Language: English

Language: English

Abstract/Notes: Previous studies have examined the effects of different forms of sensory input on young learners’ cognition. This study is based on theoretical models of coding, information processing theory, and depth of processing theory. These theories suggest that multiple sources of sensory input at the time of learning establish deeper neural connections which in turn, aid in retrieval of information. This action research project examined two forms of sensory input, auditory and kinesthetic, and their effects on the retention and recall of novel French vocabulary words. Phase I of the experiment tested the effects of gestures on recall of vocabulary words while reciting a poem. Phase II examined the impact of singing on vocabulary recall. It was hypothesized that both gestures and songs would positively effect retention and recall of novel French vocabulary. This study also considers theories of bilingual learning and second language acquisition in early childhood learning environments. Specifically, comparisons are made between simultaneous and sequential bilingualism and the home and school environment respectively. Previous research in the field of second language acquisition suggests that L2 learners build on the linguistic foundations of their native language (L1). This action research project was carried out in a private Montessori school in Northeastern Iowa. Models of bilingualism are situated within the context of Dr. Montessori’s pedagogical methods of teaching language, and this thesis provides examples of bilingual Montessori learning environments.

Language: English

Published: River Falls, Wisconsin, 2021

Abstract/Notes: Children in an early childhood Montessori classroom were taught songs that included words to label emotions and phrases for solving social conflicts. The purpose of this research was to find out if children’s emotional vocabulary and problem-solving strategies would be affected by learning words and phrases from songs about feelings and communication for six weeks. Data was collected through comparing words known to describe emotions on faces of an emotion chart, phrases known to communicate feelings, and records of children’s behaviors and conflict resolution strategies both pre and post-intervention. The results showed an increase in both the amount of words and variety of words known, and an increase in independently attempting to problem solve, while non-verbal reactions to problems. such as crying and hitting, decreased. Songs were found to be an effective tool to use to teach children in early childhood about emotional literacy. Because songs are shown to be an effective way to communicate important messages, teachers could consider using them to teach about other sensitive information, such as about privacy and strangers.

Language: English

Published: St. Paul, Minnesota, 2019

Language: English

Language: English

Language: English

Abstract/Notes: Reviews of children's music CDs

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1470-8647

Abstract/Notes: Interview with Frances Wolf

Language: English

ISSN: 1354-1498