Date of Award
1-2016
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Syneva Barrett
Department/School
Elementary Education, Montessori Elementary Education
Abstract
The purpose of this study was to determine if directed movement would positively affect the focus for all children. Children with underdeveloped executive functions frequently disrupt the learning of others. This study was implemented in a mixed-age lower elementary classroom populated by 27 children ages 6 to 9 years. The project covered a total of six weeks, four of which included directed movement for at least three days of the week. Prior to implementing movement into the classroom, three lessons were presented that related to brain function, focus and mindfulness. Pre-study student work samples, teacher observations of the work period and student self-assessments provided baseline data. Throughout the duration of the directed movement portion of the study weekly self-assessments and teacher observations were conducted. A post-study student-assessment was provided and student work samples were again collected. Upon completion, the majority of the students reported having enjoyed the directed movements incorporated into the classroom routine. The results showed an improvement in the ability to focus and in productivity indicating that frequent directed movement has a positive impact on executive functions.
Recommended Citation
Zoeckler, Catherine A.. (2016). Effects of Directed Movement on Focus. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/140
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons