Abstract/Notes: The purpose of this research was to determine the effects of a self-monitoring system on the social-emotional behaviors of children in a mixed-age early childhood classroom. The study took place over the course of six weeks at a public Montessori school with twelve participants ranging from ages 4 to 7. Data was collected using a teacher questionnaire, observation tallies, teacher notes, and student feedback. Findings indicated that disruptive behaviors increased and children’s ability to communicate their emotions and recognize emotions in others only slightly increased. Although the results displayed minimal changes in students' ability to self-regulate, some children appeared to become more aware of their feelings and utilized effective strategies for sharing how they felt and improving their mood. Further research might focus on a smaller group of children that need assistance with self-regulation or include an easier method of obtaining student feedback.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: This paper examines the effects of teacher use of an online record-keeping system on teacher self-efficacy and student self-regulation behavior. Four teachers and thirty-four students between the ages of three and six years old participated in this seven-week study in one of the few Montessori schools in a Latin American capital city. Pre- and post-study data collection methods included a teacher self-efficacy questionnaire and small group discussion, as well as use of the Head-to-Toe Test, a means of measuring children’s self-regulation behavior. For seven weeks, teachers used the program Transparent Classroom to record lessons, inform their lesson presentations, and track overall student progress. Through weekly classroom observations, child behaviors hindering and encouraging normalization were tracked with a tally sheet. Data showed increases in both teacher self-efficacy and student self-regulation, especially in children with the lowest pre-study scores, who saw dramatic gains. These results show the use of a record-keeping system may be a means of increasing achievement and satisfaction in both students and teachers.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: The purpose of this action research was to determine if using flags, created as tools for signaling for help, was an effective way to develop persistence and encourage children to complete their chosen work. The study was conducted in a preschool classroom at a private Montessori school. Participants included 15 children aged three to five and three teachers. Data was collected in the form of student interviews, tallies, and observations made during the period of research. The results indicated that the helper flags increased the children’s persistence with their work and increased the likelihood they would complete their chosen work. Therefore, it was concluded that the flags were effective tools for the children. Additionally, the flags proved to be a useful classroom management technique. However, because the research was conducted at the beginning of the school year in a class of children new to the Montessori environment, it is unclear whether or not the results would apply to other classrooms. Therefore, further research is recommended in other classroom environments and at a later point in the school year.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: To glide effortlessly across any body of water, regardless of conditions, the sailor studies the movement, speed, and directional changes of the wind. After much practice, the connection to the wind becomes a part of the sailor's environment; it becomes second nature. A child sailing by himself or with a crew of peers in a large lake is just one example of children learning to connect with their environment through risk taking.

Language: English

ISSN: 1054-0040

Abstract/Notes: The purpose of this study was to analyse how parents’ decision making process of early childhood education choices in Pakistan is influenced by parental perceptions. The theoretical framework used for this study is Bronfenbrenner’s Ecological Systems Theory. A qualitative design survey together with one to one interview of 8 parents of children aged 3-5 years enrolled in private and public ECE programs was used to answer four research questions on parents’ decision making for ECE selection. The study revealed that Pakistani parents relied on personal priorities such as socio-economic as well as educational backgrounds, traditional views and expectations which influenced their decision-making process. Even though parents considered information from multiple sources they haphazardly ordered quality indicators without regard for the influence of any quality compromising indicator on their child’s development.

Language: English

Published: Gothenburg, Sweden, 2022

Language: English

Published: Chicago, Illinois, 2012

Abstract/Notes: Research suggests that math anxiety correlates directly with individuals' views of mathematicsrelated experiences. Research also suggests that math anxiety may begin in early elementary grades and remain into adulthood. This study examined how teachers' experiences, perceptions, and mathematics confidence levels influence mathematics instruction. To understand teachers' perceptions of mathematics, the researcher used a qualitative phenomenological approach to probe into their earliest memories of mathematics before entering school and their experiences during formal education. Seven 5th-grade teachers with two to fourteen years of experience agreed to participate in the study. The participants responded to ten open-ended questions focused on mathematics instruction and seven interview questions examining participants' experiences with mathematics. The researcher also observed mathematics instruction in each teacher's classroom. The results indicated that teachers recalled fond early memories of mathematics and felt reasonably confident about their math instruction. Some teachers struggled with mathematics as elementary students, while others excelled. The majority of participants completed the basic requirements for mathematics in high school. Most teachers did not engage in a mathematics methods course focused on standards-based elementary mathematics. Teachers' weak areas in mathematics corresponded with similar studies regarding complex mathematics topics. Several key components of mathematics instruction were absent during observations. Future research may need to increase the number of observations and the sample size.

Language: English

Published: Central, South Carolina, 2023

Abstract/Notes: The purpose of this study was to figure out the degree of children` perception of time by observing and analyzing how they use and perceive the term of time, time order and sequence. The subjects of this study were 4-year-old children at a day care center at Sung Nam City and they were observed when they played with and interacted together in their free play time. Also, the young children were interviewed with the 11 set questionnaires which is based on the study developed by Seefeldt(2005) and Melendez, Beck, & Fletcher.(2000), and the contents were analysed. The results of the study were that 4-year-old children could use and perception the term time. In addition, they could perceive time order like past-presence-future and the fact that our routine would be circulated and sequenced. / 본 연구는 4세 유아들의 시간 이해 정도를 알아보고자하는데 그 목적이 있다. 이를 위해 유아들의 시간에 관한 용어의 사용을 통한 시간 이해를 분석하고 시간의 순서, 연속에 대해 관찰 분석하였다. 이를 위해 경기도 성남시의 어린이집에 다니는 4세 유아들의 자유놀이 시간 그들의 상호작용을 관찰하였으며, Seefeldt(2005), Melendez, Beck, & Fletcher(2000)의 연구에 기초하여 본연구자가 설정한 11가지 질문 내용을 중심으로 유아들을 면접하여 그 내용을 분석하였다. 그 결과 4세 유아들은 시간에 관한 용어를 사용하고 있었으며, 그 용어에 대한 이해를 하고 있음을 알 수 있었다. 또한 유아들은 일시적으로 일어나는 과거 현재 미래에 대한 사건의 순서를 판단하고 있었으며, 매일의 사건이 순환하며 연속된다는 사실을 알고 있음을 알 수 있었다.

Language: Korean

ISSN: 1226-9417

Language: Korean

ISSN: 1226-9417

Abstract/Notes: Montessori-based activities use a person-centred approach to benefit persons living with dementia by increasing their participation in, and enjoyment of, daily life. This study investigated recreation staff and multidisciplinary consultants’ perceptions of factors that affected implementing Montessori Methods for Dementia™ in long-term care homes in Ontario, Canada. Qualitative data were obtained during semi-structured telephone interviews with 17 participants who worked in these homes. A political economy of aging perspective guided thematic data analysis. Barriers such as insufficient funding and negative attitudes towards activities reinforced a task-oriented biomedical model of care. Various forms of support and understanding helped put Montessori Methods for Dementia™ into practice as a person-centred care program, thus reportedly improving the quality of life of residents living with dementia, staff and family members. These results demonstrate that when Montessori Methods for Dementia™ approaches are learned and understood by staff they can be used as practical interventions for long-term care residents living with dementia.

Language: English

DOI: 10.1177/1471301215625342

ISSN: 1741-2684, 1471-3012