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1629 results

Master's Thesis

A Walk in the Woods: Nature and the Practice of Mindfulness in Early Childhood Education

Available from: MINDS@UW River Falls

Environment, Mindfulness, Montessori method of education, Nature education

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Abstract/Notes: Alongside the growing body of research on nature in education, there is a predilection for the implementation of mindfulness-based strategies in the classroom. The research on mindfulness, however, is notably limited when it comes to mindfulness practices in early childhood education. Moreover, school implementation focuses on the addition of mindfulness-based curriculum, rather than the thoughtful construction of an environment that can best encourage and develop the practice of mindfulness. This action research took place at a public Montessori charter school in a midwestern town. The school's Children's House, consisting of 40 students, 4-6 years of age, hikes and explores the surrounding woods twice a week. In an effort to examine the relationship between time spent in nature, at school, and the possible impacts on children's wellbeing and the classroom environment, this study used both qualitative and quantitative tools. After charting classroom engagement ("focus"); gathering anecdotal evidence; interviewing children and staff; and conducting parent surveys, the collected data indicates that time spent in nature is both beneficial (especially to children who struggle in a conventional school setting) and desired by the school community. This study contends that providing access to nature, instead of a structured implementation of a mindfulness curriculum, might be an important component to consider when designing or espousing educational practices that cultivate mindfulness within early childhood classrooms.

Language: English

Published: River Falls, Wisconsin, 2019

Article

A Music Unit for the Early Childhood Classroom, Part 2

Publication: The National Montessori Reporter, vol. 25, no. 4

Pages: 8–15

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Language: English

Master's Thesis (Action Research Report)

The Impact of Nonviolent Communication in an Early Childhood Montessori Environment

Available from: St. Catherine University

Action research

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Abstract/Notes: The researcher examined how Nonviolent Communication (NVC) incorporated into a Montessori primary classroom would impact student’s social-emotional learning. The students participating in this research came from multiple ethnic groups and nine were non-English speakers. Some showed evidence of trauma that resulted from living in home environments that experienced instability. The researcher modeled NVC communication in her interactions with students whenever possible and then observed and documented their reactions and behaviors during lessons on social skills in 15-minute intervals over 3 weeks. She observed students engaged in describing their feelings and concluded that NVC can be effective with consistency and guidance from the educator in a culturally competent classroom. Further research is needed to determine if NVC can be useful in enriching SEL competencies in early childhood classrooms with ELL students and students with varying degrees of trauma. This research aimed to fill the gap.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

The Effects of Using Nature-Based Space and Materials on the Children’s Concentration Levels in an Early Childhood Montessori Environment

Available from: St. Catherine University

Action research

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Abstract/Notes: This research study explored the effects of using nature-based space and materials on the children’s concentration levels in an early childhood Montessori environment. Nineteen 3-6-year-olds participated in the study for four weeks. The researcher designed and implemented two interventions, nature-based space and nature-based materials, inside an early childhood Montessori environment. The purpose was to holistically improve the children’s concentration levels by being exposed to a nature-based area and materials. The data collection process relied on four qualitative and quantitative data tools: tally sheets, general observational notes, rate sheets, and measurement notes. The data analyzed in this research study suggests exposing young children to both nature-based space and materials in the learning environment is beneficial to their concentration levels. Lastly, the researcher considers further investigation of the effects of being exposed to nature and technology on the children’s brain by using scientific devices to read and interpret the brain activity.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

Developing Creative Thinking with Intentional Teaching Practices in Academic Subjects for Early Childhood Classrooms

Available from: St. Catherine University

Action research, Montessori method of education

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Abstract/Notes: This action research was conducted in an early childhood Montessori Primary classroom using intentional teaching practices with core curriculum materials to engage students in creative thinking. In the form of questions or suggestions, an open-ended inquiry was given to the ten participants, aged three to six years old, as they worked with Montessori materials in academic areas, including science, math, and language. The research utilized mixed methods of collection in the forms of quantitative and qualitative data and demonstrated successful intervention with a steady increase in work times of the students. A longitudinal study would contribute to this theory and provide further information regarding the increase of student understanding through creative thinking endeavors. This study provided evidence that intentional teaching practices can engage children in creative thinking, problem-solving, and collaborative learning while extending working times with materials, which contribute to a deeper level of comprehension of the direct curricular aims.

Language: English

Published: St. Paul, Minnesota, 2021

Master's Thesis (Action Research Report)

Communication and Conflict Resolution in Early Childhood

Available from: St. Catherine University

Action research

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Abstract/Notes: The importance of teaching communication and conflict resolution skills in early childhood is explored in this action research. Previous research suggests that young children are capable of learning conflict resolution skills from an early age. After observing that conflict resolution was not successfully addressed in many different classroom environments, the need to research and model clear, compassionate language was apparent. This study was conducted in a Montessori classroom of 21 children, ages three to six. Within the framework of Nonviolent Communication (NVC), the children learned to voice their feelings, hear others, and have their personal needs met. I recorded reports on each conflict, along with a daily tally of conflicts and a daily self-reflection. During this intervention, the children were only beginning to show the ability to solve conflicts independently. Results showed an increase in conflicts successfully resolved. As the environment continues to practice NVC, the children would likely continue to expand their capacity to communicate clearly and resolve conflicts without the aid of an adult.

Language: English

Published: St. Paul, Minnesota, 2016

Master's Thesis (Action Research Report)

The Effects of Earth-Conscious Art Materials on Early Childhood Montessori Students’ Environmental Awareness

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research project investigates the effect of providing earth-conscious materials in the art curriculum on early childhood Montessori students' environmental awareness. The participants for this study were seven preschool students at a private, home-based Montessori school in the urban Western United States. The research design was qualitative and quantitative, utilizing field notes, observational notes, behavioral tally sheets, and group conversational questionnaires to gather information on students' environmental awareness. The students' mean eco-affinity responses increased by 16%, while their mean environmental awareness responses increased by 23%. The frequency of material usage positively correlated with the frequency of environmental actions. The findings suggest that earth-conscious art materials have a positive effect on student environmental awareness. The researcher realized that increased environmental awareness does not indicate increased ecological stewardship. The conclusion of this study urges educators to reconsider the role that art curriculum and materials play on student environmental awareness.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

Witnessing the Unlimited Potential of Children Being Peaceful: Impact of Proactive Restorative Circle Practice on Early Childhood Students in a Montessori Setting

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this action research was to study the effects that daily proactive restorative circle practice (PRCP) had on speaking skills, listening, and positive classroom culture amongst Montessori Children's House students. The research took place over a four week period of time in a two way immersion Children's House in a Montessori public charter school in the Midwest. The population included 8 students ages 4-5.5 years. Students participated in a daily proactive restorative circle each afternoon. The researcher also observed students during lunch to collect data on any influence the PRCP had outside of circle time. Data was collected through field notes, tallies, and a sense of community scale. The intervention suggested an increase in speaking skills and maintaining positive classroom culture. Students also demonstrated an increased sense of responsibility and accountability to the implementation of PRCP. Continued research is needed to determine the effectiveness of PRCP with more participants as well as how the effects of the PRCP transfer over to the general classroom experience.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

The Effects of Book Workshops on Emergent Reading Skills in Montessori Early Childhood

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this action research study was to increase preliteracy skills, confidence, and interest in reading in a Montessori early childhood environment through a reading workshop model. Given the pressure on teachers to create stronger readers at younger ages, this work discusses developmentally appropriate language tasks for children ages three- to six-years-old using the Montessori method and emergent literacy theory frameworks. Research suggests children who exhibit confidence and interest in reading develop strong preliteracy skills. These factors predict capable and active readers. For six weeks, a Montessori early childhood classroom of 14 students and three adult guides participated in daily 30-minute reading workshops. These workshops included a short explicit language lesson lasting under 10 minutes, followed by an extended free reading time. The development of preliteracy skills, student confidence in skills, and interest in reading were tracked through formative assessments, observation, student-teacher conferencing, and student self-assessments. After the intervention, an increase in preliteracy skills, interest, and confidence were noted. The students requested to continue reading workshops due to high interest. Further work is needed to analyze the development of reading skills through the reading workshop intervention.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

The Impact of a Social Justice-Oriented Mindfulness Practice on the Self-Efficacy of an Early Childhood Montessori Teacher

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this action research was to explore how a social justice-oriented mindfulness practice would impact the self-efficacy of an early childhood educator. This self-study, with the researcher as the sole participant, took place over a six-week period while the researcher was working in a private Montessori school in the Northeastern United States in a classroom of 20 students aged 3-5. The intervention included breathwork; both walking and seated meditation paired with articles, essays, interviews, and poetry relevant to social justice; meditation; and mindfulness. Qualitative and quantitative data were collected through reflective journaling, a record of feelings scale, an attitude scale, and a pre- and post-intervention survey. While the data did not reflect any substantial impact with regards to teacher self-efficacy, the study was transformative in many ways. The intervention resulted in a deeper understanding of social inequities and a heightened sense of self-reflection. A more focused and comprehensive selection of content relevant to equity in the educational setting would likely have allowed for a more guided learning experience. Additionally, community organized events and workshops relevant to this work could play a crucial role in encouraging the need and responsibility to take action in establishing more equitable schools.

Language: English

Published: St. Paul, Minnesota, 2020

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