Abstract/Notes: Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet the extent to which pedagogy modulates underlying brain network development is still unknown. In this study, we compared brain network dynamics of students with different pedagogical backgrounds. Specifically, we characterized the diversity and stability of brain activity at rest by combining both resting-state fMRI and diffusion-weighted structural imaging data of 87 4-18 years-old students experiencing either the Montessori pedagogy (i.e., student-led, trial-and-error pedagogy) or the traditional pedagogy (i.e., teacher-led, test-based pedagogy). Our results revealed spatiotemporal brain dynamics differences between students as a function of schooling experience at the whole-brain level. Students from Montessori schools showed overall higher functional integration (higher system diversity) and neural stability (lower spatiotemporal diversity) compared to traditionally-schooled students. Higher integration was explained mainly through the cerebellar (CBL) functional network, while higher temporal stability was observed in the ventral attention (VA), dorsal attention (DA), somatomotor (SM), frontoparietal (FP), and CBL functional networks. This study suggests a form of experience-dependent dynamic functional connectivity plasticity, in learning-related networks.

Language: English

Abstract/Notes: The purpose of this study was to examine the effects of handwork (defined as sewing, knitting, crocheting, weaving, etc.) on elementary aged children. Working with our hands provides opportunities to develop physical and mental skills and express creativity, and handwork allows us to be creative and productive. This study was conducted with a class of 22 students in first, second and third grade in a public Montessori school. Using qualitative and quantitative research methods, the study found that within a Montessori elementary school setting, handwork can encourage students to expand on life skills, produce something tangible and practice relaxation, and overall has a beneficial effect on students.

Language: English

Published: River Falls, Wisconsin, 2023

Abstract/Notes: This study reviews the Concrete, Representational, Abstract (CRA) methodology as it pertains to teaching mathematics in a lower elementary Montessori classroom with the primary focus on the incorporation of representational drawing lessons. This specific manual intervention functions as a bridge from concrete activities to abstract assessment. The 15-week study of 28 1st-3rd graders consisted of an instructional intervention of specific mathematical drawing lessons over 13 weeks and data collection instruments in the form ofinterviews, observations, and state-mandated standardized assessments. By the end of the study, students increased their use of drawing to represent concrete materials to solve math problems. They showed an increase in confidence in technical as well as general drawing skills. The post-test scores demonstrated a small amount of growth, but the researcher believes that with both more time and a more comprehensive approach to the utilization of representational model during regular lessons, a greater amount of growth would result. The researcher believes that CRA would be an effective means of improving Montessori students’ mathematic scores on standardized tests.

Language: English

Published: River Falls, Wisconsin, 2023

Abstract/Notes: This research paper evaluates how the use of sign language in a Montessori environment contributes to personal peace and how that impacts the classroom community. Use of signs in classrooms has become more prevalent throughout the years, whether it be baby signs, American Sign Language (ASL), or a sign invented by teachers and students alike to use in the classroom or at home. To inform the research, this paper will discuss how ASL came to be used in America and how signs are now used in classroom settings. The design of the study is auto-ethnographic and was for the purpose of supporting the pedagogical development of the researcher, who is a Montessori educator. The research spanned over the course of five weeks; 15 students were studied using three data collection instruments. These instruments included a tally chart, an observation sheet, and a personal questionnaire. The research concluded that use of sign language positively impacted the researcher’s personal peace and congruently impacted the classroom community in a positive manner.

Language: English

Published: River Falls, Wisconsin, 2023

Abstract/Notes: The purpose of this study was to look at how effective daily sight word practice was the acquisition of sight words. The study took place in a public charter Montessori school located in the Midwest. The classroom had 25 students ranging from first through third grade. Researchers assessed the daily sight word practice of 8 first graders. The researchers also administered two surveys which were given to the students and families. Each student was assessed using flashcards on the first day of each week and they were then given a list of those five words each week. They were also assessed on the last day of the week using the same flashcards from the first assessment. After six weeks of new words assessed, the students were then measured on 14 of the sight words within sentences. Overall, there was a positive learning experience for all six weeks. The parent survey focused on their knowledge of sight words and how they work on reading and sight words at home. The study shows daily practice of sight words does in fact help with the acquisition. Many parents know what sight words are but would like to learn new strategies about how to teach sight words to their child. The effects of daily practice helps strengthen the students reading skills and help create fluency.

Language: English

Published: River Falls, Wisconsin, 2023

Abstract/Notes: The purpose of this study is to explore the spiritual preparation process of a classroom team and its effects on the adults and children in the classroom. It aimed to identify traits and behaviors of leaders and colleagues which support healthy spirituality necessary for a harmonious classroom. The researcher collected data through instruments used by the members of the classroom team, including pre/post surveys, an interactive video journal application called Marco Polo, classroom observations, and a photo journal curated by the members of the team. The researcher then tracked themes throughout the data to identify patterns of behavior which did or did not support adults’ connections to each other, the children and families in their care, and/or the environment of the classroom. It was found that connection to each of these elements was increased through intentional communication both in times of ease and flow, as well as times of challenge. Acceptance of these cycles of joyful and difficult moments as “normal” was also an important factor in the classroom team’s development of shared spirituality.

Language: English

Published: River Falls, Wisconsin, 2023

Abstract/Notes: Making math instruction accessible to students can be a challenge, particularly when students have limited English proficiency. This paper explores how teachers can best suit the needs of their non-native English speakers when teaching math. Teacher affect, visuals and translanguaging are used in this study in an attempt to boost student confidence and academic progress. These strategies result in an increase in student confidence and engagement, as measured by a math attitude survey as well as observation data. Centered around a Montessori classroom, this paper shows how aspects of the Montessori philosophy cater to English learners and suggests additional supports that may be beneficial.

Language: English

Published: River Falls, Wisconsin, 2023

Language: Korean

ISSN: 1226-9417

Abstract/Notes: The purpose of this study was to examine the effect of the educational program using Montessori sensory materials on the creativity of 5-year-old children who were attending at kindergartens. Children were divided into the experimental and control groups each consisting of 20 members. To measure those children's creativity, 'Korean Comprehensive Creativity Test for Younger Children' which was developed by Jeon Gyeong Won(2000) was used. Findings of the study can be summarized as follows. First, the education program using Montessori sensory materials was effective to improve the creativity of younger children and its sub-areas like flexibility, originality and imagination. Second, the effect of the education program using Montessori sensory materials was significantly different between the two groups of children, but not according to those children's gender. / 본 연구는 Montessori 감각교구 활용 교육프로그램이 유아의 창의성에 미치는효과와 이러한 효과가 성별에 따라 차이가 있는가를 분석하는 것을 목적으로 하였다. 본 연구의 대상은 경남 김해시에 소재하는 H유치원에 재원 중인 만 5세 유아40명이다. 이 중 20명의 유아들은 Montessori 감각교구 활용 교육프로그램을 처치하는 실험 집단에 배정되었고, 나머지 20명 유아들은 Montessori 프로그램을 실시하지않는 통제집단에 배정되었다. Montessori 감각교구 활용 프로그램은 1주에 2-3회씩, 5주 동안 13회 기간 실시되었다. 프로그램 실시가 끝난 후 실험집단과 통제집단의유아들을 대상으로 서전검사와 동일한 방법으로 창의성검사가 실시되었다. 유아들의 창의성은 전경원(2000)이 제작한 ‘유아 종합 창의성 검사’를 사용하여 측정되었다. 본 연구에서 밝혀진 주요 결과는 다음과 같다. 첫째, Montessori 감각교구 활용교육프로그램은 유아의 창의성 전체 및 하위요인 중 융통성, 독창성, 그리고 상상력의 증진에 효과가 있었다. 둘째, Montessori 감각교구 활용 교육프로그램의 창의성증진 효과는 유아의 성별에 따라 차이가 없었다.

Language: Korean

ISSN: 2093-9833, 2466-233X

Abstract/Notes: In the classroom, teachers must strike a balance between direct teaching, teacher-led play, and student-led play. During the game, children can make the most of their creativity, language, social skills, self-control and other talents. The best learning happens when students are given a wide variety of activities and topics that they enjoy. Montessori education emphasizes helping children develop their sensory abilities. An organized, aesthetically beautiful and well organized Montessori environment gives children a sense of security and encourages discovery. Freedom of movement, choice and participation in independent activities helps children to discover their passions and potential. Montessori programs encourage the possibility of losing yourself in any activity. Having choice and feeling in control of the environment is associated with higher academic achievement. Children who have a regular family routine and are considered more organized show better results in cognitive, psychological and social development. In order to stimulate further research and better inform teachers about whether and why the Montessori method can be useful, this article aims to provide an overview of the evidence base for this method.

Language: Uzbek

DOI: 10.5281/zenodo.8268057

ISSN: 2181-3906