Abstract/Notes: This study examined the impact of Montessori training provided to Assistants in authentic Montessori schools that are operating as licensed childcare centers. The study looked at correlations between the implementation of a Montessori specific training program for Assistants and how that impacted the active engagement of the children throughout the morning work cycle. The Lead Teacher in the participating classroom was asked to take a time sampling of the students' engagement levels every 30 minutes during the morning work cycle for a 2 week period of time. This quantitative analysis was completed to determine how many children were wandering, actively engaged, disengaged or actively disengaged in their work. After the data collection period ended, Assistants were given training that focused on the Montessori method and philosophy, classroom management, and feedback/expectations in their role. Post-training, the goal was to conduct another 2 week round of time sampling to analyze if the engagement level of the children increased. However, during the training period, turnover at the participating school increased from 3% to 33%, leaving the researcher unable to fully complete the training before conducting another round of time sampling. Interviews during and after this period of time indicated that the reason for the turnover was due to an inauthentic Montessori classroom feel (55% of respondents) and/or personal reasons (45% of respondents.) With further research, the root causes of the "inauthentic classroom feel" were narrowed down to difficult child behaviors, transitions of children moving from the toddler room to the children's house room, and, overwhelmingly, a lack of Assistant training. While the original research project was unable to be completed due to the staff turnover, the root cause of the turnover pointed to the necessity of implementing an Assistant Training program in the future. Not only would this potentially decrease Teacher and Assistant turnover in the Montessori classroom, but better retention and more highly trained staff would most certainly have a positive impact on child engagement in the classroom.

Language: English

Published: River Falls, Wisconsin, 2019

Language: English

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: Three-quarters of 3-6 year-old children in the U.S. spend time in childcare; many spend most of their waking hours in these settings. Daily physical activity offers numerous health benefits, but activity levels vary widely across centers. This study was undertaken to explore reasons why physical activity levels may vary. The purpose of this paper is to summarize an unexpected finding that child-care providers cited was a key barrier to children's physical activity.

Language: English

DOI: 10.1186/1479-5868-6-74

ISSN: 1479-5868

Abstract/Notes: BACKGROUND AND OBJECTIVES: Three-fourths of US preschool-age children are in child care centers. Children are primarily sedentary in these settings, and are not meeting recommended levels of physical activity. Our objective was to identify potential barriers to children’s physical activity in child care centers. METHODS: Nine focus groups with 49 child care providers (55% African American) were assembled from 34 centers (inner-city, suburban, Head Start, and Montessori) in Cincinnati, Ohio. Three coders independently analyzed verbatim transcripts for themes. Data analysis and interpretation of findings were verified through triangulation of methods. RESULTS: We identified 3 main barriers to children’s physical activity in child care: (1) injury concerns, (2) financial, and (3) a focus on “academics.” Stricter licensing codes intended to reduce children's injuries on playgrounds rendered playgrounds less physically challenging and interesting. In addition, some parents concerned about potential injury, requested staff to restrict playground participation for their children. Small operating margins of most child care centers limited their ability to install abundant playground equipment. Child care providers felt pressure from state mandates and parents to focus on academics at the expense of gross motor play. Because children spend long hours in care and many lack a safe place to play near their home, these barriers may limit children's only opportunity to engage in physical activity. CONCLUSIONS: Societal priorities for young children—safety and school readiness—may be hindering children’s physical development. In designing environments that optimally promote children’s health and development, child advocates should think holistically about potential unintended consequences of policies.

Language: English

DOI: 10.1542/peds.2011-2102

ISSN: 0031-4005, 1098-4275

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: Directory based on reports from centers

Language: English

ISSN: 1071-6246

Abstract/Notes: Maria Montessori’s position on scientific pedagogy and her method involves two problem areas: firstly, the necessity to clarify and define the relationship between scientific pedagogy and other sciences, particularly anthropology and physiological and experimental psychology, and, secondly, the necessity to delineate a research method and objectives. She explicitly recognised the importance of these new fields of experimental science, defining them not coincidently as corner stones of new pedagogy referring above all to their contribution to the development of observation procedures for the discovery of children’s psychological and morphological characteristics.

Language: English

ISSN: 2281-8375

Abstract/Notes: "MORE Abstracts 2003? In the past, the debate on Montessori education saw alternating views, in some cases ranging between extreme deconstructive criticism of and complete unconditioned adherence to the principles of the method. Over the last few decades this debate has become more balanced and geared to an explicit reconsideration, at a historical level, of the scientific activity conducted by the Italian scholar and to an actual rediscovery of the educational principles underlying her method. On the whole, however, it is particularly difficult to identify consistent and homogeneous research lines, probably because of a series of variables that contribute to amplifying the complexity of the overall picture within which the debate and the various research contributions have taken shape. This complexity is particularly linked to the diachronic and spatial dimensions within which the various variables may be placed and which, in the Montessori system, take on features of particular expansion thanks to the extension of the temporal arc along which Montessori’s theoretical work has moved (the diachronic dimension) and the exceptional international resonance and dissemination of her work (spatial dimension). Starting from these reflections, the contribution will present some of the current research lines by outlining their basic characteristics with particular reference to the application-experimental field in which of great interest is the research cue and possible applications suggested following a “rereading” of Montessori’s work in the light of the new scientific awareness emerging from studies on the teaching-learning process.

Language: English

ISSN: 2281-8375