Abstract/Notes: This action research investigated the effectiveness of roleplay and reflection among four teachers guiding twenty-four students in a Primary Montessori environment. The teachers have limited Montessori training. They differ in age, teaching philosophy, cultural and educational backgrounds. This study asked teachers to roleplay strategies that felt counter to traditional practices. The 7-week intervention consisted of ten 15-minute scripted roleplay sessions, five 15- minute unscripted roleplay, and oral and written reflections. I gathered data using pre- mid- and post-self-assessment surveys, written reflection with prompts, and a reflection survey containing predetermined questions. The surveys showed an increase in the teachers’ awareness of their thinking-feeling-deciding processes. Teachers also expressed having access to the thinking-feeling-deciding processes of the child during challenging situations. Limitations lie in the facilitator’s ability to establish safe spaces for roleplay and reflection. This research can be shared with professional development entities and school administration to produce lasting change in adult learners.

Language: English

Published: St. Paul, Minnesota, 2022

Abstract/Notes: The purpose of this investigation was to study the impact of extended recess with loose parts play on student self-regulation at recess and on-task behavior after recess. The population for this action research study were students in grades one through three at a public Montessori elementary school in the Lower Mainland of British Columbia during a Covid-restricted school year. The intervention involved 45-60 minutes of extended recess with access to loose parts play for three weeks. Data collection included the following: loose parts play field observations, conflict type and frequency, on-task behaviors tally, and student self-assessments of on-task behaviors. As a result of the intervention, students experienced fewer conflicts at recess and more on-task behaviors after recess. Due to the findings, future actions include trying different schedules of extended recess with rotating access to loose parts and inviting more children to join.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: The purpose of this research was to determine if the addition of natural loose parts, or manipulatives, to the outdoor play yard would increase creativity in the classroom. This study took place in a private Montessori school with 14 children ages 3 to 6 years old over a five-week period. Various methods were used to gather information to determine any change in creativity. Observations of creative behaviors, concentration (state of flow), and spontaneous collaboration were collected as well as drawing tests for creative thinking, and samples of creative writing and artwork. The results of the study found that the loose parts did not increase creativity in the classroom. However, the addition of the loose parts did correlate with an increase in collaboration, imaginative play and a possible increase in concentration. Suggestions for further research include extending the amount of time the study took place, and focusing on one age rather than a mixed aged grouping.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: The purpose of this research was to examine whether purposeful work, structured play, and student led leadership meetings would decrease aggressive and destructive behaviors occurring in a school’s outdoor spaces. This study incorporated student leadership meetings, structured games, and outdoor purposeful works. This seven-week study involved 30 children between the ages of 2.5 and six years in a private Montessori school in a suburban area. An analysis of results revealed that when new purposeful works were introduced aggressive behaviors would temporarily increase, then decrease for a two to three week period of time, and eventually return to the starting level.

Language: English

Published: St. Paul, Minnesota, 2016

Language: English

Language: English

ISSN: 0519-0959

Abstract/Notes: Includes sidebar with game suggestions

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

Abstract/Notes: Building vocabulary

Language: English

ISSN: 1054-0040