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Master's Thesis (Action Research Report)

The Effects of Interactivity, Scaffolding and Modeling on Children’s Attention and Engagement During Read Aloud Time

Available from: St. Catherine University

Action research

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Abstract/Notes: In the early academic years, read aloud time is frequently incorporated in the daily classroom schedule. For our investigation, we wondered if certain strategies (interactivity, scaffolding, and modeling enthusiasm) would help to foster deeper connections, conversation, and literary skills when used during read aloud time. We observed teacher-directed read aloud time in two Montessori environments, one with toddlers ages 2-3, and one with elementary children ages 6-9. We used various sources of data collection methods to help us track student engagement and focus, with and without the strategies implemented. The results of the study showed that more children stayed focused and engaged longer during read aloud when the teacher used scaffolding, showed enthusiasm and was interactive while reading. When these strategies were not implemented during a read aloud time, children became more easily distracted and were less inclined to make related comments or ask questions. Interactivity, enthusiasm, and scaffolding helped the children to make insightful connections within the text and to their own lives. In order to make read aloud time a more effective learning experience in the classroom, these strategies can be practiced regularly. To continue to help foster early reading skills and maintain an interest in literacy, interactivity, scaffolding and enthusiasm can be implemented during every classroom read aloud time.

Language: English

Published: St. Paul, Minnesota, 2015

Master's Thesis (Action Research Report)

The Impact of Vigorous Physical Activity on Preschool and Kindergarten Children’s On-Task Behavior and Focus

Available from: St. Catherine University

Action research

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Abstract/Notes: This study aims to investigate the impact of daily moderate to vigorous physical activity on preschool and kindergarten-aged children’s on-task behavior and focus. The research took place over four weeks in a Montessori early childhood classroom with 15 children aged three to six. Each day, children participated in 12-15 minutes of physical activity, including running, jumping and marching, vigorous enough for them breathe hard. The researcher used both quantitative and qualitative data tools to examine effects on ability to focus and to be on-task during the following two hours. The increased movement had a positive impact on the children’s transition to the next activity and on the rate of children being on task for up to two hours. Continued research is needed to determine effectiveness on focus.

Language: English

Published: St. Paul, Minnesota, 2021

Master's Thesis (Action Research Report)

Physical Activity Improving Executive Functioning Behaviors in Montessori Children Ages 3-12

Available from: St. Catherine University

Action research

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Abstract/Notes: Executive function refers to the intellectual processes necessary for goal-directed cognition and behavior, which develop across childhood and adolescence. This study focused on the effects of physical activity on concentration and focus, prior to academic lessons, in urban Montessori classrooms ages 3-12. This study was administered for six weeks utilizing a thematic calendar of physical activities. The tools used for data collection were: a pre-dialogue with teachers, pre and post-assessments, control tallies, on and off-task observation counts and a post-satisfaction survey. Movement interventions improved focus and concentration by an average of 27%. The data collected supported our hypothesis that purposeful movement activities increase executive functioning skill development. Action plan implications include providing professional development training on movement activities and transitions for teachers and further research on the ability to improve children’s initiative to choose lessons independently. Physical activity opportunities should be incorporated into classroom schedules, as positive associations have been found between classroom-based physical activity and indicators of cognitive skills and attitudes, academic behavior, and academic achievement (Centers for Disease Control and Prevention, 2016).

Language: English

Published: St. Paul, Minnesota, 2019

Master's Thesis (Action Research Report)

The Effects of Outdoor Activity on Concentration

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research project examined how the incorporation of outdoor activities impacted the concentration of children in a primary Montessori classroom. Twenty-one children, between the ages of three and six years old, participated in the research for six weeks. The researcher facilitated daily morning nature walks for the whole group, as well as, invited children to participate in individual and small group presentations on outdoor work. The researcher collected data using daily observational notes and observational tally sheets, a self-reflection journal, and a post-implementation student survey. The data numbers reflect an increase in concentration during the study. Pre-intervention, 72% of children showed signs of concentration and the average weekly percentage of children concentrating throughout the study was 87%. At a 13-17% increase, the change was substantial and reflects a positive outcome. The action plan concludes future researchers may consider incorporating fewer outdoor activities at once or extend the time frame of the intervention.

Language: English

Published: St. Paul, Minnesota, 2019

Master's Thesis (Action Research Report)

The Effects of Montessori’s “Walking on the Line” Activity on Student Engagement and Concentration

Available from: St. Catherine University

Action research

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Abstract/Notes: This paper investigates whether and to what degree Montessori’s “Walking on the Line” activity affected student engagement and concentration. This study took place in a private Montessori classroom serving twenty students, aged 33 months through five years. Data was collected using four tools on line usage, engagement, and concentration: a tally of how many times students walked the line, a tally measuring how engaged students appeared while working in the classroom, how long students concentrated following a lesson, and a professional journal. All but the line usage tool gathered baseline data five days before the intervention. Results were inconclusive. While overall student engagement and concentration rose, there was little to no correlation between number of times students walked on the line daily and engagement or concentration. I will continue to offer this activity while investigating additional activities to increase engagement and concentration.

Language: English

Published: St. Paul, Minnesota, 2017

Doctoral Dissertation

The Effects of Multiple External Mandates on Curriculum, Pedagogy and Child Activity in the Preschool Classroom

Available from: University of Massachusetts - Scholar Works

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Abstract/Notes: Within the last decade, the pressures of implementing state mandated early learning guidelines and meeting the requirements from federal, state and local agencies, have taken their toll on many preschool programs. In the present study, preschool programs were given a chance to voice their opinions about how curriculum standards and other external mandates were directly and indirectly influencing curriculum planning, teaching practices, and child activity. A brief survey was sent to 90 preschool directors in a region in Massachusetts, 28 directors completed this survey. A sample of nine directors, from the survey respondents, volunteered to be interviewed. In two separate interviews the researcher asked a series of questions to obtain data from the participants. These interview questions focused on how the participants made sense of the mandatory integration of early learning standards and other external mandates into their preschool program and their concerns based on their role as a preschool director. The results of the study revealed that external guidelines set forth by the state and federal government were a great concern to the preschool directors. These directors agreed that curriculum mandates were necessary yet the amount of work, time and expenditure needed to meet the demands of these mandates could be quite overwhelming. Concerns were particularly relevant in the areas of obtaining or maintaining NAEYC accreditation and the push for a standardized curriculum and/or a standardized assessment tool. To recieve specific types of funding, a program must be using a standardized assessment tool. Many funding sources also require that a program be accredited by NAEYC. The financial and physical expense of both of these requirements was prohibitive . The results were analyzed with respect to child development and early childhood education principles. The findings indicated that curriculum mandates focused primarily on young children’s cognitive development to the detriment of social and emotional competence. The findings also indicated that children were being pressured to spend more time on narrow academic skills and less time on play. Yet play has been found to provide children with opportunities to interact socially, express and control emotions, and develop symbolic thinking skills (Nicolopoulou, 2010).

Language: English

Published: Amherst, Massachusetts, 2011

Doctoral Dissertation

The Activity of Young Children: A Comparison of the Ideas of Montessori and Piaget

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: This study examined the theories of Maria Montessori and Jean Piaget in relation to their views of the importance of young children's activity. The purpose of the study was to demonstrate that there are significant differences between the two theories regarding this issue, and that these differences suggest important implications for early childhood education. It was concluded that Piaget's emphasis on self-regulated activity and transformations is significantly different from Montessori's emphasis on channeled activity and perceptual configurations. Relevant research was then reviewed in order to determine if these theoretical distinctions could be supported with empirical data. Support for these distinctions was found in the results of program evaluation studies, Piagetian training research, and microanalytical studies of children's activity. Eased upon the examination of the two theories and the review of relevant research, a number of implications for early childhood education were discussed. These implications included: the importance of differentiating among various conceptions of activity; the need for teachers of young children to take a descriptive rather than a prescriptive approach to children's activity; the importance of emphasizing part to whole relationships; the importance of understanding the distinction between figurative and operative activity; and the possibility that different types of activity produce different outcomes in terms of learning and behavior.

Language: English

Published: Amherst, Massachusetts, 1981

Doctoral Dissertation

The Problem of Self-Activity in Modern Educational Theory with Special Reference to Rousseau, Harris, Dewey, and Montessori

Available from: ProQuest - Dissertations and Theses

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Language: English

Published: New York City, New York, 1925

Master's Thesis

Motivační struktura k pohybové aktivitě u žáků ve vybrané soukromé škole / Motivational structure for physical activity for pupils in a selected private school

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: The diploma thesis is focused on finding the motivational structure for physical aktivity of a specific group of children from a selected private primary school. These students are attending first through ninth grade, therefore attending both lower primary and upper primary school. Based on their classes, they have been divided into three examined groups. The first group consists of pupils of younger school age, pupils of the first through third grade, the second group consists of pupils of middle school age, which includes pupils of the fourth to sixth grade and the last third group consists of pupils of older school age, which corresponds age of pupils in the seventh to ninth year of compulsory school attendance. Due to my pedagogical work as a teacher at this school, the pupils were deliberately chosen from the Private Primary School and Kindergarten Viva Bambini s.r.o. based in České Budějovice. This school teaches according to the principles of an Italian doctor, anthropologist, and pedagogue Maria Montessori. The aim of the diploma thesis is, by processing statistical data from a questionnaire survey submitted to both school students and their legal guardians (parents), to determine the motivational factors that lead them to physical activity. From their answers, I find out what influence... / Diplomová práce je zaměřena na zjištění motivační struktury k pohybové aktivitě specifické skupiny dětí z vybrané soukromé základní školy. Jedná se o žáky docházející na první i druhý stupeň, tedy žáky první až deváté třídy, kteří jsou rozděleni podle tří věkových kategorií do třech zkoumaných skupin. První skupinu tvoří žáci mladšího školního věku, tedy žáci první až třetí třídy, druhá skupina se skládá z žáků středního školního věku, kam spadají žáci čtvrté až šesté třídy a poslední třetí skupinu tvoří žáci staršího školního věku, která odpovídá věku žáků v sedmém až devátém ročníku povinné školní docházky. Žáci jsou, vzhledem k mému pedagogickému působení coby pedagoga na této škole, záměrně vybráni, a to z důvodu dobré dostupnosti ze Soukromé základní školy a mateřské školy Viva Bambini s. r. o. se sídlem v Českých Budějovicích. Tato škola vyučuje dle zásad a principů italské lékařky, antropoložky a pedagožky Marie Montessori. Cílem diplomové práce je, pomocí zpracování statistických dat z dotazníkového šetření, předloženého jak žákům školy, tak i jejich zákonným zástupcům (rodičům), zjistit motivační faktory, které je vedou k pohybové aktivitě. Z jejich odpovědí zjišťuji, jaký vliv k pohybové aktivitě u těchto dětí mají motivační faktory, které na ně působí ze strany rodiny, kamarádů ale také...

Language: Czech

Published: Prague, Czechia, 2022

Undergraduate Thesis

Perancangan Buku Ilustrasi Tutorial Aktivitas Parenting Montessori Untuk Orangtua Yang Memiliki Anak Usia 2-6 Tahun [Designing a Montessori Parenting Activity Tutorial Illustration Book for Parents With Children 2-6 Years Old]

Available from: Institut Teknologi Sepuluh Nopember Surabaya

Asia, Australasia, Indonesia

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Abstract/Notes: Montessori merupakan salah satu metode parenting untuk anak usia dini yang dikembangkan oleh Maria Montessori, seorang dokter perempuan dari Italia pada tahun 1870. Menurut dr. Montessori, anak-anak dapat belajar dengan baik dalam lingkungan yang tepat. Maksudnya, lingkungan yang sesuai ukuran, untuk merangsang, dan mempermudah anak untuk mencerna pengetahuan kognitif. Seiring dengan perkembangan metode montessori, metode ini banyak diminati para orangtua. Meskipun begitu, banyak orangtua masih belum paham bagaimana memulai untuk menerapkan metode montessori. Oleh karena itu, diperlukan sebuah media yang dapat dijadikan salah satu preferensi para orangtua untuk memudahkan mereka dalam memulai aktivitas montessori si rumah. Penelitian ini menggunakan pendekatan kualitatif, dengan instrumen penelitian seperti studi literatur untuk menggali informasi mengenai konten montessori yang didapat dari beberapa buku serta jurnal yang berkaitan dengan topik penelitian , depth interview kepada ahli montesori untuk menggali info lebih detail mengenai montessori, studi komparator, dan eksplorasi visual, dan juga user testing yang menggunakan instrumen focus group discussion bersama target audien. Seluruh konsep perancangan ini akan dirangkum dalam sebuah buku yang berisi materi mengenai tutorial aktivitas montessori yang disajikan dengan menggunakan elemen-elemen visual berupa ilustrasi tutorial aktivitas montessori pada outputnya. Buku ilustrasi tutorial aktivitas montessori ini nantinya akan digunakan sebagai media alternatif yang dapat memudahkan para orangtua yang memiliki anak usia 2-6 tahun untuk memulai kegiatan montessori di rumah. / Montessori is a parenting method for early childhood developed by Maria Montessori, a female doctor from Italy in 1870. According to dr. Montessori, children can learn well in the right environment. That is, an appropriate size environment, to stimulate, and make it easier for children to digest cognitive knowledge. Over time, this method is in great demand by parents. Even so, many parents still do not understand how to start implementing the Montessori method. Therefore, we need a media that can be used as one of the preferences of parents to make it easier for them to start montessori activities at home. This study uses a qualitative approach, with research instruments such as literature studies to explore information about Montessori content obtained from several books and journals related to the research topic, depth interviews with Montessori experts to explore more detailed information about Montessori, comparative studies, and visual exploration. , as well as user testing using a focus group discussion instrument with the target audience. All of these design concepts will be summarized in a book containing material on Montessori activity tutorials presented using visual elements in the form of illustrations of Montessori activity tutorials on the output. This Montessori activity tutorial illustration book will later be used as an alternative media that can make it easier for parents who have children aged 2-6 years to start Montessori activities at home.

Language: Indonesian

Published: Surabaya, Indonesia, 2022

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