Montessori Parent Education: Supporting Early Childhood Independence through Social-Emotional Learning

Author

Gloria Boesenberg, St. Catherine University

Date of Award

5-2023

Document Type

Action Research Project

Degree Name

Master of Arts in Education

Department

Education, Montessori

First Advisor

Marghee Kennedy

Abstract

This action research project evaluated how a one-time parent education session focused on emotional coaching and social-emotional learning affected children’s independence in a small, private Montessori preschool. During the five-week study, children’s task independence and self-management at home and school were assessed by parents and teacher, respectively. Parents reported greater confidence in supporting children’s independence and emotion regulation following the intervention. Both task independence and self-management levels were high at school. While task independence at school did not increase due to parent education, task independence increased at home. There was a trend toward increased self-management at home following intervention, and two of the five intervention group children also showed greater self-management at school. Results suggest that even in a school where parents are educated about the practical steps of supporting children’s independence, teaching parents how to support children emotionally has additional positive effects.

Recommended Citation

Boesenberg, Gloria. (2023). Montessori Parent Education: Supporting Early Childhood Independence through Social-Emotional Learning. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/505