Abstract/Notes: Since early childhood programs were first introduced in the United States in the 1820s, early childhood professionals have been aware that teaching and caring for young children involves establishing relationships with their families. This study is a historical examination of the relationships between early childhood programs and parents. The study considered the political, social, and economic factors that have influenced the development of relationships between parents and early childhood programs, including: infant schools; kindergarten; laboratory schools; nursery schools; Montessori programs; day nurseries and child care; and Head Start. The study showed that the history of parent involvement in early childhood programs is essentially the history of early childhood programs. Since the 1820s, early childhood professionals have provided ample literary evidence of how parents were expected to be involved in early childhood programs, and how these expectations were communicated to them. Literary evidence was the basis for this study. Evidence used in the study included: autobiographies, journals, recollections, and letters of key participants; manuals of early childhood practice; proceedings from meetings and conferences; publications from government agencies; articles and commentaries from professional journals and popular magazines; theoretical and practical works by leaders in the field; research studies; textbooks; and childrearing advice books. The history of early childhood programs reveals a wide range of attempts to bring parents and early childhood programs together. At various times and in various contexts, these attempts have been called parent cooperation, parent education, parent participation, parent involvement, and teacher-parent partnership. Throughout most of the history of early childhood programs, parents were cast in the role of learner. More recently, the ideal relationship between parents and early childhood professionals has been characterized as that of a partnership. The various terms that have been used to describe the relationships between parents and early childhood programs were examined through the course of this study, as were the assumptions and beliefs that have influenced the interpretation of these terms.

Language: English

Published: Boston, Massachusetts, 1999

Abstract/Notes: Multiage programming is a school reform option used throughout the United States. Much of the current literature focuses on the short-term benefits of multiage programs, particularly at the elementary level, with little consideration for long-term effects or for what might happen to students once they leave the multiage classroom and enter middle school. While there has been significant research that generalizes the transition experience of the general population of students, there has been limited research conducted on this transition experience for this specific population, the multiage elementary student. The purpose of this simultaneous, mixed methods study was to provide an in-depth examination of the transition effects on students who transition from multiage elementary classrooms to traditional single-grade classrooms at the middle school. In this study, eight students who had previously attended multiage elementary classrooms were given the Piers-Harris 2 Children's Self Concept Scale at three points, fall, winter, and spring during their first year in middle school to assess the students' social and emotional well-being during the transition. Students were also administered a middle school transition questionnaire to identify what procedural, academic, or social issues were of concern to them. Students were interviewed about their transitional experiences. In the analysis of the data showed that the students' overall sense of self and self-esteem improved over the course of the transitional year. Student concerns with procedures, academics, and social life decreased over the course of the year. The following major categories emerged from the interviews: (a) adjusting to the structure of middle school, (b) adjusting to new academic demands, (c) managing relationships with teachers and peers, and (d) changing sense of self. The findings have implications for middle level educators, multiage classroom elementary educators and for parents.

Language: English

Published: Chicago, Illinois, 2012

Language: English

Published: Urbana-Champaign, Illinois, 1969

Language: English

Published: Urbana-Champaign, Illinois, 1975

Abstract/Notes: It is quite clear that there is considerable disagreement as to the ways children learn and the ways teachers should teach. There is very little conclusive data comparing the major efforts in this field particularly with respect to any one factor being the sole contributor to the superiority of any one effort. The recent literature on learning and teaching almost invariably returns to some form of curriculum reform. However, there is widespread agreement that teachers teach more effectively and children learn more efficiently if they are in environments conducive to their preferred styles. Magnet Schools are vehicles that require different arrangements for teaching and learning. This study explores the attitudes of teachers, parents, and students in such an environment. Additionally, it examines the academic performance of students when parents or the students themselves select their learning environment and teaching method. The data will permit comparisons among the various groups of Magnet and non-Magnet parents, teachers, and students. The primary method for data collection is academic testing and structural surveys of the populations relative to Magnet and non-Magnet participants. The data will also indicate how individuals view programs and curriculum when they are involved in them. Because the population surveyed and tested involved a cross-section of academic abilities, the data will be especially useful to local school district officials interested in providing for individual differences in teaching and learning. The control model of Magnet School programs provides an ongoing testing ground for fine-tuning educational theories which may be essential for productive learning in the broader system as well.

Language: English

Published: Urbana-Champaign, Illinois, 1984

Abstract/Notes: This study investigates differences in academic achievement and self-concept of students enrolled in a traditional public school program and a public school Montessori program. The attitudes of parents of students are also compared. The population includes 182 experimental and control kindergarten, first-, second-, and third-grade students in a Texas metropolitan school district. Academic pretest and posttest data include scores on the Bilingual Syntax Measure, Metropolitan Readiness Tests, California Achievement Tests, and the Iowa Test of Basic Skills. The McDaniel-Piers Young Children's Self Concept Scale and the Parent Opinion Survey were also administered. A two-way analysis of covariance was used to analyze pretest and posttest academic achievement and self-concept scores, and to test for possible interaction between the programs and the sex variable. The pretest score was used as the covariate. The means of both parent groups were analyzed using the t test for two independent samples. The .05 level of significance was used to test each hypothesis. First-grade traditional students had significantly higher academic achievement scores than first-grade Montessori students. A significant interaction effect at the first-grade level revealed that traditional males had the highest adjusted mean score for academic achievement and Montessori males had the lowest adjusted mean score. Second-grade traditional students showed a significant increase over second-grade Montessori students in self-concept. No significant difference was found in the attitude of parents of students enrolled in both programs. Conclusions based on this investigation are that more similarities than differences are evident between the two programs, differences in academic achievement and interaction effects and sex appeared at only one grade level, differences in self-concept appeared at only one grade level, and parent attitudes are similar. Recommendations include continuation of the Montessori program evaluation and replication using a larger population, different grade levels, and different socioeconomic levels.

Language: English

Published: Denton, Texas, 1982

Language: English

Published: Cambridge, Massachusetts, 1970

Language: English

Published: Kent, Ohio, 1976

Language: English

Published: Memphis, Tennessee, 1977

Abstract/Notes: Each year children enter into group childcare settings. This is both a necessity for working parents and can be a great introduction to their first group education program. Along with the positive aspects of group care come some negatives. Toddlers show signs of stress such as crying at drop off that can last from a moment to many hours during the day. Toddlers can be very social but must learn how to navigate these social interactions by sharing, taking turns, waiting for materials to become available, and receiving less individual attention from a single caregiver. In this Action Research Project I introduce a curriculum of yoga to toddlers in a Montessori setting as a means of reducing stress. This curriculum intends to teach children to calm themselves through relaxation, breathing, and focus on an activity of interest. In addition, I show that the yoga can increase focus and attention through extended periods of work time. Primary data sources include the use of direct observation to record behaviors pre-, during and post- yoga curriculum. These observations include the recording of specific behaviors that indicate a stressful situation as well as length of time it takes for a child to recover from such behaviors. Also recorded were lengths of time children could hold their focus working on a specific material. Findings show yoga was an effective method of teaching children to self-soothe, using breathing techniques to calm themselves. In addition, focus and concentration increased over the period of time yoga was introduced during the morning routine.

Language: English

Published: St. Paul, Minnesota, 2014