Language: English

Abstract/Notes: This study was conducted to determine if creating strong student-teacher relationships through a program called Conscious Discipline decreased the number of physical conflicts and tantrums, therefore increasing self-regulation, in an early childhood classroom. This study took place in an early childhood Montessori classroom. There were 25 participants, mixed genders, ages 2.5 to 6 years old. The researcher taught and practiced connecting rituals from the Conscious Discipline program every day during the normal large group time. The researcher collected data by using tally marks to record every time a physical conflict, individual tantrum, or connecting ritual without adult encouragement took place, for a week before and a week after the intervention. The researcher also conducted interviews with each of the children before and after the intervention to determine if the connecting rituals created stronger relationships and feelings of safety in the classroom. The study determined that the results were not statistically significant, but the number of conflicts and tantrums decreased, and the relationship between the researcher and the students developed more fully and the feelings of safety increased. The data showed that further research is needed to examine if the length of conflicts and tantrums decrease with stronger student-teacher relationships.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: The primary aim of this research is to assess the existing situation of instructional material in various public and private early childhood development centres of Lekhnath Municipality, Nepal. The sample was selected on the basis of different stratified random sampling comprised of 2 primaries, 2 lower secondary, 4 higher secondary and two fully community managed schools with the total of 27 schools around Lekhnath, whose school grade start with pre education were included of 10 sampled pre-primary schools. Data, observation by researcher, semi-structured questionnaire were obtained from of early childhood education program and formal discussion with parents comprises (N=30+10+10) additional interview data were obtained from 10 sample schools teachers/facilitators 10 head master were included. Direct observation was based on national educational and Montessori guidance were designing and implementing their programs. The study revealed that majority of community managed ECDs have (81.2%) instructional materials available with them; however, there is the increase in enrolment in private primary schools with English medium (7.3%). The enrolments in private ECDs are almost double as compared Governmental funded school in the year 2001-2012. Results indicated that there were inadequate educational materials in early childhood centres in public managed schools (primary, secondary and high) and low community participation in materials management. There has been little focus on the quality of early school management of learning materials. To improve program quality, more facilities, more time, and institutional recognition of their program’s value, financial support, and professional development opportunities were compulsory full-day play with learning, day snacks, government and local community should provide the more funds to manage child friendly pre-kindergarten can only meet holistic management of early child of Nepal.

Language: English

ISSN: 2392-442X

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-1-85109-296-3

Series: The Montessori Series , 15

Abstract/Notes: How can designers create more innovative and sustainable learning environments? This paper argues in favour of challenging best practice” generally accepted by the architectural profession by embracing a responsive design approach. Such an approach accepts that the environment shapes the learner, and that learners influence their environment... [Also available in French]

Language: English

DOI: 10.1787/5km4g21wpwr1-en

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-1-85109-296-3

Series: The Montessori Series , 15

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-1-85109-296-3

Series: The Montessori Series , 15

Abstract/Notes: The purpose of this study was to evaluate the relationship between academic achievement and physical fitness in City Montessori Schools. Data from the academic year 2004-2005 Fitnessgram were compared to reading, mathematics and science scores on the Health Standards Test (CST) of 253 elementary schools in the Orange County School District. Physical education teachers from the 10 lowest scoring and 10 highest scoring schools were interviewed regarding content of the physical education classes in their school. Simple correlation coefficients revealed a positive linear relationship between academic scores and physical fitness scores. The interview with the teachers revealed that most of the 10 lowest scoring schools did not have a designated physical education teacher. All of the 10 highest scoring schools had designated physical education teachers and followed the physical education guidelines recommended by the Lucknow Education Board.

Language: English

Published: Rochester, New York, Mar 27, 2013

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-1-85109-296-3

Series: The Montessori Series , 15

Language: English

ISSN: 1522-9734