Abstract/Notes: The Mississippi River Program was an interdisciplinary environmental education curriculum implemented in La Crosse, Wisconsin. The program integrated theory and practice of experiential, environmental, adventure, and place-based education, and was designed, implemented and assessed by the researcher. Effects of the Mississippi River Program on the environmental knowledge and awareness of middle school adolescents were unknown at the onset of this study. This was a quasi-experimental design involving non-random sampling of a charter Montessori Middle School as the experimental group (n=17), and a sample of public middle school students as the comparison group (n=18). A mixed-methods approach entailed quantitative assessment of mean pretest and posttest scores on the Environmental Knowledge and Beliefs Questionnaire, and a qualitative analysis of reflective papers written by the Montessori group. The research instrument was drawn directly from the state standards for environmental education for middle school adolescents, published by the Wisconsin Department of Instruction (1998). Results of ANOVA indicated a significant improvement in mean scores from pretest to posttest for the experimental group, with no significant difference in scores for the comparison group (p=.0002). Quantitative results revealed that Item Six of the survey instrument contributed significantly to the increase in scores (p=.0000). This Item required knowledge of environmental agencies, which the experimental group gained during “Outdoor Careers Day.” Student reflective papers written about experiences during this event were qualitatively assessed using an emergent open coding method, which revealed five environmental learning themes. Qualitative findings reinforced the quantitative results, indicating that the program participants improved significantly in knowledge of environmental content areas; and awareness of a personal relationship with, and responsibility to, the environment. Further investigations are needed to increase the research base for programs that incorporate multiple outdoor education models. Innovative educational approaches would also benefit from research on the long term effects of participation in these programs.

Language: English

Published: Mankato, Minnesota, 2006

Language: English

ISSN: 1054-0040

Language: English

Abstract/Notes: Many Montessori teachers know what to do in the 3-6 classroom when it comes to the sandpaper letters and movable alphabet. Still, many are unsure what to do before that to help children learn to read and write. Phonological awareness is a critical, but often overlooked, part of the curriculum. This is true in Montessori and traditional settings. "Before the Sandpaper Letters" provides a lot of practical advice and activities from a seasoned Montessori teacher. You'll learn such things as print awareness, word awareness, rhyming, and phonemic awareness. This book also comes with a glossary of reading terms to help you better learn and communicate in the field. This is what every Montessori teacher should know, but may not have gotten in their training.

Language: English

Published: S.I.: Independently published, 2019

ISBN: 978-1-70305-449-1

Abstract/Notes: This systematic literature review and content analysis was conducted to ascertain what research from different countries have found regarding the development of environmental awareness in the early years. Environmental awareness in the context of this study speaks to an understanding of the symbiotic relationship of the different entities coexisting within the environment. Research has shown that as children’s environmental knowledge increases, their personal attitudes are modified to more pro-environmental ways. Environmental awareness, over time, may also support children to develop a sense of identity that goes beyond the individual and encompasses how they see themselves as living cohesively as part of the environment through socialization and experience. This systematic literature review and content analysis explored what programs and practices exist in different parts of the world that engage children in various activities in biodiverse places, to support the development of their environmental awareness, which is based on their geographical location, culture, and socialization. To determine how children are supported as they develop their environmental awareness, this content analysis reviewed 80 articles from 15 countries. The findings of this systematic content analysis revealed that research from 15 countries across the world embrace the discourse of early childhood environmental education, but with different foci and objectives. These differences are sometimes determined based on social interactions, family values, community norms, national curricula, geographical locations, and culture. This systematic content analysis also revealed that young children can recognize interdependency and develop relationships with other-than-humans within the environment through programs such as nature schools, place-based education, forest schools, and other kindergarten programs. This recognition enables children to honour themselves as humans to survive and to become mindful of the needs of other entities within the environment and of the need to exist interdependently. Through programs and practices as revealed by the systematic content analysis children can deepen their environmental awareness, see themselves as part of the environment, and perhaps can then go on to participate in decision-making and action initiatives to sustain and support the environment.

Language: English

Published: Saskatoon, Saskatchewan, Canada, 2022

Language: English

Language: English

ISSN: 1470-8647

Abstract/Notes: Combines insights from ecological research and Montessori theory and practice to portray the unfolding of childhood in natural places. Suggests that children's manipulation of the landscape results in optimal creative involvement. Maintains that the act of finding favorite places in all weather, combined with a positive role model, leads to lifelong appreciation, concern, and activism for the natural world. (Author/KB)

Language: English

ISSN: 1522-9734

Abstract/Notes: In order to address perceived problems of readiness for kindergarten it is important to know more about the effect of preschool attendance on improving the literacy skills of phonological awareness. The purpose of the study was to explore the possible effects of belonging to a particular ethnic group, attending preschool, belonging to varying socioeconomic groups, and belonging to a group classified as English as a second language on academic progress in phonological awareness. The data set included 134 children who attended kindergarten in the 2000-2001 school year. The children belonged to one of four preschool cohorts: those who attended a preschool using the High/Scope curriculum, a Montessori preschool program, a Head Start preschool program, and children who had not attended preschool of any kind, including summer preschool. Variables included the seven subtests from the Phonological Awareness Literacy Screening (PALS) for the fall and spring of kindergarten, ethnicity, socioeconomic status (free and reduced lunch) and English as a second language classification. Analysis of variance was used for the exploratory study. Exploratory analysis suggested that ethnicity had an effect on a child's scores in the fall and spring of kindergarten in select subtests (spelling, letter sound and summed score). Analysis also suggested a significant main effect on fall scores of all subtests for socioeconomic status. For children classified as English as a second language, analysis suggested order of means for both fall and spring for all subtests was native English and then English as a Second Language. Finally, the analysis suggested Montessori programs had the highest mean score in all subtests. The no preschool cohort was lowest in both fall and spring on word recognition, alphabet recognition, letter sounds, and summed score. A significant main effect attributable for preschool program was noted on all subtests for both fall and spring.

Language: English

Published: Fairfax, Virginia, 2003

Abstract/Notes: This action research studied the impact of peace education and portions of the Positive Discipline curriculum in a three-six primary Montessori classroom. During five weeks of implementing the research, sixteen students participated in class meetings for twenty minutes a day. The peace table activities and wheel of choice lessons were conducted individually and as a whole class. The peace table activities included a set of mini dishes on a tray, a rain stick, and a peace rose. The wheel of choice consisted of pictures and words of examples of what students could choose to help them solve problems. A few examples are count to ten, apologize, ask for help, and write your name on the agenda. Implementing the presentations into the classroom environment became a work for the students to use if needed and did not occur daily. As a work choice, the previous activities were available on tables and children were allowed to choose the work as many times as they felt was necessary. The research began with baseline data collection through SWIS (School Wide Information System) referral records, student interviews, and student surveys. Sources of data obtained during the study included interviews, surveys, observation tally sheets, and a field journal. The results presented an increase in social awareness and problem-solving skills through the class meetings. Students began acknowledging problems and brainstorming solutions. Class meetings will continue daily to extend the positive problem-solving capabilities and mindfulness students developed in their classroom community.

Language: English

Published: St. Paul, Minnesota, 2016