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Master's Thesis
The Impact of Role-Play on the Self-Regulation of Preschoolers Following the COVID-19 Pandemic
Available from: St. Catherine University
Action research, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: This Action Research Project examined the impact of role-play on preschoolers’ self-regulation development in a Montessori primary classroom. The class consisted of 18 students; ages 3-5 years old. Four of the nine students in the intervention had delays, disruptions, or modifications to their Montessori experience, possibly due to the COVID-19 pandemic. Role-play scenarios were performed by the students for four weeks. The results show that role-play positively impacted self-regulation in the primary classroom. The average percentage of self-regulated behaviors increased by 28.5% from the pre-intervention week through the last intervention week. Modeling of self-regulated behaviors increased, and modeling of dysregulated behaviors decreased during the intervention. Role-play is a fun and engaging way to help young children learn, practice, and model self-regulated behaviors in the classroom.
Language: English
Published: St. Paul, Minnesota, 2023
Article
The Montessori Method - Self Education
Available from: HathiTrust
Publication: Primary Plans, vol. 10, no. 4
Date: Nov 1912
Pages: 9-10, 39-40
Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Language: English
Article
A Brave Parent is... Willing to Self-Reflect
Available from: ISSUU
Publication: Tomorrow's Child, vol. 28, no. 2
Date: Sep 2022
Pages: 23
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Language: English
ISSN: 1071-6246
Article
Supporting Self-Directed Learning in a Project-Based Embedded Systems Design Course
Available from: IEEE Xplore
Publication: IEEE Transactions on Education, vol. 63, no. 2
Date: 2020
Pages: 88-97
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Abstract/Notes: This article shares the learning ecosystem of a project-based embedded systems course, identifying course elements that support self-directed learning and how assignments guide students toward becoming adaptive experts. The technology advances while the fundamentals of electrical engineering remain static. Educators can increasingly prepare students to identify what they need to know to solve problems and avail themselves of resources to learn. This article seeks to further understand ways that a project-based learning approach in an undergraduate embedded systems course can facilitate students' self-directed learning. In what ways can a project-based learning approach in an undergraduate embedded systems course facilitates the self-directed learning amongst students? This article, conducted in the context of an existing embedded systems design (ESD) course, relied on interviews of students, teaching assistants, and faculty along with document analysis and a mixed inductive-deductive thematic analysis. Findings: A learning ecology of the course is presented. This includes descriptions of space and facilities that influence student motivation, means by which the pedagogical intent of the instructor impacts the student experience, how the course builds on project-based learning knowledge, how the content is distributed using knowledge sharing, how Making supported the ecosystem, how students and instructor occupy similar roles, how the curricular design process was conducted, and how the open ecology promotes student self-direction.
Language: English
ISSN: 1557-9638
Article
Less-Structured Time in Children's Daily Lives Predicts Self-Directed Executive Functioning
Available from: University of California eScholarship
Publication: Frontiers in Psychology, vol. 5
Date: 2014
Pages: Article 593
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Abstract/Notes: Executive functions (EFs) in childhood predict important life outcomes. Thus, there is great interest in attempts to improve EFs early in life. Many interventions are led by trained adults, including structured training activities in the lab, and less-structured activities implemented in schools. Such programs have yielded gains in children's externally-driven executive functioning, where they are instructed on what goal-directed actions to carry out and when. However, it is less clear how children's experiences relate to their development of self-directed executive functioning, where they must determine on their own what goal-directed actions to carry out and when. We hypothesized that time spent in less-structured activities would give children opportunities to practice self-directed executive functioning, and lead to benefits. To investigate this possibility, we collected information from parents about their 6-7 year-old children's daily, annual, and typical schedules. We categorized children's activities as "structured" or "less-structured" based on categorization schemes from prior studies on child leisure time use. We assessed children's self-directed executive functioning using a well-established verbal fluency task, in which children generate members of a category and can decide on their own when to switch from one subcategory to another. The more time that children spent in less-structured activities, the better their self-directed executive functioning. The opposite was true of structured activities, which predicted poorer self-directed executive functioning. These relationships were robust (holding across increasingly strict classifications of structured and less-structured time) and specific (time use did not predict externally-driven executive functioning). We discuss implications, caveats, and ways in which potential interpretations can be distinguished in future work, to advance an understanding of this fundamental aspect of growing up.
Language: English
ISSN: 1664-1078
Article
Group Process and Self-Reliance
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 1, no. 1
Date: Winter 1974
Pages: 51-56
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Language: English
ISSN: 0010-700X
Article
Self-Actualization: Learning to Live: Maria Montessori and the Phenomenologists
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 4, no. 2
Date: Summer 1977
Pages: 22–31
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Language: English
ISSN: 0010-700X
Article
The Bathtub as a Means of Self Development
Publication: AMS News, vol. 2, no. 1
Date: 1971
Pages: 5, 7
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Language: English
ISSN: 0065-9444
Article
When Play Is Learning: A School Designed for Self-Directed Education
Available from: JSTOR
Publication: Phi Delta Kappan, vol. 65, no. 9
Date: May 1984
Pages: 608-611
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Language: English
ISSN: 0031-7217
Article
Self-sufficient
Available from: MAG Online Library
Publication: Nursery World Select, vol. 2022, no. 8
Date: Aug 2, 2022
Pages: 24-25
Autonomy in children, Child development, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Timeless practical activities that foster children's independence are a core part of Maria Montessori's philosophy, Nicole Weinstein discovers.
Language: English
ISSN: 0029-6422, 2059-9358