Abstract/Notes: Many researchers have investigated the cooperative problem solving (CPS) of children during play; however, there is a lack of studies focused on teachers’ beliefs about how to support the development of children’s CPS in classrooms. This study aims to investigate the pedagogical beliefs of Chinese (n = 3) and US (n = 3) teachers about the CPS of children during play and their decision-making capabilities in supporting children to advance this skill in classrooms. A semi-structured interview was conducted with the integration of video-stimulated recall approach in order to achieve this aim. Results confirm that the Chinese and US teachers believe that children are competent and have the autonomy to decide how to solve problems with their peers. The beliefs are similar across the teachers, whereas their execution of these beliefs varies, which reflects their cultural uniqueness in scaffolding and creating classroom environments.

Language: English

DOI: 10.1007/s10643-020-01087-9

ISSN: 1082-3301, 1573-1707

Abstract/Notes: This action research studied the impact of peace education and portions of the Positive Discipline curriculum in a three-six primary Montessori classroom. During five weeks of implementing the research, sixteen students participated in class meetings for twenty minutes a day. The peace table activities and wheel of choice lessons were conducted individually and as a whole class. The peace table activities included a set of mini dishes on a tray, a rain stick, and a peace rose. The wheel of choice consisted of pictures and words of examples of what students could choose to help them solve problems. A few examples are count to ten, apologize, ask for help, and write your name on the agenda. Implementing the presentations into the classroom environment became a work for the students to use if needed and did not occur daily. As a work choice, the previous activities were available on tables and children were allowed to choose the work as many times as they felt was necessary. The research began with baseline data collection through SWIS (School Wide Information System) referral records, student interviews, and student surveys. Sources of data obtained during the study included interviews, surveys, observation tally sheets, and a field journal. The results presented an increase in social awareness and problem-solving skills through the class meetings. Students began acknowledging problems and brainstorming solutions. Class meetings will continue daily to extend the positive problem-solving capabilities and mindfulness students developed in their classroom community.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: People can make pointing gestures and tracing actions with the index finger with little or no conscious effort. From the perspective of cognitive load theory, such “biologically primary” gestures and actions might help people learn “biologically secondary” concepts and skills requiring extended cognitive effort, such as reading, science, or mathematics. Studies on tracing or tracing and pointing have yielded mixed findings regarding hypothesized effects on intrinsic and extraneous cognitive load. The present study investigated whether computer-based instructions to trace elements of worked examples on angle relationships would affect school students' (N = 106) self-reports of intrinsic and extraneous cognitive load, as well as problem-solving transfer test performance. The tracing effect on transfer posttests seen in prior studies was replicated, but cognitive load hypotheses were not supported. Implications for educational practice and future research are discussed.

Language: English

DOI: 10.1002/acp.3732

ISSN: 1099-0720

Language: English

ISSN: 1071-6246

Abstract/Notes: Montessori values guiding transition to parenthood

Language: English

ISSN: 1178-6213, 2744-662X

Abstract/Notes: Problem solving allows students to use what they know to achieve a goal when no solution is apparent. Traditional educational models evolved from an earlier system, based on rote memorization and designed to produce employees for industry. The workforce of tomorrow must move beyond rote learning by both applying current knowledge and using problem-solving skills to understand the issues of tomorrow. Since many of the problems of the future may not exist in today's world, teachers must prepare students to meet challenges that may not have immediately teachable solutions. In order to solve these problems, students need to employ transfer, or the ability to use prior learning to understand new information. This article describes a qualitative study, the purpose of which was to examine the use of problem-solving strategies and instruction within a Montessori environment.

Language: English

ISSN: 1054-0040

Abstract/Notes: Letter to the editor

Language: English

ISSN: 1071-6246

Abstract/Notes: This action research project examined the effects of social stories on the problem solving skills of preschoolers in a Montessori classroom. The classroom was in a private school in Arizona led by a lead Montessori trained teacher and an assistant teacher. The study spanned seven weeks and the subjects were 22 three to five year old children. Three stories were read to the children. Each story was read at circle time daily for a two week interval. Data collected included the observations of the lead teacher, observations of the assistant teacher, and one-on-one conversations with each child at the end of the study. The data showed an increase in the abilities of the children to solve problems without the need of an adult. Future research could be conducted on the effects on female versus male preschoolers to see if the stories affect the children differently depending on their gender. Future research could also be conducted using stories about different social issues.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: “ What is this picture?” “This arrow is missing.” Montessori teachers hear these questions daily. These requests, while valid, often come at inopportune times, interrupting the adults work. This study aimed to see if children could gain independence through problem solving thus decreasing interruptions. 26 children and 4 adults were in this experiment. The intervention had two aspects. The first, a series of Grace and Courtesy lessons to help the children problem-solve common work related issues. The second was incorporation of a waiting necklace that the children would wear if they required an adult. Effectiveness was measured by evaluating the number of interruptions received for ten days prior and following the intervention. The results revealed the overall number of interruptions decreased from 71 to 53 and little to no change in the children’s problem-solving habits. This leads to the question, if the experiment was augmented would the results differ?

Language: English

Published: St. Paul, Minnesota, 2016

Language: English

ISSN: 2215-1249, 2772-7319