Abstract/Notes: The purpose of this action research was to determine the effects of physical activity through purposeful movement on behaviors and the ability to focus in a mixed-age Montessori Early Childhood classroom. The intervention took place over a period of six weeks in an independent school setting with 17 children ages 2.5 to 6. Data was collected using observation tallies and notes, a teacher journal, and interviews with the children. Results show some of the children’s behaviors were positively affected by the use of specific movement materials. Although there was not much change observed, the intervention appeared to help some children become less distracted and helped them with their ability to focus on lessons in the classroom. Movement lessons in the research that required focused attention for their use were seen to create feelings of calmness in the children. Further research might include the introduction of focused movement exercises such as yoga or the introduction of meditation.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: The purpose of this research was to find out if implementing technology that parallels the Montessori language sequence would increase student engagement with literacy work. Would an increase in student interest facilitate the potential for them to meet the expected goals for alphabetic knowledge? This study was conducted in a primary Montessori classroom consisting of four year-old students identified as being “at risk” for school readiness. Prior to beginning the project, observations of student work with the language materials was conducted to create a log of lessons completed by each student. An assessment of student knowledge of upper and lower case letter names and sounds was also completed. Daily activities to increase phonological awareness were implemented by utilizing the classroom Smart Board and iPad over a six week period. Post assessments revealed an increase in language lessons completed each day and an increase in knowledge of letter names and sounds by most students.

Language: English

Published: St. Paul, Minnesota, 2016

Language: English

Abstract/Notes: In this article, the author states that it is a delight to walk into a Montessori classroom to the hum of children engaged in a variety of activities, especially when there is an accompanying feeling of joy and happiness. In desiring the peaceful calm of the classroom, educators may inadvertently hinder the joy, enthusiasm, and imagination that are not only a part of childhood but something adults also would benefit from cultivating within themselves. Ulrich says that if one could step into the sparkly light-up sneakers of a 3-year-old, they would discover what a fascinating place the world is and that it is it is hard not to be excited! Educators are asked to step back for a moment to consider the perspective of the child--to consider allowing joy, enthusiasm, and imagination to be spontaneously expressed, while still maintaining the peace of the classroom. Gently, with joy, imagination, and creativity, as well as a large dose of humor, educators should embrace whatever life is delivering into the classroom and use it to flow right back into peace. In so doing, educators create a classroom where children and adults work together to maintain harmony and peacefulness.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

Language: English

ISSN: 0855-0026

Abstract/Notes: This experiment inmulti-age grouping revealed little difference in basic skills achievement levels but a big difference in attitudes toward school.

Language: English

ISSN: 0031-7217

Language: English

ISSN: 0889-5643

Language: English

ISSN: 0889-5643