Abstract/Notes: The action research question for this study was, “What effect would the addition of a program by Handwriting Without Tears (HWT) called, Transition to Kindergarten, in a block everyday have on the development of handwriting skills of my four-year-old students?” Beyond utilizing the HWT program, the reviewed literature on handwriting instruction expounded on six major themes: brain benefits of handwriting, blocks of handwriting instruction (speed and legibility), name writing (gross & fine motor skills), the connection between writing and reading, and phonological awareness. This project was conducted in a private Montessori school in South Florida, where six preschool participants (age four) were studied and evaluated for six weeks. Data was compiled by using a presentation log, attitude scale, and a self-generated rubric to track the following: pencil firmness on paper, directionality, letter formation, spacing, line usage, circle closure, name writing, and copying a sentence to a line. The researcher's overall results were positive when assessing handwriting attributes of formation, size, neatness, speed, posture, pencil grip and helping hand position. Future implementation of the action research project will be introduced to the entire preschool as a new addition to the handwriting curriculum.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: Montessori preschool children who are English Language Learners (ELL) age three to five, consisting of one female and six males. It was conducted in two different preschool classrooms, focusing on literacy skills as well as oral communication skills. The direct aim of the study was to help children successfully learn English as their second language while keeping their native language. Researchers also investigated whether parental involvement increased the ability of ELLs to learn the English language. Data collection procedures utilized were: (1) parent interviews, (2) observation and anecdotal records, (3) pretest, and (4) post-test. A take-home literacy kit was used to measure the effectiveness of parental involvement. Researchers also provided a take-home literacy kit for parents to work on with their child at home. Parents were given a total of four literacy kits, one new kit each week. Result of this research indicated an improvement in parent and child interaction. The take-home literacy kit fostered communication between parent and child because words were translated in their home language. Over the course of four weeks, children showed great interest in literacy and progress in their communication skills.

Language: English

Published: St. Paul, Minnesota, 2014

Language: English

Published: Charlottesville, Virginia, 2021

Abstract/Notes: Maria Montessori’s vision of peace education includes a deep respect for integral human development where a focus on the whole child in the context of the larger community is the norm. Within Montessori education, children learn each part of the universe, living and non-living, play a role in the cosmic order of the world. Long before climate change became a mainstream concern and imminent threat, Montessori understood that ecoliteracy and a deep reverence for understanding how sustainability, sustainable living, respect for the environment, and a deep understanding of the means of production and exchange were essential to the development of a peaceful world. This chapter explores her philosophy of peace education, its relationship to environmental stewardship, and the implementation of these themes within the Montessori context.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Language: English

ISSN: 0042-0905, 1942-6593

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: A practicum was designed to increase the expertise of primary teachers in the creation of developmentally appropriate reading/writing curriculum for the multi-age, multi-ability, primary classroom through literacy training staff development sessions. The system of literacy training was constructed over a period of eight months with 34 primary teachers from three elementary schools. Staff development training sessions on early literacy and authentic assessment using the running record were developed. Pre/post questionnaires, change assessment scales for administrators, a literacy plan of action for local schools, running record scripts for assessment training, literacy lessons, and developmentally appropriate curricula were administered or developed. Analysis of the data revealed that after the staff development training on early literacy and authentic assessment, the primary teachers were able to create a developmentally appropriate curriculum for reading and writing in the

Language: English

Published: Fort Lauderdale, Florida, 1994

Abstract/Notes: The purpose of this study was to determine the effect of the Montessori method with the aid of picture media on the ability to read early. This study uses quasi-experimental design research in the form of a non-equivalent control group design. The population is all second-grade students of SD Inpres Tmannyeleng, Barombong District, Gowa Regency for the 2021/2022 academic year. The sampling technique used purposive sampling, with a sample of 28 students in the experimental class and 27 students in the control class. The data analysis technique in this study used the paired sample t-test. The results showed that there was a significant effect of the application of the Montessori method with the aid of picture media on the early reading ability. / Tujuan penelitian ini adalah untuk mengetahui pengaruh metode Montessoriberbantuan media gambar terhadap kemampuan membaca permulaan. Penelitian ini menggunakan jenis penelitian quasi experimental design dengan bentuknon-equivalent control group design. Populasi seluruh siswa kelas IISD Inpres Tamannyeleng Kecamatan Barombong Kabupaten Gowatahun pelajaran 2021/2022. Teknik sampling menggunakan purposive sampling, dengan jumlah sampel 28 siswa pada kelas eksperimen dan 27 siswa pada kelas kontrol. Teknik analisis data dalam penelitian ini memggunakan uji paired sample t-test.Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan dari penerapan metode Montessoriberbantuan media gambar terhadap kemampuan membaca permulaan.

Language: Indonesian

DOI: 10.36456/bp.vol18.no2.a5431

ISSN: 2622-9218, 1693-8585

Abstract/Notes: The purpose of this research; What is the opinion of teachers about organizational trust and how they change in kindergartens undergoing change process. The study focused on the teachers' organizational trust and resistance to change after they experienced change by adopting the Montessori education model of 10 state kindergartens in the Beylikdüzü and Üsküdar districts of Istanbul in the 2018-2019 academic year. Teachers were also affected by this change and started teaching according to the new model. In the research conducted in qualitative design, the opinions of the teachers were obtained through face-to-face interview forms. Teachers' opinions were examined with descriptive technique, organizational trust and resistance to change were revealed, and tabulation, sorting, and grouping techniques were used to describe the findings. At the end of the research, it was determined that teachers have organizational trust, but they are also worried because of the change. In the detailed examination of the opinions, it was determined that they trust the most of their colleagues and at least the school administration. In terms of resistance to change, it is obtained that they show resistance at the level of "cautiousness" for economic, familial, psychological and sociological reasons. While opinions of advanced-aged teachers about change are more resilient than young teachers, organizational trust views are less trustworthy. / Bu araştırmanın amacı;Değişim süreci yaşayan anaokullarında örgütsel güvene ilişkin öğretmen görüşlerinin neler olduğu ve nasıl değiştiğinin incelenmisidir.Çalışma 2018-2019 eğitim öğretim yılında İstanbul Beylikdüzü ve Üsküdar ilçelerinde klasik eğitim yapan 10 devlet anaokulunun Montessori eğitim modelini benimseyerek değişim yaşadıktan sonra öğretmenlerin örgütsel güven ve değişime karşı direnç görüşlerini konu edinmiştir. Bu değişimden öğretmenler de etkilenerek yeni modele göre öğretmenlik yapmaya başlamışlardır. Nitel desende yürütülen araştırmada öğretmenlerin görüşleri yüzyüze görüşme formlarıyla elde edilmiştir. Öğretmen görüşleri betimsel teknikle incelenerek örgütsel güven ve değişime direnç görüşleri ortaya çıkartılmış, bulguların betimlenmesinde tablolaştırma, sıralama, gruplandırma tekniklerinden yararlanılmıştır. Araştırma sonunda öğretmenlerin örgütsel güvene sahip oldukları fakat yaşanan değişiklik nedeniyle kaygı da kuydukları tespit edilmiştir. Görüşlerin detaylı incelenmesinde en fazla meslektaşlarına, en az da okul yönetimine güven duydukları tespit edilmiştir. Değişime direnç bakımından ise ekonomik, ailesel, psikolojik ve sosyolojik sebeplerden dolayı "temkinlilik" seviyesinde bir direnç gösterdikleri sonucu elde edilmiştir. İleri yaşlı öğretmenlerin değişimle ilgili görüşleri genç öğretmenlere göre daha fazla direnç niteliğinde iken örgütsel güven görüşleri daha az güven niteliğindedir.

Language: Turkish

Published: Istanbul, Turkey, 2020

Language: English