Abstract/Notes: This study is aimed at examining the effect of eight weeks of selected virtual-assisted games based on Montessori pedagogical principal on the motor proficiency and perceived self-control in the children with spastic hemiplegia during the coronavirus outbreak. In this quasi-experimental study, the children () with hemiplegia were randomly selected and assigned to either the experimental group or the control group. In the pretest, motor skills and self-controlling were evaluated using 36-item Lincoln-Oseretsky Motor Development Scale and Children’s Perceived Self-Control Scale (CPSC) (ss, 1982), respectively. The experimental group then engaged in three 45-minute sessions of virtual game play over the course of eight weeks. 24 hours following the last practice session, the posttest was given on the same day as the pretest. After ensuring the normal distribution of collected data with Shapiro-Wilk test, the data were analyzed using Analysis of Covariance test (ANCOVA). Results showed that the experimental group compared to the control group was better in the motor proficiency and perceived self-control after performing selected virtual-assisted Montessori games can significantly improve motor proficiency and perceived self-control (). This pattern of data revealed that the virtual-assisted intervention based on Montessori pedagogical principles may increase motor proficiency and self-control in children with hemiplegia, particularly when confronted with the limitations imposed on by the coronavirus epidemic.

Language: English

DOI: 10.1155/2022/5792094

ISSN: 2314-6133

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

Abstract/Notes: Contextual influences on private speech were examined in two preschools differing in the learning environments they provide for children. Observations of 3- to 5-year-olds were made during free-choice periods in a Montessori and a traditional (play-oriented) program. Consistent with Vygotsky's theory that make-believe play serves as a vital context for the development of self-regulation, the incidence of private speech was much higher during open-ended activities, especially fantasy play, that require children to determine the goal of the task, than during closed-ended tasks with predetermined goals. In line with previous research, the more direct involvement, or external regulation, teachers displayed, the lower the rate of children's private speech. In addition, transitions (as opposed to involvement in activities) were linked to reduced private speech, whereas engagement with peers, in the form of associative play, predicted greater self-directed language. Diminished make-believe play, greater teacher direct involvement, and heightened time spent in transitions largely accounted for the lower incidence of private speech in the Montessori compared with the traditional preschool. Contextual factors also contributed to a drop in private speech at age 5. Implications for fostering children's verbal self-regulation during early childhood are considered.

Language: English

DOI: 10.1016/S0885-2006(99)80065-9

ISSN: 0885-2006, 1873-7706

Language: English

DOI: 10.1007/s10648-011-9191-6

ISSN: 1040-726X, 1573-336X

Abstract/Notes: School reform is an important national and international concern. The Montessori alternative school system is unique in that it is well-aligned with the science of healthy development and learning, has strong social–emotional and academic outcomes, is virtually unchanged in over a century, can be applied across all the school years, and still attracts considerable attention and allegiance—yet it remains Bon the margins^ (Whitescarver and Cossentino Teachers College Record, 110, 2571–2600, 2008) of the bulwark educational system, as often shunned as admired. Why does Montessori persist (and increasingly in the public sector) and why does it elicit such sharply contrasting reactions? This article reviews several reasons why it is admired, such as evidence of Montessori’s effectiveness, its alignment with educational psychology research, and its broad scope. The points of research alignment are presented as natural corollaries of Montessori’s central premise: independence, or self-determination. After discussing these extrinsic and intrinsic reasons why Montessori is admired, the article concludes with speculation as to why it is also shunned—namely its incommensurability with conventional education culture and what might be a consequence: frequent poor implementation. The incommensurability of evidence-based alternatives with the conventional system is also posed as a reason for radical school reform.

Language: English

DOI: 10.1007/s10648-019-09483-3

ISSN: 1040-726X, 1573-336X

Abstract/Notes: Effects of multiage grouping on achievement and self-concept were explored. No significant differences were found between children in multiage and single-age classrooms on any of the achievement measures. Multiage classrooms had higher mean scores on one of the six factors of the self-concept scale, Happiness and Satisfaction.

Language: English

ISSN: 0196-5042

Abstract/Notes: The article presents a study on the level of self-authorizing personality development conducted in 2013-2016 within a group of 69 adolescents, alumni of a Montessori school in Lublin then aged 16-21. The method for collecting empirical data was a POA questionnaire designed by K. Obuchowski, measuring 3 main dimensions of personality: subjectivity, being a person and individual valuation standards. The results proved that almost all of the graduates of Montessori classes had developed self-authoring characteristics at an optimum level. The average results of the three main dimensions of the author’s personality: subjectivity, being a person and taking an attitude are significantly higher than the theoretical average of the scale, which allows the determination of a high level of all areas of authorial personality and the co-occurrence of the aforementioned properties. The obtained values in the range of 14 differential categories of the author’s personality are significantly higher from the theoretical average of the scale and inform about the high level of all personality characteristics. There was no difference in the personality profile due to the sex of the graduates. According to Obuchowski’s observations, the respondents realize their needs and are able to distance themselves from them, develop themselves, guide the sense of their existence, positively assess themselves, their goals and the world around them. The ability of the subjects to generate a set of reasons that underlie the strongest subjective standard of valence (attitude) means not only the mastering and dominance of abstract operations, which condition the conscious creation of private knowledge, become independent of the control of a specific experience, create the opportunity for effective long-distance operation and enables them to make responsible choices. / Artykuł prezentuje badania nad poziomem rozwoju tzw. osobowości autorskiej, przeprowadzone w latach 2013–2016 na próbie 69 absolwentów szkoły Montessori w Lublinie, w wieku 16–21 lat. Do zebrania danych empirycznych posłużył opracowany przez K. Obuchowskiego kwestionariusz POA, mierzący trzy zasadnicze wymiary osobowości: podmiotowość, bycie sobą i indywidualne standardy waluacyjne. Wyniki przeprowadzonych badań pozwalają stwierdzić, że niemal wszyscy badani absolwenci szkoły Montessori rozwinęli w sobie właściwości autorskie na poziomie optymalnym. Średnie wyniki trzech głównych wymiarów osobowości autorskiej: podmiotowość, bycie osobą i ustosunkowanie są istotnie wyższe od średniej teoretycznej skali, co pozwala wnioskować o wysokim poziomie wszystkich obszarów osobowości autorskiej oraz o współwystępowaniu wspomnianych właściwości. Otrzymane wielkości średnich w zakresie 14 kategorii różnicowych osobowości autorskiej są istotnie wyższe od średniej teoretycznej skali i informują o wysokim poziomie ukształtowania wszystkich cech osobowości autorskiej. Nie odnotowano zróżnicowania profilu własności osobowości autorskiej ze względu na płeć i wiek indagowanych absolwentów. Zgodnie z obserwacjami K. Obuchowskiego, badane osoby uświadamiają sobie swoje potrzeby i potrafią się do nich zdystansować, rozwijają się, kierując sensem swojego istnienia, pozytywnie oceniają siebie, swoje cele oraz świat wokół siebie. Zdolność generowania przez badanych zestawu racji leżących u podstaw najsilniej odczuwanego podmiotowego standardu waluacji (ustosunkowanie), oznacza nie tylko opanowanie i dominację operacji abstrakcyjnych, które warunkują świadome tworzenie prywatnej wiedzy, uniezależniają od kontroli konkretnego doświadczenia, stwarzają szansę skutecznego działania na długi dystans, umożliwiają podejmowanie odpowiedzialnych wyborów.

Language: Polish

DOI: 10.14632/eetp.2017.13.47.105

ISSN: 1896-2327, 2353-7787

Abstract/Notes: This study was conducted to better understand the impact on school progress of building a child's self-efficacy at home. During a parent-teacher conference, the teacher highlighted that my daughter lacks self-confidence in her ability to solve problems independently and avoids challenging tasks, which negatively affects her school progress. My daughter is a second-grader and the only participant in this study. The 5-week intervention focused on building my daughter's self-efficacy at home through reading inspiring books and practicing mindfulness activities. Quantitative data analysis showed a 16% increase in academic growth and a 10% increase in social growth and completed a full set of ten goals almost daily. Qualitative data analysis revealed increased self-confidence, improved problem-solving, and self-regulation. Findings suggest more intervention time to conduct the study with different statements that complement the environment and child's needs and a broader range of participants for more generalizability.

Language: English

Published: St. Paul, Minnesota, 2022

Language: Dutch

Abstract/Notes: This study sought to examine how time management skills would impact the self-efficacy of Teacher Leaders working in a teacher-led school model. The participants of the four-week study were three Teacher Leaders from two teacher-led primary Montessori schools in an urban area. The Teacher Leaders incorporated time management skills including time analysis, establishing goals, prioritization, and planning/scheduling.Data was collected on Teacher Leader productivity, distribution of time among teaching and administrative roles, self-efficacy, and time management behavior through pre- and post- questionnaires, daily to-do lists, and daily activity logs. The study concluded that although the results were not statistically significant, two out of three Teacher Leader’s productivity, time management behavior, and self-efficacy did improve over the course of the study. Further research is needed to determine how these time management skills impact Teacher Leader’s experienced stress, perceived productivity, and to further investigate how Teacher Leaders’ distribution of time among teaching and administrative roles impacts stress and self-efficacy. (Note: The St. Catherine University website has the incorrect title associated with this thesis. The correct title is displayed in the PDF of the thesis.)

Language: English

Published: St. Paul, Minnesota, 2021