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

Abstract/Notes: This action research study examined the impact of creative movement presentations on dance participation and student attitudes towards dance in one outdoor Montessori early childhood classroom during the COVID-19 pandemic. Participants were 13 kindergarten and lower elementary students, ages 5-8, and the researcher, their teacher. Students were presented creative movement activities eight times during circle time over four weeks. They were also given opportunities to dance freely once a week for six weeks and asked three times to respond to statements regarding their attitudes towards dance; pre-intervention, mid-intervention, and post-intervention. Data was collected using observations of dance participation, field notes about circle time presentations, and student self-assessment regarding their attitudes towards dance. There was some improvement in attitudes towards dance and an increase in dance participation. Many children expressed enjoyment and the researcher felt inclined to continue providing free dance opportunities and creative movement presentations at circle. The researcher encourages other educators to incorporate dance opportunities in class free time and curriculum lessons.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: The purpose of this research was to determine if the addition of natural loose parts, or manipulatives, to the outdoor play yard would increase creativity in the classroom. This study took place in a private Montessori school with 14 children ages 3 to 6 years old over a five-week period. Various methods were used to gather information to determine any change in creativity. Observations of creative behaviors, concentration (state of flow), and spontaneous collaboration were collected as well as drawing tests for creative thinking, and samples of creative writing and artwork. The results of the study found that the loose parts did not increase creativity in the classroom. However, the addition of the loose parts did correlate with an increase in collaboration, imaginative play and a possible increase in concentration. Suggestions for further research include extending the amount of time the study took place, and focusing on one age rather than a mixed aged grouping.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: Classist perspectives embedded in our meritocratic society permeate early childhood education. Curricula, instructional practices, and classroom interactions have the potential to send messages to children about who and what is valued by society; frequently influenced by the characteristics and abilities of a middle-class child. In order to best serve the needs and abilities of children from any social class, early childhood educators should be well versed in social-class sensitive pedagogy, a pedagogy that helps teachers to be inclusive of social class diversity in their classrooms. This chapter argues that aspects of Montessori theory, such as the four planes of development and the prepared adult, complement social-class sensitive pedagogy in ways that all early childhood educators may apply to their own teaching.

Language: English

Published: Bingley, United Kingdom: Emerald Group Publishing Limited, 2015

ISBN: 978-1-78560-293-1 978-1-78560-292-4

Abstract/Notes: Spirituality is an important dimension of the holistic development of young children, much like autonomy, resilience and responsibility. Unfortunately, it often remains as a forgotten area in early childhood education in many cultures (Zhang, 2012). Many people simply could not articulate the concept of spirituality concretely and some may confuse it with religion. Sokanovic and Muller (1999) pointed out that the definition of the term spirituality has little consensus of opinion throughout society, and has even, in specialised fields such as education, academia and religion sectors, various definitions. To explore the specific meaning of spirituality would be not only meaningful but of great significance for our understanding of the tenet of early childhood education and the national curriculum of New Zealand, Te Whāriki. Furthermore, spirituality is also a frequently discussed topic in many philosophies of early childhood education. For example, spiritual self or inner spirituality is recognised by Froebel and Pestalozzi (Froebel Web, 2014; Bruehlmeier, 2014), while spiritual development is further explored and integrated in teaching practices by Montessori and Steiner (Weinberg, 2009; Ullrich, 1994). Therefore, the task of this article is to try to define the term “spirituality” in the context of early childhood education, and explore spirituality as presented in the work of two early childhood theorists. Later, this article will also critically examine the aspect of spirituality in my own childhood education in China, and in relation to other contexts.

Language: English

ISSN: 1179 - 6812

Abstract/Notes: This paper reports short- and long-term outcomes of the Direct Instruction Head Start and Follow Through program model. Based on the premise that positive reinforcement is essential to maximum academic success, the Direct Instruction program was developed from an academic preschool model which specified exactly what children needed in order to succeed academically and dictated how teachers should modify children's behavior. The Follow Through program was developed to provide programs for kindergarten through 3rd grade that would help maintain gains made in Head Start or other preschool programs. In 1983 the Follow Through program could be found in 60 American cities and a number of foreign countries. Research suggested that the Direct Instruction/Follow Through program had a positive effect on reading and mathematics achievement. However, third-graders who received direct instruction, more often than comparison children, attributed academic success to external factors and failure to themselves. They also scored lower than children receiving cognitive developmental instruction on a test of nonverbal problem-solving. Longitudinal findings suggested that students receiving direct instruction had lower grade retention and higher attendance and graduation rates. Longitudinal comparison of direct instruction, Montessori, DARCEE, and traditional preschool programs revealed positive outcomes for children who received direct instruction: Follow Through children achieved at grade level when they were in the ninth grade.

Language: English

Published: [S.I.], Jun 1987

Abstract/Notes: Introduction: Early Childhood Education and development is a start to life and a reliable foundation to continuing education. One of the reasons that early childhood is regarded up to the age of eight is to enable children acquire a smooth understanding of the entire education from the level of play group to pre-primary and from pre-primary to the level of primary. Purpose of the Study: The main purpose of this study is to examine the impact of Montessori teaching methods on the developmental domain of young children in early childhood schools in Lagos state. Methodology: Descriptive survey research design was adopted. Sample size of two (12) schools of 10 pupils each in the selected schools was employed using convenience sampling technique. Validated questionnaire was used for data collection. The collected data was analyzed using descriptive statistics which involves measures of central tendency descriptive statistics (frequency and percentage). Results: Findings indicate that there is higher impact of Montessori teaching methods on the literacy skills in early childhood education. Pupils from both Montessori and Non-Montessori schools perform equally better in Numeracy Skills. The impact of conventional method of teaching on reasoning skill is better than that of Montessori Method of teaching. Conclusion: In conclusion, many aspects of Montessori teaching methods positively consider children's developmental needs and should be an integral part of teachers’ working modalities in so-called “non-Montessori teaching methods (conventional public schools)” (such as the possibility for each child to be in multi-age classes; to have an absence of explicit, formal grades, rewards, or punishments; and a low teacher-student ratio). Recommendations: Based on the results of this study, it is therefore recommended that Montessori system of education may be used to improve language skills of children and to understand art of language at early childhood level.

Language: English

DOI: 10.47434/JEREDA.4.1.2023.113

ISSN: 2735-9107

Abstract/Notes: The focus of this research is the spiritual experience of young children in early childhood educational settings. Spirituality is included in the New Zealand early childhood curriculum, Te Whariki, but is a relatively unarticulated aspect of educational practice. In order to find out how spirituality is supported in early childhood educational contexts this qualitative case study research took place in three early childhood settings: a Montessori casa, a private preschool and a Steiner (Waldorf) kindergarten. The methods used in the research included participant observation, interviews and focus groups. The teachers were asked to make a video about spirituality to reflect their own context and photographs were taken in each setting. The metaphor of spiritual landscape is used in this research. In this landscape everyday experience merged with the spiritual to form the concept of everyday spirituality. The cultural theories of everyday life supported a realisation that ordinary daily activity can become wonderful and mysterious when the spiritual dimension is realised. The themes that emerged from analysis of the case studies are conceptualised as transformative aspects of learning and relationships. They are aspects of everyday spirituality identified as spiritual withness; spiritual inbetweenness; and the spiritually elsewhere. Representing spiritual experience is challenging. The thesis is written in narrative form and contains core narratives as prose and poems. Using writing as a means of discovery made communicating spirituality through the medium of words a possibility. Spirituality is proposed to be an inclusive concept that affirms a sense of connection and this thesis found that all pedagogical practices in early childhood settings have the potential to include a spiritual aspect. In Aotearoa New Zealand many children lead their everyday lives in the context of an early childhood environment that includes teachers and parents as part of that community. This thesis argues that when everyday spirituality permeates early childhood contexts that all aspects of the curriculum are realised and the spiritual experience of everyone connected to that setting is supported.

Language: English

Published: Palmerston North, New Zealand, 2007

Language: English

Published: New Delhi, India, 2022

Abstract/Notes: This dissertation examines neoliberalist policy in public school education in order to understand the influence of this neoliberalist policy on educator wellness in New Mexico early educators. Establishing the neoliberal influence in public education, the presidencies of Eisenhower, Johnson, Carter, G.H.W. Bush, G.W. Bush, and Obama, as related to education policy and influences, presents the idea of education for profit through high stakes testing and scripted curriculums (Ali, 2019; Burke, et al., 2020; Howell et al., 2017; Leistyna, 2010; Mazzoni, 1977; Vaughn et al.; Wooley et al., 1999; Yardley, 2000). This dissertation establishes connections between neoliberal federal policy and widespread unrest among American educators (Adams et al., 2018; Macrine et al., 2010; Nieto, 2013). National exit attrition rates as well as rates of enrollment in teacher preparatory programs examined herein connect to widespread professional dissatisfaction among public educators (Boe et al., 2008; Engledowl, et al., 2020; Nieto, 2013). Subjective Well Being (SWB) of New Mexico early educators as influenced by neoliberalist public education policy is qualitatively examined via this interpretive phenomenological analysis. Methods included interviews, surveys, and questionnaires conducted with eight New Mexico educators. Utilization of hermeneutic member checking promotes trustworthiness and credibility (Noon, 2018). Through coding, findings reveal that NM early educators’ SWB may be negatively influenced by neoliberalist policy in public education. Themes related to connections between neoliberal public education policies and SWB include: demoralization caused by leaders; control of creativity; confines of curriculum; an illusion of freedom; limitations of high stakes testing and curriculum; experiences centered on abuse, trauma, and PTSD; and exhaustion, lack of humanity in public education policy, as well as educators’ invisibility. Implications exist for the arenas of education policy, high stakes testing, curriculum, ethics in education, and educator activism.

Language: English

Published: Las Cruces, New Mexico, 2022