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Book Section
Sprache erlebbar machen - Eine Möglichkeit des emotionalen Sprachzugangs
Book Title: Sozialerziehung in der Montessori-Pädagogik Theorie und Praxis einer "Erfahrungsschule des sozialen Lebens"
Pages: 313-319
Montessori method of education
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Language: German
Published: Münster, Germany: Lit, 2005
ISBN: 978-3-8258-8990-6
Series: Impulse der Reformpädagogik , 12
Article
Implementasi Metode Islamic Montessori dalam Mengembangkan Sosial Emosional Anak Usia Dini [Implementation of the Islamic Montessori Method in Developing Social Emotional Early Childhood]
Available from: Jurnal Pendidikan Tambusai
Publication: Jurnal Pendidikan Tambusai: Fakultas Ilmu Pendidikan Universitas Pahlawan, vol. 7, no. 2
Date: Aug 2023
Pages: 3918-3928
Asia, Australasia, Early childhood care and education, Islamic education, Indonesia, Islamic Montessori method of education, Islamic education, Montessori method of education, Social development, Social emotional learning, Southeast Asia
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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
Doctoral Education
Promising Practices in the Prevention of Bullying: Using Social and Emotional Skills to Prevent Bullying
Available from: University of Southern California - Digital Library
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Abstract/Notes: This study applies Bronfenbrenner's ecological framework as a theoretical lens in looking at using social and emotional learning in the prevention of bullying. The purpose of this study was to determine what systems and structures were perceived to make a positive difference in creating an anti-bullying climate. Additionally, this study sought to determine how those systems and structures were implemented and sustained. Taking a case study approach, a small, private school of approximately 360 students was used in this qualitative research. Utilizing interviews, observations and artifact review data were triangulated and interpreted for analysis. Findings for this study indicate that applying a whole school approach emphasizing continuity, creating a community of belonging and connection, and focusing on the development of the whole child contributes to creating and sustaining an anti-bullying climate. Additionally, developing social and emotional skills through integrated curriculum, the learning environment, and the teacher as facilitator contribute to a healthy climate that resists bullying. As this study suggests social and emotional learning can positively affect classroom and school climates.
Language: English
Published: Los Angeles, California, 2014
Book Section
The Perfect Storm of Challenging Students: Fifteen Strategies to Support the Socio-Emotional Learning and Education of the Whole Learner
Available from: IGI Global
Book Title: Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education
Pages: 211-245
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Abstract/Notes: This chapter explores 15 strategies being employed at various public military charter schools across the United States to support the socio-emotional learning and education of the whole learner. These research-based strategies are intended to overcome and vanquish the adverse childhood experiences (identified in a Kaiser health study), various forms of trauma, and typical “at risk” factors so common amongst families who tend to choose public military academies in the hopes these schools will “fix” the many challenges their children face. Through a careful examination of each strategy (including its research basis and benefits and challenges), the author provides a glimpse into a possible formula other public and private schools might consider employing to meet the socio-emotional and educational needs of students impacted by a cacophony of life's challenges.
Language: English
Published: Hershey, Pennsylvania: IGI Global, 2021
ISBN: 978-1-79984-906-3
Article
Supporting the Emotional Development of the Young Child in the Montessori Classroom
Publication: Tomorrow's Child, vol. 6, no. 2
Date: 1998
Pages: 19–20
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Language: English
ISSN: 1071-6246
Master's Thesis (Action Research Report)
Mindfulness and the Virtual School: Effects of Mindfulness Interventions in the Aftermath of Emotional Trauma and Isolation
Available from: St. Catherine University
Action research, Upper elementary
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Abstract/Notes: This action research studied the effects of mindfulness, meditation, and simple yoga exercises on children in the aftermath of emotional trauma and isolation due to COVID-19. The research further explored how these strategies interact with Montessori philosophy and whether a public Montessori school’s virtual upper elementary environment can accommodate such practices. The study took place over four weeks. Thirty-one upper elementary students in a public metropolitan Montessori school received daily guidance on mindfulness and mediation via Google Meet and instructional videos. The researcher used online pre- and post-surveys, checklists, and students’ journals to collect data. Over the course of the study students demonstrated increased comfort level when expressing emotions. Further study could examine the impact these interventions have if delivered in the non-virtual Montessori classroom.
Language: English
Published: St. Paul, Minnesota, 2020
Book
Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education
Available from: IGI Global
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Abstract/Notes: With the turmoil and conflict that has been present in recent times, it is imperative that new methods of teaching are explored in order to produce emotionally secure and connected individuals. Social-emotional learning and whole learner education has emerged as a strategy to ensure that students are actively engaged in learning, the school, and their community. It teaches them tactics that allow them to better manage their emotions, maintain positive relationships, and make responsible decisions. It is imperative that the whole learner is supported and encouraged to ensure proper mental health, academic achievement, and social responsibility of current and future generations. 'Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education' is a critical research publication that supports teachers who wish to utilize these teaching theories to meet their students’ needs academically, socially, and emotionally and to ensure that they become lifelong learners. Highlighting topics such as adult learners, professional development, and culturally responsive education, this book is ideal for teachers, guidance counselors, researchers, academicians, and students who want to improve their understanding of learners and their social-emotional growth at various stages of learning, to find strategies that will assist in the development of any learner, and to find strategic models that promote lifelong learning.
Language: English
Published: Hershey, Pennsylvania: IGI Global, 2021
ISBN: 978-1-79984-906-3
Doctoral Dissertation
Executive Function, Social-Emotional Skills, and Academic Competence in Three Preschool Programmes: Pathways to School Readiness
Available from: British Library - EthOS
Academic achievement, Comparative education, Executive function, Preschool education, Social emotional learning
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Abstract/Notes: Research findings indicate that executive function (EF), social-emotional skills, and pre-academic competence significantly promote children's school readiness and later success. School readiness broadly refers to a combination of skills necessary to function successfully in school and lack thereof may increase the risk of children's school problems. Therefore, it is essential for school systems to provide appropriate and timely support to the development of these fundamental skills. The present study focused on three particular preschool programmes: Montessori, Reggio Emilia, and the traditional play-based (British Columbia Early Learning Framework: BCEFL) programmes in Western Canada. Although they are popular, there is little empirical research that examines and compares the benefits of these programmes to the development of school readiness skills. As such, the present study aimed to 1) determine the effectiveness of these three preschool programmes in Western Canada on the development of children's school readiness; and 2) examine other sources of influences in the child, family and school in relation to the development of school readiness skills. Overall, 119 preschool children (48 Montessori, 42 Reggio Emilia, 29 BCELF) participated in the study. Observation was conducted once in the autumn of 2015 for each classroom using the CLASS observation tool. Teachers and parents of participating children filled in a series of questionnaires regarding the quality of their relationship with their child and their perceptions of daily EF and social-emotional skills of their child. The researcher also assessed individual children's fluid intelligence, EF, and pre-academic competence. The results showed that 1) although Montessori education appeared to be the most effective in facilitating numeracy skills, no curriculum stood out as notably more effective than any of the others at improving other areas of school readiness skills; 2) well-run classrooms where teachers were effective in time, behavioural, and attention management were most effective in promoting children's numeracy skills; 3) EF, social-emotional skills, and pre-academic competence exhibited an overlapping developmental process over time; 4) relational quality in both home and school environments significantly affected the development of school readiness skills, especially social-emotional skills; and 5) adults' perceptions of children's EF and social-emotional skills had a significant consequence for how teachers and parents formed their relationships with their children.
Language: English
Published: Oxford, England, 2018
Article
Cognitive and Social-Emotional Development of Children in Different Preschool Environments
Available from: SAGE Journals
Publication: Psychological Reports, vol. 65, no. 2
Date: 1989
Pages: 480-482
Comparative education, Montessori method of education - Evaluation
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Abstract/Notes: 62 English-speaking preschool children were divided into three groups, a Montessori group (n = 21), a traditional preschool group (n = 21), and a homestaying group (n = 20) to compare their relative cognitive and social-emotional development. Significant differences in favour of the school groups were found for vocabulary, language comprehension, ability to judge the correctness of figural stimuli, visual memory, and perceptual organization. No differences were found for social-emotional development, and no relationship existed between type of preschool and level of development.
Language: English
DOI: 10.2466/pr0.1989.65.2.480
ISSN: 0033-2941
Article
Social and Emotional Learning in Montessori Education
Publication: Montessori Life, vol. 13, no. 1
Date: 2001
Pages: 32–34
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Language: English
ISSN: 1054-0040