that kindergarten students may benefit from kindergarten classes in a multiage setting, and that first-grade students may benefit from multiage settings in mastering skills in reading and mathematics but that benefit is not necessarily demonstrated by standardized test scores.

Language: English

Published: Johnson City, Tennessee, 2001

Abstract/Notes: The purpose of this qualitative study was to examine how Montessori early childhood teachers approach teaching about race and racial bias in their classrooms. Twenty-four Montessori early childhood teachers participated in an open-ended survey, and five teachers of those 24 participated in a data-informed online semi-structured interview. The interviewees received an infographic with narrative and graphics in which themes of the survey were detailed, a form of graphic elicitation. Surveys and interviews were coded and analyzed for themes. Themes were verified through independent coding by an independent analyst. Several themes that emerged from the surveys and interviews indicated that 1) Montessori early childhood teachers generally hold a race neutral view of early childhood, 2) Most Montessori early childhood teachers believe that young children do not have bias, 3) Most Montessori early childhood teachers believe that teaching about race and racial bias is implicit in their Montessori training on culture, peace, and respect, 4) Montessori early childhood teachers did not receive explicit instruction from their Montessori training or education programs regarding teaching about race and racial bias, and 5) Most Montessori early childhood teachers supplemented their training with books or developed lessons outside of those obtained in training to teach about race. Reasons for participants' beliefs around race, racial bias, prejudice, young children, and teaching are discussed, as well as the implications of these outcomes. The results of this study were used to develop recommendations for Montessori teachers, Montessori teacher education programs, and national Montessori organizations. Recommendations for further research suggest that a broad examination of demographics along with data on how Montessori teachers are teaching about race and racial bias may yield pertinent information that could further guide educators and trainers.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: The purpose of this study was to determine if implementing Conscious Discipline® methods would improve self-regulation and conflict resolution strategies. The action research took place over six weeks in a Montessori classroom with 30 students ranging from 3-6 years old; however, the participants were eight specific four or five year old male students. Four data collection tools were used throughout the intervention; a pre and post intervention survey, a weekly behavioral observation, a student reflection, and an end-of-day self-reflection form. After analyzing the data, evidence showed improved behaviors. By implementing Conscious Discipline®, students were able to improve their self-regulation and peer interaction skills. Potential future action research investigation relating to this study may include what effects Conscious Discipline® would have on females or how Conscious Discipline® helps older participants with more mature social issues such as bullying, fighting, labeling, and peer pressure.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: The purpose of this investigation was to see if mindfulness lessons based on breathing and meditation techniques would be effective with elementary age students in building community and collaborative work skills. This was done in a classroom of 25 students ranging from nine to twelve years old. I used a pre and post survey as well as observational data to determine the relevance of the meditations on community clean up time. The results showed that there was an increase in participation as well as a decrease in the time it took for the children to clean up. There was also a heightened awareness of community responsibility based on the post survey results. The observational data also showed that the children were communicating more effectively and even leading discussions on how to problem solve. Other interesting reflections came to light such as the teacher’s assumptions on what the students believed about the importance of their work in the community and their ideas about self. The action plan shows the importance of continued work in mindfulness meditation in the classroom to help support the children to focus, be aware of their environment, communicate more effectively and have a greater appreciation of themselves.

Language: English

Published: St. Paul, Minnesota, 2016