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Master's Thesis (Action Research Report)
The Effects of Peace Education on Children's Prosocial Behavior in an Early Childhood Classroom
Available from: St. Catherine University
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Abstract/Notes: The purpose of this paper is to describe the effects of peace education on children’s prosocial behavior. This action research implemented peace education for six weeks in an early childhood classroom of 19 children, in the U.S., ages three to six. Qualitative data including interviews, observational logs, field notes, and a journal were collected. Quantitative data included a tally sheet of incidents and surveys of the children. The research concluded that peace education affected children’s prosocial behavior, increasing the number of prosocial behavior incidents, raising children’s awareness, knowledge, and skills for prosocial behavior, while positively impacting children’s prosocial behavior in the community. Further study was recommended to reinforce the findings by implementing peace education for a longer period of time, applying it in other classrooms, modifying activities and approaches to reach more children, such as those with special needs and behavioral problems, and educating parents in peace education at home.
Language: English
Published: St. Paul, Minnesota, 2019
Master's Thesis (Action Research Report)
Impacts of Early Childhood Professional Development on Educator Practice and Subsequent Student Experience in the Outdoor Environment
Available from: St. Catherine University
Action research, Montessori method of education
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Abstract/Notes: The purpose of this project was to study the impact of professional development on early childhood educator practice and its subsequent effects on toddlers’ experiences with Risky Play in the outdoor environment. The setting of this project was a toddler classroom within a Montessori school in Missouri. The population for this action research study was three adult assistant guides with varying levels of experience with Montessori and early childhood education and 10 students in a Montessori toddler classroom between the ages of 17 and 32 months. The intervention consisted of a professional development workshop related to Montessori philosophy and benefits of outdoor Risky Play paired with daily reflective journaling. Data collection included my observations, participant journals, interviews, and an attitude scale. As a result of the study, adult participants intervened with children’s play less often and in more constructive ways, and children had more positive experiences in the outdoor environment. In response to this study, future actions include implementing a classroom culture of continued coaching and reflection.
Language: English
Published: St. Paul, Minnesota, 2021
Thesis
Método Montessori: Contribuições para a Educação Infantil / Montessori Method: Contributions to Early Childhood Education
Available from: Universidade de Caxias do Sul
Americas, Brazil, Early childhood care and education, Early childhood education, Latin America and the Caribbean, Montessori method of education - Criticism, interpretation, etc., Preschool children, Preschool education, South America
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Abstract/Notes: This research paper addresses the theme "Montessori Method: contributions to Early Childhood Education". This research sought to answer the research problem "How does the use of the Montessori Method contribute to the learning process of early childhood education children aged 4 to 5 years?" The research described was of an applied nature, qualitative in terms of approach, exploratory in relation to its objectives, in the field modality and developed through the Case Study methodology (GIL, 2008). For data collection, semi-structured interviews were applied to teachers and principals of two early childhood education schools. The data collected through these interviews were analyzed through discursive textual analysis (MORAES, 2003) and based on theoretical contributions, including Montessori (1965), Piaget (1978) and Vygotsky (2001). Data analysis allowed identifying the following study blocks: "The Montessori Method and learning in Early Childhood Education, the Montessori Method and its role in building the freedom and autonomy of the child" and" The training of Montessoian teachers and their performance in the pandemic". The study allowed us to elaborate some knowledge to provide answers to the research problem and my questions. These constructed knowledge scans that the teachers and the principals shared their look at how the Montessori Method contributes to the child of Early Childhood Education beginning to build their independence, freedom and autonomy. I highlight the importance of their participation in deepening the research, through the reports of their practices with the application of the method in focus. The theoretical deepening also contributed to the understanding of the study contributing to my teacher education in this area that delights me a lot. / A presente pesquisa aborda o tema "Método Montessori: contribuições para a Educação Infantil". A referida investigação buscou resposta ao problema de pesquisa "De que forma o emprego do Método Montessori contribui no processo de aprendizagem das crianças da Educação Infantil na faixa etária de 4 a 5 anos?" A investigação descrita, de natureza aplicada, qualitativa quanto à abordagem, exploratória em relação aos seus objetivos, na modalidade de campo, foi desenvolvida através da metodologia de Estudo de Caso (GIL, 2008). Para a coleta os dados foram aplicadas entrevistas semiestruturadas a professoras e diretoras de duas escolas de Educação Infantil que empregam o Método Montessori em sua proposta pedagógica. Os dados coletados através das referidas entrevistas foram analisados por meio da técnica de análise textual discursiva (MORAES, 2003) e fundamentados em aportes teóricos entre os quais destaco Montessori (1965), Piaget (1978) e Vygotsky (2001). A análise dos dados permitiu identificar os seguintes blocos de estudo "O Método Montessori e a aprendizagem na Educação Infantil, O Método Montessori e seu papel na construção da liberdade e da autonomia da criança e a formação de professores montessorianos e sua atuação na pandemia". O estudo realizado permitiu elaborar alguns conhecimentos para dar respostas ao problema de pesquisa e às minhas indagações. A análise dos dados coletados e a experiência das participantes da pesquisa proporcionaram a compreensão de como o Método Montessori contribui para que a criança da Educação Infantil comece a construir sua independência, liberdade e autonomia. Ainda, foi possível fazer um aprofundamento teórico sobre o Método em foco e analisar como ocorre a prática pedagógica montessoriana neste momento de pandemia, contribuindo para minha formação docente nesta área que muito me encanta.
Language: Portuguese
Published: Bento Gonçalves, Brazil, 2021
Master's Thesis (Action Research Report)
What Evidence of Change Emerges When Students with Behavioral and Learning Challenges are Placed in an Early Childhood Montessori Environment in Rural China?
Available from: St. Catherine University
Action research, Asia, China, Early childhood care and education, Early childhood education, East Asia, Montessori method of education
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Abstract/Notes: Under current circumstances, educational issues such as the achievement gap, non-cognitive development, Executive Function, and students with challenging behaviors impact day-to-day classroom practices and fundamentally reshape the results of education. The purpose of this research was to utilize the Montessori environment and principles, as well as the "normalization" approach developed by Dr. Maria Montessori, to help students with behavioral and learning challenges find the balance of their mental developmental processes and maximize their academic achievement at the same time. This action research conducted focused-group case studies of the Montessori Normalization process for children possessing behavioral and learning challenges at a preschool in rural China. The research applied pre-and post-assessment for the 3-6-year-old participants to investigate the evidence of improvement. The assessment utilized indicators based on symptom guidelines for ADHD, ASD, Learning disorders, and Learning Difficulties, published by the US Centers for Disease Control and Prevention (CDC). The study’s findings indicate that the Montessori-guided early childhood education intervention had helped students with behavioral and learning challenges, thereby providing an alternative solution for addressing the challenge of the development gap. This research also suggested that Montessori-based classrooms provide a positive, nurturing environment for gifted children with learning difficulties (exceptional learners) who confront challenges in a mainstream classroom.
Language: English
Published: St. Paul, Minnesota, 2022
Article
A Comparative Study of Sensory Training in Early Childhood Education Programs
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1990, no. 1
Date: 1990
Pages: 16–20
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Language: English
ISSN: 0519-0959
Article
The Formation of Mind: Language, Learning and Logic in Early Childhood
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2003, no. 4
Date: 2003
Pages: 25–32
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Language: English
ISSN: 0519-0959
Article
San Remo Lectures: Lecture I, The Creative Capacity of Early Childhood
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2003, no. 2-3
Date: 2003
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Language: English
ISSN: 0519-0959
Master's Thesis (Action Research Report)
The Effect of Songs on Social-Emotional Literacy in an Early Childhood Classroom
Available from: St. Catherine University
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Abstract/Notes: Children in an early childhood Montessori classroom were taught songs that included words to label emotions and phrases for solving social conflicts. The purpose of this research was to find out if children’s emotional vocabulary and problem-solving strategies would be affected by learning words and phrases from songs about feelings and communication for six weeks. Data was collected through comparing words known to describe emotions on faces of an emotion chart, phrases known to communicate feelings, and records of children’s behaviors and conflict resolution strategies both pre and post-intervention. The results showed an increase in both the amount of words and variety of words known, and an increase in independently attempting to problem solve, while non-verbal reactions to problems. such as crying and hitting, decreased. Songs were found to be an effective tool to use to teach children in early childhood about emotional literacy. Because songs are shown to be an effective way to communicate important messages, teachers could consider using them to teach about other sensitive information, such as about privacy and strangers.
Language: English
Published: St. Paul, Minnesota, 2019
Master's Thesis (Action Research Report)
How Acts of Kindness Facilitate Prosocial Behaviors in an Early Childhood Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: This action research project examined how the implementation of Kindness Guidelines affected prosocial behavior among Early Childhood students. The setting was a private Montessori school, with 18 children ages two to five-years-old. Guidelines were developed using child-generated ideas on how to be kind to themselves, others, and the environment, along with teacher-made materials that illustrated acts of kindness and emotional awareness. Implementation of the intervention lasted six weeks with 20 days of data collected during two 15-20 minute observations per day. Positive and negative behaviors were recorded using tally sheets and an observation journal. Use of teacher-made materials was tracked using a materials log, and children expressed their ideas about kindness through drawings. Data analysis showed that positive behaviors increased and indicated the changes were related to the intervention. Ideas for further research include increasing emotional awareness in children and how the practice of observation affects children’s behavior.
Language: English
Published: St. Paul, Minnesota, 2017
Article
Early Education: The Kindergarten; The House of Childhood; The 'Exceptional Home'
Available from: HathiTrust
Publication: Kindergarten Review, vol. 24, no. 5
Date: Jan 1914
Pages: 271-283
Friedrich Fröbel - Philosophy, Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Language: English