Abstract/Notes: Longitudinal research has demonstrated that children’s emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl et al., 1999; McClelland et al., 2000). Academic achievement in the early years of schooling appears to be built on a firm foundation of children’s social emotional skills (Ladd, Kochenderfer, & Coleman, 1997; O’Neil et al., 1997). Higher quality prekindergarten programs are associated with the early years of schooling and more positive academic outcomes in children (Burchinal et al., 2000). Investments in early childhood programs by state and federal governments have been made with a goal of improving school readiness for low income children. These investments are based on findings that show a link between program quality and children’s academic outcomes. Studies of model programs show that intensive early childhood services can improve children’s cognitive, 2 academic, and social skills with gains maintained into adulthood (Burchinal, Kainz, & Cai, in press). The purpose of this study was to create knowledge that indicates the influence of the social emotional skills children gain by completing prekindergarten. Schools in Sevier County, Tennessee that have prekindergarten classrooms in place were chosen for this study because kindergarten is the next experience children will have after pre-k. Kindergarten teachers in the schools chosen were purposefully selected as participants. Kindergarten teachers have the opportunity to make comparisons of differences in academic readiness of students who have completed prekindergarten and the students who have not been in a school environment. Kindergarten teachers may be able to conclude from classroom observation of the 2 groups if there is a difference in academic readiness. Home environments with strong parental involvement were most kindergarten teachers’ first choice for early learning and kindergarten preparation. Teachers realization that a strong home environment is not available to all children encouraged them to appreciate having a high quality public school prekindergarten as an alternative. Kindergarten teachers overall perceptions about the readiness of children who enter their classroom after completing prekindergarten were positive.

Language: English

Published: Johnson City, Tennessee, 2013

Abstract/Notes: Maria Montessori's work is intimately grounded in her detailed teaching practices and the logic of their sequence, along with their underlying ideas and values, particularly in the area of language arts. There are no studies, however, which comprehensively analyze her language arts curriculum for children from three to seven as it was applied by the practitioners who fostered, interpreted, and promoted her work in America in periods of its popularity: 1909-1921 and 1953-1963. This lack of comprehensive analysis blurs the fundamental identity and contextual coherence of Montessori's work and obscures the significant and ongoing contribution made to American education through her language arts curriculum. An analysis of Montessori's published work and those written about her was made in order to achieve a description of her language arts curriculum for the purpose of comparing her work to that of her American sponsors. To determine how Montessori's curriculum was interpreted and applied, the literature on the history of the Montessori movement was reviewed and five leaders were identified: Ann George, Alexander Graham Bell, Clara Craig, Helen Parkhurst, and Nancy McCormick Rambusch. Their writings and other primary sources were analyzed with reference to Montessori's curriculum. In some cases interviews were conducted and Montessori classrooms were observed over an extended period of time. The analysis of the activity of the leaders, within their contemporary social and educational settings revealed how Montessori's curriculum became detached from her original experimental context and was reshaped because of lack of understanding or of agreement with the systematic purpose of her educational material in the development of language arts skills, and because of varying intentions and views on how and what children should learn. The findings of the study also contribute to existing studies on the reasons for the decline of Montessori's practices by the end of the first period, and for success in the revival of her work in the second period. In addition, conclusions contribute to the unified body of knowledge needed to thoroughly identify the Montessori educational model practiced and researched by educators.

Language: English

Published: Durham, North Carolina, 1984

Abstract/Notes: With the passing of NCLB in 2001, pedagogy in the kindergarten classroom has changed exponentially. The requirement for a rigorous academic curriculum has replaced the play-based learning that used to be synonymous with the kindergarten classroom. Since the beginning of kindergarten, researchers have worked to prove the importance of play in the classroom and the role of the educator in these play-based learning scenarios. Many studies have found a correlation between play and child development, but this has not been enough to change the minds of educators and school districts across the United States. This qualitative case study explored teachers’ perceptions and classroom interactions during play through a triangulation of data including video recordings, interviews, and observations to explore the effect play might have on the social, emotional, and oral language development of kindergarten students in a district that is already implementing free play centers in the classroom. Varying beliefs among the educators and multiple scenarios of social, emotional, and oral language development skills being used by students during these free play sessions were explored. Key themes that emerged from the data included a range of understanding amongst the teachers, the need for regular professional development on how to implement play in the classroom, and the importance dramatic play has on social, emotional, and oral language development for kindergarten students.

Language: English

Published: Springfield, Missouri, 2022

Abstract/Notes: Purpose: The purpose of this qualitative phenomenological study was to investigate the impact of project-based learning on K-5 students’ development of the 4Cs (Critical Thinking, Communication, Creativity, Collaboration) as perceived by elementary charter school teachers. Methodology: A phenomenological design was selected to address the research questions for this study. Through purposeful sampling, 12 charter elementary teachers who met a pre-determined set of criteria (including the routine integration of project-based learning within their instructional programs) were selected to participate in virtual, semi-structured interviews. All teachers were employed by charter schools located in six counties within California. The interviews were conducted using a researcher-developed protocol. Artifacts in the form of student work, planning documents, and project overviews were also collected and evaluated. Once organized, the researcher coded and analyzed the data for themes. Findings: Data analysis revealed that the participating teachers regularly integrated 4Cs skills into their instructional practice. When planning PBL (collaboratively or independently), specific skills might be targeted, but all four skills were often assumed as necessary for project success. Prior to project implementation, teachers worked to build a classroom culture so that students felt safe and understood the expectations of project work. Cycles of inquiry began with a driving question or challenging problem that students worked (primarily in teams) to answer or solve. Students then presented their learning in varied ways to different audiences. Assessment was challenging for most 4C areas, with communication being the skill most frequently assessed formally due to its inclusion in the Common Core State Standards. Conclusions: The implementation of project-based learning supports the development of critical thinking, communication, creativity, and communication by providing ample opportunities for students to practice and build capacity. Additionally, students develop a sense of ownership, agency, and empowerment as learners and can make authentic connections to their lives. PBL also develops real-world skills that are transferable well beyond the classroom. Finally, COVID-19 eliminated PBL during remote learning with some exceptions. Communication and collaboration were most impacted. Recommendations: Ten areas of further research were recommended to increase the body of knowledge related to these variables.

Language: English

Published: Irvine, California, 2022

Abstract/Notes: The purpose of the present quasi-experimental mixed-methods study was to examine the effects of an Intercultural Competence Intervention with Self-Regulatory Prompts (ICI-SRP) on elementary students’ development of intercultural knowledge, skills, and attitudes, and their self-efficacy beliefs in self-regulating their intercultural learning, and to investigate the ways in which self-regulatory prompts (SRP) influence elementary students’ activation of self-regulatory strategies in intercultural learning. Twenty (N=20) Montessori elementary students from two Montessori schools participated in four sessions of an intercultural exercise, in which only the experimental group were given SRP. It was hypothesized that the experimental group’s use of SRP would further enhance the participants’ development of intercultural knowledge, skills, and attitudes and their self-efficacy beliefs in self-regulating their intercultural learning. Quantitative data collected from the ICI-SRP survey was analyzed by conducting a univariate analysis of covariance (ANCOVA) for each of its four subscales and was used to examine the effects of SRP on the students’ development of intercultural competence (IC) and self-efficacy beliefs in self-regulating intercultural learning. Qualitative data collected from focus groups was analyzed using the constant comparative method to shed light on the ways in which SRP influence the students’ activation of self-regulatory strategies in intercultural learning. Results from the ANCOVA did not support the hypothesis, as they showed non-statistically significant differences between the development of intercultural knowledge, skills, and attitudes, and the self-efficacy beliefs in self-regulating intercultural learning in both groups. Results from the ANCOVA showed numerical increases in intercultural knowledge, skills, and attitudes in both groups, and numerical decreases in the self-efficacy beliefs in self-regulating intercultural learning in both groups. Findings from the analysis of the focus group data were mostly aligned with the data from the ANCOVA. Data from the focus groups shed light on different types of IC knowledge, skills, and attitudes, and different types of planning and monitoring applied by participants of both groups. The overall findings of the present study suggest that it is likely for elementary aged students to develop IC through intercultural exercises, and that SRP may support that development under certain conditions. The findings of the study may contribute to the development of elementary students’ intercultural learning methods and tools.

Language: English

Published: Fairfax, Virginia, 2022

Abstract/Notes: This Master's thesis examines options to advance reading literacy in schools with alternative education. Thesis is focused on teachers work and used methods. The aim of the thesis was to determine, how schools using alternative educational programs support the reading literacy. Theoretical part explores reading literacy, characteristics of alternative educational programs and schools -Montessori, Waldorf, Dalton and program Step by Step. It specifies RWCT - reading and writing to critical thinking program and method of advancement reading literacy and reading. The practical part evaluates surveys filled by teachers from alternative schools and teachers using alternative educational programs. Survey is focused on teacher's job, utilization of RWCT method in schools, working with reading literacy and support of reading. / Tato diplomová práce zkoumá možnosti rozvoje čtenářské gramotnosti ve školách s alternativním vzdělávacím programem. Zaměřuje se na práci učitelů a metody, které při výuce používají. Cílem práce bylo zjistit, jak vybrané školy s alternativním vzdělávacím programem podporují rozvoj čtenářské gramotnosti. Teoretická část diplomové práce se zabývá problematikou čtenářské gramotnosti, charakteristikou vybraných vzdělávacích alternativních programů a škol - Montessori, Waldorfské školy, Daltonské školy, program Začít spolu. Specifikuje program RWCT (reading and writing to critical thinking), zejména metody rozvoje čtenářské gramotnosti a čtenářství. Praktická část vyhodnocuje dotazníkové šetření, směrované učitelům na alternativních školách a pedagogům, kteří se zabývají alternativními vzdělávacími programy. Dotazník je zaměřen na práci učitelů, využití metod RWCT ve školách, práci s čtenářskou gramotností a podporu čtenářství.

Language: Czech

Published: Prague, Czechia, 2022

Language: English

ISSN: 0277-9064

Language: English

ISSN: 0002-8304

Abstract/Notes: Paper presented at 4th Annual American Montessori Society Seminar, New York, June, 1965.

Language: English

ISSN: 0277-9064

Abstract/Notes: Another spontaneous form of expression is interpretive drama, where the child shows his self-expression through acting out meaning, history, readings, and human emotions as argued by Shyama Jain, who published in Around the Child, a journal of the Indian Montessorians, in 1969.

Language: English

ISSN: 2215-1249, 2772-7319