Language: English

Abstract/Notes: This action research explores conflicts among preschoolers and strategies for teachers to develop children’s social problem-solving abilities, such as teaching the steps of conflict resolution. Research was conducted in a Montessori preschool setting with children ages 2.5 to 5 years of age. Data was collected on the number of conflicts, types of conflicts, how conflicts were resolved (independently or with teacher assistance), and types of solutions implemented by students. Methods used to collect data included observation, group discussions, and student journals. Results indicated when the steps of conflict resolution were taught to preschool children, the number of conflicts resolved without teacher intervention increased, the frequency students sought teacher guidance to solve conflicts decreased, and the number of journal responses that included positive independent solutions to problems increased. Findings reveal that conflict resolution skills can be successfully taught in preschool settings. Further research is needed to determine additional strategies to strengthen children’s problem solving abilities with certain prevalent conflicts, such as sharing materials, and the effects of environment factors on conflicts, such as class size.

Language: English

Published: St. Paul, Minnesota, 2015

Language: English

Language: English

ISSN: 1054-0040

Abstract/Notes: In this article, the author presents the 12 benefits of playing as a reference and guide for teachers in helping young children develop their cognitive skills, motor ability, socio-emotional, and academic development during play time. The following 12 benefits are described: (1) Play Enhances Bodily Gracefulness; (2) Play Promotes Social Skills; (3) Play Sharpens Cognitive and Language Skills; (4) Play Teaches Gender Roles; (5) Play Develops Understanding of Number and Time Concepts; (6) Play Promotes Spatial Understanding; (7) Play Prompts Causality Reasoning; (8) Sociodramatic Play Clarifies the World of Pretend Versus Real; (9) Play Enriches Sensory and Aesthetic Appreciation; (10) Play Extends Attention Span, Persistence, and Sense of Mastery; (11) Children Express Emotions through Play; and (12) Play Deepens a Child?s Sense of Serenity and Joy.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: A high-quality, foundational education offers lifelong benefits for young children. The problem is that working memory in pre-school-aged children is declining and could be impaired by the extraneous cognitive load imposed during engagement with screen media apps and/or preschool programs. Although the pedagogical practices associated with Montessori preschool programs have been found supportive of cognitive load germane to learning and improved working memory, they have not been fully considered in relation to preschoolers' screen media use. The cognitive load created by screen media apps could affect their usefulness as learning tools. The purpose of this quantitative study was to discover any links between preschoolers’ working memory function; passive, active and/or total screen time; and Montessori preschool program exposure. The study was conducted through the lenses of the executive function construct and cognitive load theory. Data on children’s working memory and screen time were collected from a convenience sample of 60 parents: 30 Montessori, and 30 non-Montessori. Parents completed a one-time administration of BRIEF-P and Screen Time Questionnaires on behalf of their child. Findings from multiple regression analysis indicated no link between Montessori preschool exposure or parent-controlled total, passive, or active screen time; and young children’s working memory, although a significant inverse relationship was found between active screen time and Montessori exposure. The results could inform virtual and hands-on pedagogical protocols that support working memory and improve pre-school-aged children’s learning and preparation for life. Each incidence of successful learning for a precious young child is a positive social change.

Language: English

Published: Minneapolis, Minnesota, 2022

Language: English

Language: English