Abstract/Notes: Traces encounters between mother and child that occur around nursing and feeding, which result in a powerful attachment. Identifies approaching solid foods and subsequent weaning as the place where detachment begins. Discusses locomotion as another way incremental steps toward independence are reached: crawling, walking, and pulling up with hands free to do work contribute to a sense of autonomy. (Author/KB)

Language: English

ISSN: 1522-9734

Abstract/Notes: Penelitian ini dilatar belakangi oleh peserta didik yang perkembagan sosial emosionalnya kurang optimal. Hal ini terlihat pada jam pembelajaran ada sebagian anak tidak mau antri ketika berwudhu, tidak menjaga kebersihan kelas, dan hubungan dengan teman yang tidak solid. Penelitian ini bertujuan untuk menjelaskan implementasi metode Islamic Montessori  dalam mengembangkan sosial emosional anak usia dini melalui kegiatan practical life di TK IT Mutiara kecamatan Pariaman Tengah Kota Pariaman. Metode penelitian ini adalah penelitian deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penerapan metode Islamic Montessori  dalam mengembangkan sosial emosional anak usia dini melalui kegiatan practical life di TK IT Mutiara sudah dilakukan mulai dari perencanaan pembelajaran, pelaksanaan, dan evaluasi pembelajaran. Lingkungan sangat berperan dalam membentuk dan mengoptimalkan perkembangan sosial emosonal anak usia dini. / This research is motivated by students whose social emotional development is not optimal. This can be seen in the learning hours where some children do not want to stand in line for ablution, do not keep the classroom clean, and do not have a solid relationship with friends. This study aims to explain the implementation of the Islamic Montessori method in developing social-emotional early childhood through Practical Life activities at IT Mutiara Kindergarten, Central Pariaman District, Pariaman City. This research method is a qualitative descriptive research. The results showed that the application of the Islamic Montessori method in developing Social Emotional Early Childhood through Practical Life activities at IT Mutiara Kindergarten had been carried out starting from lesson planning, implementation, and learning evaluation. The environment plays a very important role in shaping and optimizing the social-emotional development of early childhood.

Language: Indonesian

ISSN: 2614-3097, 2614-6754

Abstract/Notes: Social and emotional behaviors of 56 Ss with and without Montessori preschool experiences as 3-, 4-, and 5-yr-olds were assessed upon entrance into 1st grade. Social and emotional behaviors were rated with the Classroom Behavior Inventory (CBI) by independent researchers and teachers. Self-concept of the selected sample of children was assessed using the Inferred Self-Concept Scale. The observed social and emotional behaviors were correlated with the children's scores on the Metropolitan Readiness Test (MRT) to examine possible relationships between social and emotional behaviors and achievement level. No differences in social and emotional behaviors of Ss entering 1st grade with and without the Montessori preschool experiences were observed. Nor were there any differences in the self-concept of Ss with and without the preschool experience. Positive task-oriented behaviors as observed with the CBI were found to be positively related to achievement level as measured by the MRT. (16 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Language: English

ISSN: 0009-4005

Abstract/Notes: This action research project was completed to test the impact of a series of lessons centered around empathy and building social skills on the students and community of a Montessori elementary classroom. The setting was a suburban school in a classroom of 15 children ages six to nine. The students were primarily Caucasian and coming from middle class families. Data was collected using a tally sheet, observational field notes, a series of journal prompts and a pre/post survey. Both Grace and Courtesy lessons and storytelling sessions were part of the intervention plan. The children participated in a variety of ways including role playing, discussions, and story sharing. The results showed that the lessons did improve the interactions between the children as well as the feelings of community. The children developed a common language and skills to more positively navigate difficult interactions.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: This paper presents perspectives from early childhood practitioners of pre-school children’s (n = 100) social and emotional competencies upon entering pre-school and again after term three of the pre-school year. This research reports findings from five pre-school settings within rural and urban locations. A quantitative approach is used with pre-school practitioners completing the Strengths and Difficulties Questionnaire and an Emotional Regulation Questionnaire to rate the children’s social and emotional competencies. Our findings indicate that many of the social and emotional competencies increase by the end of term three of the pre-school year. We report higher proficiencies in emotional competencies in comparison to their social competencies. Overall the findings suggest that children can transform their competencies during the pre-school year.

Language: English

DOI: 10.1080/09669760.2020.1865134

ISSN: 0966-9760

Language: English

ISSN: 1470-8647

Abstract/Notes: Research Findings: This paper presents findings from an exploratory study to define associations between social–emotional teaching practices and teacher characteristics through a person-centered approach. The sample consisted of 97 teachers working in center-based early childhood education settings with young children ages 2–5 in the U.S. Pacific Northwest. We analyzed teachers’ observed classroom social–emotional teaching practices and self-reported Professional Development (PD) experiences, job attitudes (e.g., job-related stress, satisfaction, and commitment), and disciplinary efficacy to identify profile membership of teachers. A latent profile analysis revealed 4 profiles: (a) higher practice quality, higher PD experience, higher job attitudes, and higher disciplinary efficacy, (b) higher practice quality, mixed PD experience, lower job attitudes, and lower disciplinary efficacy, (c) lower practice quality, mixed PD experience, higher job attitudes, and higher disciplinary efficacy, and (d) lower practice quality, mixed PD experience, mixed job attitudes, and lower disciplinary efficacy. Practice or Policy: The results suggest that a person-centered approach to understanding classroom quality might provide multiple dimensions to consider for quality improvement. Additionally, a tailored and tiered professional development approach to support the early childhood workforce is needed that considers the complex connections between teachers’ practices, beliefs, and job attitudes.

Language: English

DOI: 10.1080/10409289.2020.1857215

ISSN: 1040-9289, 1556-6935

Language: English

Published: Portsmouth, New Hampshire: Heinemann, 1992

ISBN: 0-435-08709-6 978-0-435-08709-8

Abstract/Notes: The addition of character education to school curricula has become an increasingly popular response to today’s heightened emphasis for students to succeed on academic high stake tests, leaving little regard for the development of social-emotional competencies. The purpose of this research was to study the effects of character education on the social-emotional behavior of elementary students in a private Montessori school. The study consisted of 18 students in a grade 1-4 classroom over a period of five weeks. Data was collected through daily tallying of negative behavior and through incident forms as well as student pre- and post-test evaluations regarding self and social awareness. Findings indicated that negative behaviors decreased overall and that student understanding of values improved. In addition, the data also indicated that there remains a need for character education to continue for more definitive results.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: Alternative schools such as Montessori, Reggio Emilia or Waldorf emerged on the educational scene over a century ago but have proliferated internationally in the last 15-20 years. In addition to being considered as educational alternatives to conventional approaches, these schools are often associated with enhanced benefits in cognitive, social, emotional, and personal development of attending children. This assumption stems from the fact that these approaches are aligned with the basic principles of child development, especially because in these schools, daily practices are organized according to children's developmental strengths and considering individual learning rhythms. However, empirical research on this assumption is scarce and little is known about the type of schools studied and the aspects of development analyzed. Thus, this systematic review aims to address two objectives: to identify which types of alternative schools have captured the interest of researchers and to explore the most studied areas of cognitive and socioemotional development during childhood, along with the main findings. The review includes studies conducted in the last decade that compare the effects of attending alternative schools versus conventional preschools, elementary schools, or high schools. Twenty-four articles were included, most of them focused on Montessori and, to a lesser extent, Waldorf schools. Other types of alternative schools (democratic, Freinet) had limited representation. Executive function, creativity and academic achievement have received more attention in research compared to well-being, social competence, or independence. Overall, the results show a better performance in children from alternative schools or no differences with their counterparts in conventional schools. However, this study provides a critical perspective on these findings, highlighting limitations that should be considered when interpreting them and guiding future research endeavors.

Language: English

DOI: 10.1016/j.childyouth.2024.107480

ISSN: 0190-7409