Abstract/Notes: Report presented at the Eastern Communication Association Annual Meeting, Pittsburgh, April 25-28, 1991

Language: English

Published: [S.I.]: [s.n.], 1991

Abstract/Notes: The purpose of this action research was to determine the effect of fundamental movement lessons and independent movement jobs on appropriate and coordinated movement as well as focus of students. Twenty-five students from a lower elementary class of first, second, and third graders in a public Montessori school participated in the study. Data was collected over a period of six weeks using a coordination scale, student feedback, work plans, and time on task observations. Results show a positive correlation between movement intervention and student coordination, on task behavior, focus, and productivity. All students reported positive associations with the movement jobs and improvement in perceived focus. Increases were observed in concentration and productivity; coordination levels also improved. The data shows movement can be integrated into the classroom to support appropriate movement and student learning. Further research should be conducted over a longer time frame to substantiate these results.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: Montessori's first premise is that movement and cognition are closely entwined, and movement can enhance thinking and learning (Lillard, 2005). Children must move, and practice moving, to develop strength, balance, and the stability needed to fully participate in the rigors of daily life. It is imperative for young children's motor development that, on a daily basis, parents and teachers give children opportunities for physical activity. Children need time to explore, walk, run, climb, touch, smell, see, and hear the natural world. It is also imperative that teachers begin to implement opportunities for gross-motor development within classrooms. As a physical educator and movement specialist, Melani Fuchs observes children and adults in the four phases of motor development: Reflexive, Rudimentary, Fundamental, and Specialized. Here she explains that each phase lays the foundation for the phase that follows it. In this article Fuchs explains each phase and details their natural developmental progression. Having seen a need for a classroom Movement curriculum after working with special needs children within a Montessori environment, Fuchs, in collaboration with professor Diane Craft, a faculty member of the Physical Education Department at the State University of New York at Cortland, created "Movement Matters: A Movement Album for Montessori Early Childhood Programs" (Fuchs, M. & Craft, D., 2012). The album provides a developmentally appropriate Movement curriculum for Early Childhood and early Elementary programs, with in-depth explanations and illustrations of motor development concepts. As teachers cultivate an understanding of these concepts, they develop new insights and, ultimately, new techniques to assess and assist children's pathways to mature movement skills. Teachers will find practical suggestions for leading children in physical activities as well as a discussion of Maria Montessori's philosophy regarding movement. The album's lesson plans and activities are written specifically to give teachers the means to normalize movement in the classroom (to make movement a "right" choice), thus accommodating the child's natural need to move. The lessons encourage children to move to learn, to understand movement concepts, to master movement skills, to develop self-awareness, and to become joyful, healthy movers.

Language: English

ISSN: 1054-0040

Language: Dutch

Language: English

Abstract/Notes: The purpose of this Bachelor's thesis is to find out children's satisfaction with day care in montessori kindergarten Aurinkoleijona. This study is part of Verkonkutoja-project conducted at Turku University of Applied Sciences. The objective of this research is to create a patern to collect and process customers' feedback. It focuses on five to six years old children in Aurinkoleijona Salo Unit. ”Quality Game” adapted to the children's needs and abilities was used to collect the data. It contained 24 questions considering six themes related to day care: empathy, educational work, circumstances, reliability, responsiveness and assurance. The total of 11 children played the ”Quality Game for Children”: the test group of 3 children in Halikko Unit and 8 children in Salo Unit. The theoretical frame of reference for this thesis was defined in accordance with the quality of day care. It consisted of the facts collected from different sources. The quality of day care is comprised of the experiences of both clients – children and parents – and day care - workers. The quality of day care can be called intersubjective. According to the results, most of the children are satisfied with day care in montessori kindergarten Aurinkoleijona according to the results. Children are especially satisfied with the staff of Aurinkoleijona and its action. All the corresponders can depend on day care adults. Some of the children think that the adults do not have enough time for them. They also give criticism of the day care assignments. The present time and events has an influence on children's satisfaction. There are occasional events in the background of dissatisfaction. Concentration on the game and other children's opinions have an influence on the results. The results show that children are fond of day care theme days, but there is room for improvement. The results of the thesis and the ”Quality Game for Children” will be used in Verkonkutoja-project during next year. / Opinnäytetyöni tarkoituksena oli selvittää lasten tyytyväisyyttä päivähoitoon montessori-päiväkoti Aurinkoleijonassa. Työni on osa Turun ammattikorkeakoulun Verkonkutoja -hanketta, jossa kehitetään asiakaspalautteen keruu- ja käsittelymallia kunnille ja yrityksille. Kohderyhmänä oli Salon yksikön 5 – 6 -vuotiaat lapset. Aineistonkeruumenetelmänä käytin Stakesin Laatupeliä, josta olin muokannut lapsille oman version. Lasten laatupelissä lapsille esitettiin 24 kysymystä liittyen päivähoidon eri osa-alueisiin: empatia, kasvatustyö, olosuhteet, luotettavuus, vastaavuus ja varmuus. Lasten laatupeliä pelasi yhteensä 11 lasta: testipelissä 3 lasta Halikossa ja varsinaisessa pelissä 8 Salossa. Teoreettinen viitekehys työssäni oli päivähoidon laadun määrittely. Se koostui eri lähteistä keräämästäni tiedosta. Päivähoidon laatu muodostuu niin asiakkaiden – lasten ja vanhempien – kuin päivähoidon työntekijöidenkin kokemuksista. Päivähoidon laatua voidaankin kuvailla intersubjektiiviseksi. Tulosten mukaan suurin osa lapsista on tyytyväisiä päivähoitoon montessori-päiväkoti Aurinkoleijonassa. Erityisen tyytyväisiä lapset ovat henkilökuntaan ja sen toimintaan. Kaikki vastanneista kertoo luottavansa päiväkodin aikuisiin. Kritiikkiä herättää aikuisten ajankäyttö ja päiväkodin tehtävien tekeminen. Lasten tyytyväisyyteen vaikuttaa juuri käsillä oleva hetki. Varsinkin tyytymättömyyden taustalla on yksittäiset tapahtumat. Lisäksi peliin keskittyminen ja muiden lasten mielipiteet vaikuttavat tuloksiin. Tuloksista ilmenee, että lapset pitävät päiväkodin teemapäivistä, mutta niissä on kehittettävää. Opinnäytetyöni tuloksia ja Lasten laatupeliä käytetään Verkonkutoja-hankkeessa ensi vuoden aikana.

Language: Finnish

Published: Tampere, Finland, 2009

Abstract/Notes: Staying in upper elementary for 6th grade

Language: English

ISSN: 1071-6246

Language: French

ISSN: 2492-3524

Language: English

ISSN: 0889-5643

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X