Abstract/Notes: This study aims to know: (1) the difference in students’ mathematical understanding (SMU) between Brain Based Learning (BBL) and Montessori learning; (2) the difference in students’ Self-Regulated Learning (SRL) between Brain Based Learning (BBL) and Montessori learning; and (3) the difference in SMU between BBL and Montessori learning in each category of SRL. This quasi-experimental research applies a quantitative approach with a posttest only control group design. The selection of research samples was carried out using purpose sampling. The results of this study are: (1) there is no difference in understanding of mathematics between students who are taught with the BBL model or with the Montessori method; (2) there are no differences in SRL between learning classes; (3) there is no significant difference in SRL between categories in BBL and Montessori classes.

Language: English

ISSN: 2964-7479

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

Language: English

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1054-0040

Abstract/Notes: The current international landscape shows that the most common alternative for the continuity of formative learning processes during the coronavirus pandemic has been the use the of e-learning to support children’s learning in environments outside of school. This forced change in teaching methods has consolidated the recognition that the digital skills of teachers are a relevant factor for the sustainability of education, both during the pandemic and in a future post-pandemic period or in other emergencies. In this sense, the objective of this study carried out between May and September 2020 was to determine the perceptions of 427 teachers from 15 countries about their digital competences in working with m-learning in primary education using a Montessori approach. The results of the questionnaire showed that teachers perceive their digital competences as inert and not very effective for innovation compared with the subsistence of traditional pedagogical practices, to deal with unpredictable situations or to generate differentiated adaptations for an inclusive education. The results of this study also serve as empirical support for establishing four training dimensions that can be considered priorities for the construction and implementation of a teacher training model that contributes to the sustainable development of education.

Language: English

DOI: 10.3390/su13010343

ISSN: 2071-1050

Abstract/Notes: The development of self-care skills in children is a part of the Core curriculum for preschool education. The contents regarding formation of such skills include shaping hygiene practices, goodhabits and developing motor skills. Maria Montessori drew attention to the development of selfcare skills and functional independence. In her concept of preschool child education, Maria Montessori developed practical life activities which were intended to serve the development of specificskills and their application to everyday life. Therefore, the aim of the research was to identify thelevel of self-care skills in 4-year-old children attending selected kindergartens located in MińskMazowiecki and Siedlce. The research was conducted on 200 children from Non-public CreativeActivity Montessori Kindergarten ‘Zameczek’ in Siedlce, Non-public Montessori Kindergarten‘Delfinek’ in Mińsk Mazowiecki and 6 traditional kindergartens — 2 of which were located inMińsk Mazowiecki and 4 located in Siedlce. The obtained research results indicated a varied levelof self-care skills depending on kindergarten the children attended.

Language: Polish

ISSN: 2353-7140, 2353-7159

Language: English

ISSN: 1071-6246

Abstract/Notes: This study aimed to examine the effects of Montessori Education on children’s self-regulation skills in the preschool period. The study had a 2 × 2 mixed design, wherein the dependent variable was self-regulation levels of 3, 4, 5-year-old children (experimental group: 62, control group: 53) and the independent variable was education based on the Montessori Method whose influence on children’s self-regulation skills was examined. The study employed the Demographic Information Form, the Preschool Self-Regulation Assessment (PSRA). The study results yielded a significant difference in posttest mean scores for Self-Regulation and Attention/Impulse Control between experimental and control group children, while there was no significant difference in Positive Emotion. There was a significant difference for Self-Regulation and Attention/Impulse Control between the pretest and posttest mean scores of experimental group children, whereas the analyses indicated no significant difference between pretest and posttest mean scores of control group children for Self-Regulation, Attention/Impulse Control and Positive Emotion.

Language: English

DOI: 10.1080/03004430.2021.1928107

ISSN: 0300-4430, 1476-8275

Language: English

ISSN: 0010-700X