Abstract/Notes: This intervention was intended to combat apathy and disengagement in a preschool Montessori classroom. Four traditional Practical Life tasks were introduced to 15 students, dusting the shelves, sweeping the floor, carpet sweeping, and mopping the floor. These tasks required many different types of movement to complete. The intention was to test Dr. Montessori’s assertions that movement is essential for early brain development. The research took place in an urban Montessori and included 15 participants. Both qualitative and quantitative data were collected over a four-week period. At the end of the intervention, findings indicated that their ability to concentrate increased after the children engaged in the four tasks. After given the opportunity for both small and large motor movement, children are able to work independently with a greater success rate.

Language: English

Published: St. Paul, Minnesota, 2023

Abstract/Notes: This academic article reflects the thoughts from attending the workshop, promotion of learning management based on the Montessori concept uses writing from real experience in the practice as an observer from the early childhood classroom and first-class classrooms that provides teaching with the Montessori concept. The results reflected the ideas from direct experiences from the workshop participants, showing that the atmosphere in the classroom arrangement was bulging good ventilation, beautiful colors, work, interior colors feel cool and comfortable. The room has a fan enough light shelf arrangement separated into media; beautiful, durable, beautiful colors arranged from top to bottom. Characters are clearly visible and durable. Teachers interact with children in order to allow children to concentrate on themselves. The role of the teacher is to be a mentor to guide the children towards achieving their goals. The students and the students’ joint activities to achieve common goals. The result of the observation made the children absorb the threefold principle, namely, the child had precepts indicating that the collection of things was organized, neat, not separating the workpiece, compassionate to help friends, concentration and mindfulness having determination to complete the work. Intellectually, children are knowledgeable, ppossessing the ability to think step by step, distinguish work pieces assemble words and be able to solve problems easily by yourself.

Language: English

ISSN: 2587-0017

Abstract/Notes: The current paper investigates the structural validity of the Children's Concentration and Empathy Scale (CCES), which was designed based on Montessori's developmental theory to assess, using teacher ratings, the coherence of attention-related characteristics (concentration, empathy, and normalization) in children from 1.5 to 12 years old. The dimensionality analysis was carried out using exploratory graph analysis (EGA), and the stability of the items and factors were checked using a bootstrap version of EGA, and the results contrasted to exploratory factor analysis. The results point to a four-factor structure (emotion regulation, fantasy, task engagement, and empathy) after eliminating items with low replicability across bootstrapped samples. Beyond pointing to ways to improve the CCES, our paper presents a number of data analytical strategies that can be useful for studies investigating the structural validity of measurement instruments and demonstrates how EGA can effectively be used in the scale construction and validation process. Our manuscript and results are fully reproducible and are available on the Open Science Framework.

Language: English

DOI: 10.1027/2698-1866/a000008

ISSN: 2698-1866

Abstract/Notes: 25 children in a morning class of a Montessori preschool were administered a program of perceptual-motor training which stressed control of impulsiveness and development of attentional skills. 24 children in the afternoon class were controls. All children were administered a battery of psychological tests prior to training and again 7 mo. later at the termination of the training. All the children (both groups) exhibited a mean 12- to 13-point gain in Peabody Picture Vocabulary IQ and a mean 13- to 14-point gain in Draw-A-Person IQ. In addition, experimental Ss exhibited mean gains on the Auditoryvocal and Visual-motor Sequential subtests of the Illinois Test of Psycholinguistic Abilities and in Ego-control scores of the Arrow-Dot Test. Controls showed no such gains. It is concluded that the perceptual-motor training program might supply a useful adjunct to the regular Montessori curriculum.

Language: English

DOI: 10.2466/pms.1971.32.1.71

ISSN: 1558-688X, 0031-5125

Abstract/Notes: This action research project examined how the incorporation of outdoor activities impacted the concentration of children in a primary Montessori classroom. Twenty-one children, between the ages of three and six years old, participated in the research for six weeks. The researcher facilitated daily morning nature walks for the whole group, as well as, invited children to participate in individual and small group presentations on outdoor work. The researcher collected data using daily observational notes and observational tally sheets, a self-reflection journal, and a post-implementation student survey. The data numbers reflect an increase in concentration during the study. Pre-intervention, 72% of children showed signs of concentration and the average weekly percentage of children concentrating throughout the study was 87%. At a 13-17% increase, the change was substantial and reflects a positive outcome. The action plan concludes future researchers may consider incorporating fewer outdoor activities at once or extend the time frame of the intervention.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: includes 2 photos, bibliography

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0889-5643

Language: English

Language: English

Language: English