Language: English

ISSN: 0277-9064

Language: English

ISSN: 0002-8304

Abstract/Notes: Paper presented at 4th Annual American Montessori Society Seminar, New York, June, 1965.

Language: English

ISSN: 0277-9064

Language: English

ISSN: 2215-1249, 2772-7319

Language: English

Published: Austin, Texas, 1966

Abstract/Notes: Longitudinal research has demonstrated that children’s emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl et al., 1999; McClelland et al., 2000). Academic achievement in the early years of schooling appears to be built on a firm foundation of children’s social emotional skills (Ladd, Kochenderfer, & Coleman, 1997; O’Neil et al., 1997). Higher quality prekindergarten programs are associated with the early years of schooling and more positive academic outcomes in children (Burchinal et al., 2000). Investments in early childhood programs by state and federal governments have been made with a goal of improving school readiness for low income children. These investments are based on findings that show a link between program quality and children’s academic outcomes. Studies of model programs show that intensive early childhood services can improve children’s cognitive, 2 academic, and social skills with gains maintained into adulthood (Burchinal, Kainz, & Cai, in press). The purpose of this study was to create knowledge that indicates the influence of the social emotional skills children gain by completing prekindergarten. Schools in Sevier County, Tennessee that have prekindergarten classrooms in place were chosen for this study because kindergarten is the next experience children will have after pre-k. Kindergarten teachers in the schools chosen were purposefully selected as participants. Kindergarten teachers have the opportunity to make comparisons of differences in academic readiness of students who have completed prekindergarten and the students who have not been in a school environment. Kindergarten teachers may be able to conclude from classroom observation of the 2 groups if there is a difference in academic readiness. Home environments with strong parental involvement were most kindergarten teachers’ first choice for early learning and kindergarten preparation. Teachers realization that a strong home environment is not available to all children encouraged them to appreciate having a high quality public school prekindergarten as an alternative. Kindergarten teachers overall perceptions about the readiness of children who enter their classroom after completing prekindergarten were positive.

Language: English

Published: Johnson City, Tennessee, 2013

Abstract/Notes: This action research study aims to determine the effect of control-based group games on self-controlled behavior in a Montessori primary classroom. The study took place over a period of four weeks and included 17 participants ages 35 months to 6 years. A control-based group game, such as Red Light/Green Light or This action research examined the effects of professional development on collective teacher efficacy in a primary Montessori setting. The focus group comprised four participants, three lead teachers, and a site supervisor. The methodology consisted of four one-hour professional development sessions including quantitative and qualitative data collection, initial and final surveys and interview questions, a focus group, and weekly teacher self-assessment. There were four critical findings from the intervention. First, a teacher who demonstrated past negative feelings increased self-perception/ capabilities. Second, the top response to the interview questions was to help other staff/ offer assistance. Third, the teacher’s self-assessment response improved communication during week one intervention but decreased by the end of the intervention. The last finding was improving the participants’ feelings about the program and the school. Potential future action research is recommended to provide longer interventions, more quantitative data tools, and be conducted during a non-pandemic situation.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: This descriptive study examined the nature and degree of autonomous behavior among Montessori elementary students. A further aim of the study was to elucidate those elements of the Montessori educational model which may affect the development of autonomy. The study employed direct observation and comparative analysis to examine the actual classroom experience of Montessori elementary students and traditional elementary students. Thirty third-year students from two accredited Montessori schools and thirty third-grade students from two public schools were included in the sample. The research hypothesis stated that the nature and degree of autonomous behavior was expected to differ between the two groups. The first stage of the investigation involved ethnographic observations of classroom environments, focusing upon physical space and furnishings, materials, procedures, social interactions, and the role of the teacher. The second stage of the study compared classroom behaviors of the student groups as recorded by independent observers using the Classroom Autonomous Behavior Checklist. The results of the ethnographic observations demonstrated clear distinctions between the Montessori and traditional classroom environments in all five elements examined. Results of the observations of student behavior indicated that the Montessori students demonstrated significantly higher levels of independence, initiative, and self-regulation, the three constructs used to define autonomy. The nature of autonomous behavior also differed between the two groups with Montessori students initiating more social interaction and employing a more varied approach to task completion and problem solving. The results of this study confirm the effectiveness of the Montessori method in assisting the development of autonomy among children. As such, this research makes an important contribution toward evaluation of the Montessori model and the validity of its methods. For educators concerned about the lack of motivation and initiative among students in our schools, this study highlights the role of education in the development of autonomy and suggests important considerations in restructuring our educational system to address those concerns.

Language: English

Published: Minneapolis, Minnesota, 1992

Abstract/Notes: The purpose of this action research project was to determine if there would be improved development of empathy in elementary students as a result of involvement in the Toddler Mentor Program. The study took place in a 6-9 year Montessori Elementary Classroom. There were eight participants, which were first and second year students in the classroom. The age range was 6-7 years old. The elementary students spent twenty minutes as a mentor in the Toddler classroom once a week. Data was collected by teacher observation pre, during and post project in three different environments, the elementary classroom, the toddler classroom and recess. The students were interviewed following all visits of the toddler classroom and also participated in group discussions. The results showed an increase in empathetic behaviors over the time as a whole group. Individually, the girls displayed consistent empathy in the toddler classroom and the boys showed the most improvement over time. In conclusion, the Toddler Mentor Program provided the students the opportunity to focus on social-emotional skills such as being helpful, kind, respectful, and acknowledging other’s feelings. In order to identify long-term effects outside the classroom more research is recommended.

Language: English

Published: St. Paul, Minnesota, 2015

Language: English