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994 results

Article

The Emotional Dimension in the Second Phase of Development

Publication: NAMTA Bulletin

Pages: 1-10

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

Master's Thesis (Action Research Report)

Mindfulness and the Virtual School: Effects of Mindfulness Interventions in the Aftermath of Emotional Trauma and Isolation

Available from: St. Catherine University

Action research, Upper elementary

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Abstract/Notes: This action research studied the effects of mindfulness, meditation, and simple yoga exercises on children in the aftermath of emotional trauma and isolation due to COVID-19. The research further explored how these strategies interact with Montessori philosophy and whether a public Montessori school’s virtual upper elementary environment can accommodate such practices. The study took place over four weeks. Thirty-one upper elementary students in a public metropolitan Montessori school received daily guidance on mindfulness and mediation via Google Meet and instructional videos. The researcher used online pre- and post-surveys, checklists, and students’ journals to collect data. Over the course of the study students demonstrated increased comfort level when expressing emotions. Further study could examine the impact these interventions have if delivered in the non-virtual Montessori classroom.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

Mindfulness Breathing in Support of Emotional Self-Regulation in a Montessori Upper Elementary Environment

Available from: St. Catherine University

Action research, Montessori method of education - Criticism, interpretation, etc., Three-hour work cycle, Upper elementary, Work periods

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Abstract/Notes: The purpose of this research was to examine whether the implementation of mindfulness breathing exercises aided in emotional self-regulation. This study incorporated various breathing techniques five days a week for five to ten minutes each day. The six-week study involved 14 children between the ages of 9 and 12 years in a private Montessori school in the southern region of the United States. Data collection included daily observations of the breathing exercises, pre and post-behavioral self-assessments, a daily reflection tool by the researcher, and a student feedback form. Results showed an increase in regulated behavior and breathing techniques being used by deregulated students. The pre and post-behavioral self-assessment showed an increase in positive self-perception as well as a shift in self-control, responsibility, respect, behavior, and self-esteem. The daily observations showed an increase in calm and focus during the morning and afternoon work cycles after implementation at the beginning of both work cycles. 69% of participants felt mindfulness breathing helped as well as 61% enjoyed mindfulness breathing. Two students independently practiced breathing techniques to help them regulate. The data showed a positive correlation between the implementation of mindfulness breathing techniques and self-regulation in children ages 9 to 12. Suggestions for further research include consistent observation time, implementation of a variety of mindfulness activities including yoga or listening to calming music and having a calm place in the classroom to integrate mindfulness practices

Language: English

Published: St. Paul, Minnesota, 2022

Book

The Emotionally Disturbed Child and Montessori Education

Association Montessori Internationale (AMI), Conferences

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Language: English

Published: [S.I.]: [s.n.], 1975

Article

Developing Emotional Literacy in Children

Publication: Montessori International, vol. 66

Pages: 40–41

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Language: English

ISSN: 1470-8647

Article

✓ Peer Reviewed

Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship

Available from: Frontiers in Psychology

Publication: Frontiers in Psychology, vol. 13

Pages: Article 808847

Asia, China, East Asia, Montessori method of education - Evaluation

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Abstract/Notes: During the preschool years, the socio-emotional responses children receive from interactions with teachers are incorporated into their own social behaviors. This is one of the key ways in which children acquire social and emotional skills. Based on field studies, it can be found that this learning process is not simple imitation of children, but of a more complex context of group interaction. To further clarify the impact of kindergarten teachers’ emotion on the sociometric status and behavior of 3–5 year-old children in their classes, the researchers chose a Montessori mixed-age kindergarten in Beijing as the field site and observed five classes within the kindergarten over a 2-month period in this ethnographic case study. The study found that the power gap between teacher and pupil spreads rapidly to all children in the classroom as a result of the teacher’s emotions, and even stimulates power stratification within the children. In addition, there are differences in the social behaviors between the children of different levels of power. As preschool children are in a critical developmental window when social knowledge is being accumulated and social skills are being acquired, using power relations within the kindergarten classroom as an entry point to analyze the impact of teachers’ emotions on children’s social behavior provides a new breakthrough for the professional development of early childhood education and the better achievement of educational goals.

Language: English

DOI: 10.3389/fpsyg.2022.808847

ISSN: 1664-1078

Article

Supporting the Emotional Development of the Young Child in the Montessori Classroom

Publication: Tomorrow's Child, vol. 6, no. 2

Pages: 19–20

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

The Emotional Effect of the Montessori Education on Preschoolers Aged 3-6 in EFL Classes in the Schools of Turkey

Available from: Humanitarian and Natural Sciences Journal

Publication: Humanitarian and Natural Sciences Journal, vol. 5, no. 1

Pages: 540-561

Asia, Foreign language education, Language acquisition, Language development, Middle East, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Turkey, Western Asia

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Language: English

DOI: 10.53796/hnsj51/36

ISSN: 2709-0833

Article

✓ Peer Reviewed

Making Sense of Multiage: Socio-Emotional Benefits and Instructional Strategies Developmentally Appropriate Practice

Publication: Journal of Early Education and Family Review, vol. 10, no. 1

Pages: 6-14

Nongraded schools

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Abstract/Notes: Examines the social and emotional benefits for children in early childhood multiage classrooms and the strategies teachers implement to promote those developmental domains. Explores findings about the social and emotional advantages for students, and presents advantages and disadvantages from the multiage perspective. Reviews findings on instructional strategies and implications for teaching and research. (SD)

Language: English

ISSN: 1084-6603

Master's Thesis (Action Research Report)

Storytelling and Emotional Response to Conflict

Available from: St. Catherine University

Action research

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Abstract/Notes: This research was conducted to assess the impact of daily oral storytelling and emotional response to conflict in preschool aged children. Research was done in a Montessori primary classroom with 23 students between the ages of two-and a-half and six years old. Quantitative data included tallies and averages of the total number of conflicts per week and per child and a conflict checklist to monitor any changes in language and behavior used in times of conflict. Qualitative data included observational field notes to evaluate children’s responses to and repetition of oral storytelling and a reflective journal to record any changes in the environment or daily routine. The study took place over a five-week period. Results were inconclusive and did not show a noticeable impact of emotional response to conflict, however, the research reiterated the importance of oral storytelling and spoken language activities in early childhood education.

Language: English

Published: St. Paul, Minnesota, 2017

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