Language: English

Abstract/Notes: This action research project evaluated how a one-time parent education session focused on emotional coaching and social-emotional learning affected children’s independence in a small, private Montessori preschool. During the five-week study, children’s task independence and self-management at home and school were assessed by parents and teacher, respectively. Parents reported greater confidence in supporting children’s independence and emotion regulation following the intervention. Both task independence and self-management levels were high at school. While task independence at school did not increase due to parent education, task independence increased at home. There was a trend toward increased self-management at home following intervention, and two of the five intervention group children also showed greater self-management at school. Results suggest that even in a school where parents are educated about the practical steps of supporting children’s independence, teaching parents how to support children emotionally has additional positive effects.

Language: English

Published: St. Paul, Minnesota, 2023

Abstract/Notes: The study was designed to evaluate the effectiveness of role-play as a means of enhancing the social skills of preschool students in a Montessori setting. A total of 37 children between the ages of two and a half to six years who participated in a five week study. The interventions were conducted once a week for four weeks, during which children took turns participating in simulated scenarios that mirrored their everyday experiences. After the role-play presentation, assessments and group discussions were conducted to evaluate the children's comprehension. The research data was gathered before, during and after the interventions. The researcher used checklists and observation records to document the number and details of conflicts, as well as the children's behavior and conflict resolution skills. The study revealed a decrease in both the frequency of conflicts and the level of aggression, indicating the effectiveness of role-play in cultivating social skills in children. However, the study also indicated the need for further research and extended observation to support new and younger children in adapting to the environment and to keep track of how effectively children internalize and sustain the skills they have acquired.

Language: English

Published: St. Paul, Minnesota, 2023

Language: Italian

ISSN: 2421-440X, 2723-9004

Language: Chinese

ISSN: 1816-6482

Abstract/Notes: Social problem-solving programs for withdrawn and hyperactive children within a school context were developed and implemented in a day care center, a Montessori nursery school, a Catholic elementary school, and a Catholic high school. This article describes the program implementation for each of the four schools and some of the effects on the consultative relationship.

Language: English

DOI: 10.1002/j.2164-4918.1981.tb00637.x

ISSN: 0031-5737, 2164-4918

Language: English

Published: London: Montessori Society, 1914

Language: English

Published: London: Montessori Society, 1914

Language: English

Abstract/Notes: Mrs. O. M. Stevenson, formerly of San Bernardino, is taking an active part in the work of the Parent-Teachers association in her present home in San Diego. Mrs. Stevenson recently presided at a meeting of the Good Government club held in the sun parlor of the St. James hotel when the Montessori system of education of young children was discussed. Mrs. Prudence Stokes Brown of Pasadena, who is versed in the methods of the system, addressed the club. Many people who attended the Panama-Pacific exposition at San Francisco had the pleasure of seeing the Montessori system demonstrated and heard the gifted Italian woman herself in lectures and various meetings held in the educational building.

Language: English