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Article
Investigating the Structure of the Children's Concentration and Empathy Scale Using Exploratory Graph Analysis
Available from: Hogrefe
Publication: Psychological Test Adaptation and Development, vol. 2, no. 1
Date: 2021
Pages: 35-49
Attention in children, Child development, Developmental psychology, Executive function
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Abstract/Notes: The current paper investigates the structural validity of the Children's Concentration and Empathy Scale (CCES), which was designed based on Montessori's developmental theory to assess, using teacher ratings, the coherence of attention-related characteristics (concentration, empathy, and normalization) in children from 1.5 to 12 years old. The dimensionality analysis was carried out using exploratory graph analysis (EGA), and the stability of the items and factors were checked using a bootstrap version of EGA, and the results contrasted to exploratory factor analysis. The results point to a four-factor structure (emotion regulation, fantasy, task engagement, and empathy) after eliminating items with low replicability across bootstrapped samples. Beyond pointing to ways to improve the CCES, our paper presents a number of data analytical strategies that can be useful for studies investigating the structural validity of measurement instruments and demonstrates how EGA can effectively be used in the scale construction and validation process. Our manuscript and results are fully reproducible and are available on the Open Science Framework.
Language: English
DOI: 10.1027/2698-1866/a000008
ISSN: 2698-1866
Master's Thesis
From Perinatal Through Preschool: Empathy in the First Plane of Development
Available from: MINDS@UW River Falls
Early childhood care and education, Early childhood education, Empathy in children, Montessori method of education, Moral development
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Abstract/Notes: The development of empathy in early childhood contributes to moral development, which affects justice and ultimately, society. This research team contends, corroborated by the most current evidence available in this field of study, that we can build up strong communities by cultivating empathy, emotional literacy, and prosocial behavior in early childhood - the period of life in which the brain is most plastic. These assertions are justified by Montessori philosophy. This paper offers a framework supporting the execution and implementation of a robust, community-based program for social interaction that has potential to benefit infants and preschool-age children in the context of Montessori classroom environments.
Language: English
Published: River Falls, Wisconsin, 2020
Doctoral Dissertation
Empathy, Social Problem-Solving, and the Social Behavior of Preschoolers
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: A social skills intervention was implemented at two suburban preschools. The purpose of the intervention was to develop subjects' empathic and social problem-solving skills to test whether this training would increase prosocial behavior in class. In addition, the study compared the effectiveness of two teaching methods in promoting cognitive and affective skills: training using role playing and discussion-based training. The subjects were 45 children of both sexes between the ages of four-and-one-half to five-and-one-half years. At each school, teachers led one of three training groups: empathy and problem-solving using role playing; the same training using discussion; home and outdoor safety training, which served as an attention-control group. Training sessions were conducted for 15 to 20 minutes, three times a week for six weeks. Pre- and post-intervention empathy, role-taking, problem-solving scores, observational behavior ratings, and teacher ratings using the Devereux scales were administered. Results of pre-testing revealed expected, significant associations between cognitive and affective skills and between these abilities and subjects' social behavior, with empathy showing the strongest associations. Responses to affective measures, however, did not prove to be consistent across emotions. Empathic and role-taking responses to anger and fear stimuli were unrelated to responses to happiness and sadness stimuli, yet were associated most strongly with observed and rated social behaviors. No significant differences in gain scores emerged across the three treatment groups on outcome measures, although gains in cognitive and affective skills correlated significantly with behavioral improvement. The most likely reasons for this lack of training effects across groups were: all children were from a higher SES background and displayed fewer behavioral problems than subjects used by many other studies in this area; children at one setting (a Montessori program) were much less receptive to a group social skills approach; the small sample size provided insufficient statistical power to assess small effects. Implications of the study's findings for future measurement and training of empathy and social problem-solving skills were discussed.
Language: English
Published: Ann Arbor, Michigan, 1983
Master's Thesis (Action Research Report)
Effects of Mentorship on Empathy Development and Civility in an Upper School Community
Available from: St. Catherine University
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Abstract/Notes: This action research project investigated the effects of mentorship on empathy development and civility in an upper school classroom. The environment was a Montessori upper school with 21 children ages 6 through 13. It is a newer classroom; however, there is a level of incivility and indifference in their social behaviors. Data was collected using an interactions matrix, pre and post surveys, classroom behavior tally, and the Developmental Environmental Rating Scale before and after the intervention. Results showed civility and joy greatly increased over time. Individuals’ understanding of empathy showed a positive change. Overall, the classroom became more civil and showed a better awareness of appropriate social behaviors. The action plan proposed creating a study focusing more intently on mentorship implementation using prepared activities for the mentors to share. Also suggested is conducting a study of relationship building within a classroom instead of across classrooms.
Language: English
Published: St. Paul, Minnesota, 2019
Article
Empathy is the mother of invention: Emotion and cognition for creativity in the classroom
Available from: SAGE Journals
Publication: Improving Schools, vol. 25, no. 1
Date: 2022
Pages: 4-21
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Abstract/Notes: According to the age-old proverb from Plato’s Republic: necessity is the mother of invention, the main motivation for creating new discoveries is the need for them. However, as well as the necessity factor, we argue that a very important aspect that influences invention and creativity is the empathy factor. This mixed methods research investigated the impact of empathy instruction on the social and emotional skills of creativity in the UK Design and Technology (D&T) classroom. Pupils in year 9 (aged 13 to 14 years) from two schools were assessed for their creativity levels using the Torrance Test of Creative Thinking (TTCT) both at the start and at the end of the academic school year. In the intervening period, whereas the control school continued as normal with its usual D&T lessons, the intervention school’s D&T lessons were replaced by a creativity tuition kit called Designing Our Tomorrow (DOT), which involves instruction in empathising. Pupils from year 7 (aged 11 to 12 years) in a third school were given the DOT task alone and interviewed about their experiences of it. Results showed that unlike the control school, whose emotional and cognitive creative scores in fact decreased over time, the intervention school increased in its levels of emotional and cognitive creativity, as measured by the TTCT. These quantitative as well as the subsequent qualitative interview findings and pupils’ portfolios suggest that creativity can be taught and particularly via instruction that advocates the importance of empathising with the subject matter. The findings are discussed in relation to the need for a holistic approach to teaching, where social, emotional and cognitive dimensions of teaching and learning are needed to complete and enhance the learning experience for the D&T classroom and beyond.
Language: English
ISSN: 1365-4802
Article
Lessons in Empathy: Autism and Montessori
Publication: Montessori Courier, vol. 3, no. 6
Date: Feb 1992
Pages: 18–19
Autism in children, Children with disabilities, People with disabilities
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Language: English
ISSN: 0959-4108
Master's Thesis (Action Research Report)
The Effects of Leading with Empathy on Faculty Morale in a Montessori Setting
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research was to study whether a change of actions in school leadership, specifically leading with empathy, would effect faculty morale in a Montessori school. There is a common understanding that actions of school leadership are critical to creating a positive work environment. From the literature reviewed, while there are many factors that influence the morale of faculty, the actions of school leadership had the most significant impact and were also the simplest to implement in terms of cost and resources. The theory of servant leadership provided a framework for this research because it supports my personal belief that compassion and empathy are key attributes of a successful leader and are a necessity in building positive morale among teachers in their schools. The findings show a relationship exists between empathetic leadership and faculty morale, and despite this study being of short duration and a small sample size, it also uncovered some additional factors that are important to teachers in a Montessori school and therefore affect their feelings towards their jobs. These include facilitating a healthy work/life balance, reducing the amount of mundane administrative tasks they are responsible for, and allowing teachers to focus more on their work with children, which brings them great joy. It would be beneficial for all leaders in Montessori schools to strive to lead with more empathy, as there is no downside to treating the faculty with deeper respect and appreciation for the incredible work they do with children.
Language: English
Published: St. Paul, Minnesota, 2022
Article
Montessori Children's House Adrian, Michigan holds persons night
Publication: AMS Newsletter, vol. 1, no. 2
Date: 1980
Pages: 3
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Language: English
ISSN: 0065-9444
Article
Kids Korner [poems by children]
Publication: The National Montessori Reporter, vol. 24, no. 2
Date: 2000
Pages: 8–9
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Language: English
Article
Parents as Partners in the Education of Children
Publication: Montessori International, vol. 80
Date: Jul 2006
Pages: 18–19
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Abstract/Notes: Part 2 of 2; includes sidebar for parents, "Pyjamas Don't Matter"
Language: English
ISSN: 1470-8647