Abstract/Notes: The purpose of this case study was to examine the use of problem solving strategies and instruction within the Montessori model of learning and to determine if problem solving and transfer occurred. The following research questions were investigated: (1) What Montessori model characteristics are similar to the characteristics reported in the problem solving research which facilitate transfer? (2) In what ways does problem solving within the Montessori classroom transfer? (3) What are the factors that influence problem solving transfer in a Montessori classroom? The site for the study was a fourth through sixth grade level classroom in a private, non-profit Montessori school. Participating in the research were 16 students, two teachers, and a parent of each of the students. The study was conducted over a eight month time period. Data collection and analysis involved both qualitative and quantitative methods. The qualitative data were gathered through video-taping of 24 classroom lessons, audio-taping interviews with the students, teachers, and parents and curriculum document analysis. Quantitative instruments included the TONI-3: Test of Nonverbal Intelligence, 3rd Edition, the Problem Solving and Thinking Processes scale, the Flanders Interaction Analysis Categories-Modified, and the Engagement Check. These are the findings: (a) as implemented in this study, the Montessori model of learning, did incorporate instructional strategies that facilitated problem solving and transfer; (b) instances of problem solving, problem solving transfer, and knowledge transfer did occur; and (c) six specific instructional and curriculum strategies influenced the opportunities for problem solving and transfer in the classroom. This research contributes to the field by studying transfer with elementary age students in the natural setting of a classroom and by providing a framework for examining the factors which encourage problem solving.

Language: English

Published: Waco, Texas, 2002

Abstract/Notes: Montessori education is uniquely designed to maximize the benefits of seamless educational pathways designed in 3-year increments. Learners benefit academically and socially from three–year mixed-age groupings. It is accepted practice for public Montessori schools to maintain the integrity of three-year cycles through the 6th grade.

Language: English

Published: Washington, D.C., Jul 7, 2016

Abstract/Notes: With the passing of NCLB in 2001, pedagogy in the kindergarten classroom has changed exponentially. The requirement for a rigorous academic curriculum has replaced the play-based learning that used to be synonymous with the kindergarten classroom. Since the beginning of kindergarten, researchers have worked to prove the importance of play in the classroom and the role of the educator in these play-based learning scenarios. Many studies have found a correlation between play and child development, but this has not been enough to change the minds of educators and school districts across the United States. This qualitative case study explored teachers’ perceptions and classroom interactions during play through a triangulation of data including video recordings, interviews, and observations to explore the effect play might have on the social, emotional, and oral language development of kindergarten students in a district that is already implementing free play centers in the classroom. Varying beliefs among the educators and multiple scenarios of social, emotional, and oral language development skills being used by students during these free play sessions were explored. Key themes that emerged from the data included a range of understanding amongst the teachers, the need for regular professional development on how to implement play in the classroom, and the importance dramatic play has on social, emotional, and oral language development for kindergarten students.

Language: English

Published: Springfield, Missouri, 2022

Language: English

Published: Berkeley, California: Frog Ltd, 2001

Language: English

Published: Chicago, IL, 2011

Language: English

Published: West Hartford, Connecticut, 2015

Language: English

Published: Altoona, Pennsylvania: Parent Child Press, 1991

Language: English

Published: Altoona, Pennsylvania: Parent Child Press, 1996

Language: English

Published: Hemet, California: Education System Publisher, 1988

Language: English

Published: Orlando, Florida: Early Education Company, 1972