Language: English

ISSN: 0277-9064

Abstract/Notes: This ethnography drew on Vygotsky's (1986, 1978) sociocultural theory of development to understand social emotional learnings of young children. The unique K-8 span of circle group--coupled with intentional activities--provided the rich context for language and interactions between students. Examining a school with a mature philosophy and established practices highlighted the in-depth exploration of interactions in a multiage context. Young children depend on and are influenced by their context, linking to data collection methods appropriate for young children. Observations and fieldnotes of circle group interactions were aided by videotape which was utilized as a prompt during focus group interviews the following day (Graue & Walsh, 1995). Additional interviews with school personnel and parents explored perceptions pertaining to multiage groups and student experiences at the site. Artifact analysis included notebook entries by students who voiced concern and questions about what happened in school. Evidence of practicing nurturing relationships and exercising voice in circle group indicated multiage grouping complements the ideal of democratic practices in a school setting (Glickman, 1998; Goodlad, 1996; Parker, 1996). Students were active participants in democracy, believing that they had something to offer each other and the larger community. Circle group provided regular practice in expressing ideas and dealing with conflict. Intentional student-engaging activities were cooperative in nature, and open-ended, allowing all students to be participants. This wide span of ages and abilities enabled both--younger and older students--to be the capable one in circle group.

Language: English

Published: Laramie, Wyoming, 2009

Abstract/Notes: Each year children enter into group childcare settings. This is both a necessity for working parents and can be a great introduction to their first group education program. Along with the positive aspects of group care come some negatives. Toddlers show signs of stress such as crying at drop off that can last from a moment to many hours during the day. Toddlers can be very social but must learn how to navigate these social interactions by sharing, taking turns, waiting for materials to become available, and receiving less individual attention from a single caregiver. In this Action Research Project I introduce a curriculum of yoga to toddlers in a Montessori setting as a means of reducing stress. This curriculum intends to teach children to calm themselves through relaxation, breathing, and focus on an activity of interest. In addition, I show that the yoga can increase focus and attention through extended periods of work time. Primary data sources include the use of direct observation to record behaviors pre-, during and post- yoga curriculum. These observations include the recording of specific behaviors that indicate a stressful situation as well as length of time it takes for a child to recover from such behaviors. Also recorded were lengths of time children could hold their focus working on a specific material. Findings show yoga was an effective method of teaching children to self-soothe, using breathing techniques to calm themselves. In addition, focus and concentration increased over the period of time yoga was introduced during the morning routine.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: How do we help children practice and retain the second language in a Dual Language program? We must find effective and fun ways, like Peer Tutoring and Cooperative Groups. This research was conducted with a group of 21 six and seven year olds in a Dual Language Immersion classroom in a Title 1 school. There was a mixture of boys and girls, Latinos, African-Americans and Caucasians. Data collection was done through surveys, observations, artifacts and narratives. The data showed that while these strategies did increase vocabulary, they did not inspire the children to speak more Spanish. They still reverted back to speaking in English. Based on my findings, students require more vocabulary and would benefit from more opportunities to practice it.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: The purpose of this action research study was to explore how sharing anti-bias children’s books in literature small groups in a lower elementary Montessori class affects children’s perceptions of and ability to communicate about themselves, their families, and others, as well as the classmates with whom they choose to associate. The sample studied in this research was a class of 20 children aged six to nine at a private Montessori school located in a small town adjacent to a large Midwestern city. Data was collected through pre and post oral interviews, written reading reflection worksheets, and daily teacher observations of children’s work and play partners. The study found that anti-bias literature small groups are an effective way to improve children’s perceptions of themselves and their ability to communicate about human difference. More research is needed about how to improve children’s perceptions of their families and their ability to communicate about human similarity. Additionally, a longer intervention period and refined data collection tool are recommended in order to learn more about the impact of anti-bias literature small groups on children’s choice of work and play partners.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: This action research was conducted to examine the effects of peer discussion groups on the comfort and confidence of lower-elementary Montessori teachers in conducting literature based anti-bias lessons. The intervention was conducted in a private, urban, Montessori school, serving students from toddler to middle school. The participants of this study were five first-third grade teachers, including the participant researcher. Data was collected through pre- and postintervention surveys, teacher post-lesson self-assessments, transcription coding of discussion groups, and researcher self-reflection rating scale and journal prompts. Three discussion groups were scheduled two weeks apart, with teachers giving literature-based, anti-bias lessons between the first and second discussion groups and the second and third discussion groups. Data indicated that teachers became more comfortable and confident in their anti-bias teaching practice and that the discussion groups created a space for reflective dialogue. The action plan suggests that this intervention could have a farther reach if it were conducted for a longer period of time, across a wider age range, and in multiple schools.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: This mixed-methods action research examined the effects of classroom talk lessons on children’s perceptions of collaborative group work in an online Montessori learning environment during the COVID-19 pandemic. Participants were 19 Lower Elementary students and one teacher/investigator. All work was online, both synchronous and asynchronous. Students were presented with lessons in classroom talk, and practiced these skills during online collaboration in the creation of a student newsletter. Key findings were that students use of classroom talk behaviors and rigorous thinking increased slightly over the four-week period and students’ perceptions of their community identity and the value of their ideas increased over the course of the intervention, most notably in younger students. Teaching classroom talk had positive effects on student agency, depth of collaborative work, and grace and courtesy in this digital Montessori classroom. Respectful disagreement was identified as an area for future study.

Language: English

Published: St. Paul, Minnesota, 2021

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 Simon Says, was implemented daily. Both quantitative and qualitative data was collected from these games, as well as from observations of behavior in the classroom. Though the study found no significant correlation between game outcomes and self-controlled behavior in the classroom, the self-control skills needed to succeed in the games increased notably over the duration of the study. This drastic improvement in self-control skills suggests the need for future, more targeted research opportunities.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: This action research investigated the effectiveness of roleplay and reflection among four teachers guiding twenty-four students in a Primary Montessori environment. The teachers have limited Montessori training. They differ in age, teaching philosophy, cultural and educational backgrounds. This study asked teachers to roleplay strategies that felt counter to traditional practices. The 7-week intervention consisted of ten 15-minute scripted roleplay sessions, five 15- minute unscripted roleplay, and oral and written reflections. I gathered data using pre- mid- and post-self-assessment surveys, written reflection with prompts, and a reflection survey containing predetermined questions. The surveys showed an increase in the teachers’ awareness of their thinking-feeling-deciding processes. Teachers also expressed having access to the thinking-feeling-deciding processes of the child during challenging situations. Limitations lie in the facilitator’s ability to establish safe spaces for roleplay and reflection. This research can be shared with professional development entities and school administration to produce lasting change in adult learners.

Language: English

Published: St. Paul, Minnesota, 2022

Language: English

ISSN: 0571-1142