Language: English

Published: Canberra, Australia, 2008

Abstract/Notes: This article examines the effects of Montessori music-movement activities on the development of the rhythmic abilities of 59 children from Montessori preschools, aged between 3 and 6 years. Children were deployed into two experimental groups (EG 1 (n = 20) & EG 2 (n = 22)) and a control group (CG) (n = 17). Our intervention consisted of introducing 15 to 20 min of unstructured movement time, either accompanied by a piano (EG 1) or recording (EG 2), three times a week for four months, whereas the control group carried on the usual Montessori program. We used a quasi-experimental nonequivalent groups design with pretest–posttest. Three tests for measuring rhythmic abilities were used: auditory discrimination of the rhythmic patterns, imitation of spoken rhythmic phrases, and determining the synchronization of movement with the rhythm of the music. The interventions had a positive effect on the development of the rhythmic abilities of children included in the study. The most significant effect was noticed in EG 1, while no effect of non-activity was detected in the control group.

Language: English

DOI: 10.1007/s10643-023-01459-x

ISSN: 1573-1707

Runtime: 17 minutes

Language: French

Published: Budapest, Hungary, 2008, 1959

Abstract/Notes: The purpose of this action research was to determine the effects of movement activities on focus and concentration in toddler Montessori classrooms. Evidence supports the connection between purposeful movement and levels of concentration. Both quantitative and qualitative data of three toddler-aged classes was collected through the use of a pre and post questionnaires, checklists and observational record keeping. The intervention took place over a period of six weeks at an independent school setting with 24 students ages 21 months to 3 years. The results showed the students focus and concentration levels increased during the Montessori uninterrupted morning work cycle when intentional movement lessons or activities were introduced. Based on the data, there is a correlation between movement intervention activities and concentration levels. Additional research should be conducted over an extended period of time to better study the effects of movement on focus, concentration, and behavior in the classroom.

Language: English

Published: St. Paul, Minnesota, 2016

Language: English

Published: Calcutta, India: Indian Montessori Training Courses, 1955

Language: English

Published: Calcutta, India: Indian Montessori Training Courses, 1969

Edition: 3rd

Abstract/Notes: This action research study examined the impact of creative movement presentations on dance participation and student attitudes towards dance in one outdoor Montessori early childhood classroom during the COVID-19 pandemic. Participants were 13 kindergarten and lower elementary students, ages 5-8, and the researcher, their teacher. Students were presented creative movement activities eight times during circle time over four weeks. They were also given opportunities to dance freely once a week for six weeks and asked three times to respond to statements regarding their attitudes towards dance; pre-intervention, mid-intervention, and post-intervention. Data was collected using observations of dance participation, field notes about circle time presentations, and student self-assessment regarding their attitudes towards dance. There was some improvement in attitudes towards dance and an increase in dance participation. Many children expressed enjoyment and the researcher felt inclined to continue providing free dance opportunities and creative movement presentations at circle. The researcher encourages other educators to incorporate dance opportunities in class free time and curriculum lessons.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: The aim of this bachelor’s thesis was to develop physical education of Montessori play school and to increase physical activity during day. Target was to develop and increase physical activity in playschool and encourage children’s self-motivated movement through picture cards. In addition the aim was to increase educators’ understanding about goal-directed physical activity together with inspiring and motivating children to move. Exercising sessions was implemented aiming to give joy and experience of succes for children. At the same time ideas and point of views were brought to exercising sessions. In addition picture cards were made together with preschool children to facilitate and increase self-motivate movement. In picture cards there are simple movements which children can carry out by themselves or with each other. The bachelor’s thesis was functional. Three exercise days were implemented in play school where exercise sessions were made for small groups. Every child participated. Each session had clear frame and target. The aim of this bachelor’s thesis was achieved succesfully. Feedback was received about the contents and guiding of exercising sessions. The educators received new ideas and point of views how to run exercising sessions. Educator’s duty is to develop learning environment physically desirable. The educator is responsible of planning and implementing physical education. Genuine and positive encouraging is very important with children. Implication of children must be observed when physical education is planned and implemented. It is important to live in the moment taking into account the learning environment. It must be remembered that physical education is not limited only exercise sessions. The physical education is realized at its best when combined with different situations in daily life. / Opinnäytetyön tarkoituksena oli kehittää Montessori-leikkikoulun liikuntakasvatusta ja lisätä liikuntaa päivän aikana. Tavoitteena oli liikunnan ja liikuntaleikkien kehittäminen ja lisääminen leikkikoulussa, sekä edistää lapsen omaehtoista liikkumista päivän aikana kuvakorttien avulla. Lisäksi tavoitteena oli kasvattajien ymmärryksen lisääminen tavoitteellisen ja ohjatun liikunnan merkityksestä, sekä innostaa ja motivoida lasta liikkumaan. Leikkikoululla pidettiin liikuntatuokioita, joiden tavoitteena oli tuottaa lapsille iloa ja onnistumisen kokemuksia. Samalla tuotiin uusia ideoita ja näkökulmia liikuntatuokioiden pitämiseen. Lisäksi tehtiin yhdessä esikouluikäisten lasten kanssa kuvakortit helpottamaan ja lisäämään lasten omaehtoista liikuntaa. Kuvakorteissa on yksinkertaisia liikkeitä, joita lapset pystyvät tekemään itsenäisesti ja toistensa kanssa. Opinnäytetyö oli toiminnallinen. Leikkikoulussa toteutettiin yhteensä kolmena päivänä liikuntapäivä. Liikuntatuokioita pidettiin siten, että jokainen lapsi pääsi osallistumaan niihin kolme kertaa. Jokaisessa liikuntatuokioissa oli selkeä runko ja tavoite. Opinnäytetyön tavoitteet täyttyivät. Liikuntatuokioiden sisällöstä ja ohjaamisesta saatiin palautetta. Kasvattajat saivat uusia ideoita ja näkökulmia liikuntatuokioiden pitämiseen. Liikuntakasvatuksen toteutukseen on tullut selkeyttä ja tietoutta. Opinnäytetyön myötä liikuntakasvatus leikkikoulussa on lisääntynyt ja samalla aktivoinut kasvattajia lisäämään sen toteutumista. Kuvakortit ovat olleet käytössä leikkikoulun arjessa päivittäin. Ne ovat lisänneet omaehtoista liikuntaa varsinkin 4–6-vuotiailla lapsilla. Kasvattajan tehtävä on luoda oppimisympäristö liikunnallisesti suotavaksi. Kasvattajan vastuulla on suunnitella ja toteuttaa liikuntakasvatusta. Aito ja positiivinen kannustaminen on tärkeää lasten kanssa toimiessa. Lasten osallisuus tulee huomioida suunniteltaessa ja toteuttaessa liikuntakasvatusta. On tärkeää elää hetkessä oppimisympäristö huomioiden. Tulee muistaa, että liikuntakasvatus ei rajoitu pelkästään liikuntatuokioihin. Se on parhaimmillaan yhdistettynä arjen erilaisiin tilanteisiin.

Language: Finnish

Published: Helsinki, Finland, 2017

Abstract/Notes: The purpose of this study was to determine if directed movement would positively affect the focus for all children. Children with underdeveloped executive functions frequently disrupt the learning of others. This study was implemented in a mixed-age lower elementary classroom populated by 27 children ages 6 to 9 years. The project covered a total of six weeks, four of which included directed movement for at least three days of the week. Prior to implementing movement into the classroom, three lessons were presented that related to brain function, focus and mindfulness. Pre-study student work samples, teacher observations of the work period and student self-assessments provided baseline data. Throughout the duration of the directed movement portion of the study weekly self-assessments and teacher observations were conducted. A post-study student-assessment was provided and student work samples were again collected. Upon completion, the majority of the students reported having enjoyed the directed movements incorporated into the classroom routine. The results showed an improvement in the ability to focus and in productivity indicating that frequent directed movement has a positive impact on executive functions.

Language: English

Published: St. Paul, Minnesota, 2016

Language: Italian

Published: Milano, Italy: Mondadori, 1983

Volume: 3