Date of Award
5-2016
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Allie Brandon
Department/School
Montessori Early Childhood
Abstract
The purpose of this research was to determine if daily lessons in yoga, mindfulness, and transition skills positively affect the transition from lunch to recess in a Montessori environment. The seven‐week study involved 17 children between two and a half to five years old. Data collection included a pre-and post‐assessment and observations which documented the type of disruptions, amount of disruptions, and the resolution to the disruptions. Results of the pre-and post‐assessments revealed that practice of the skills needed in a transition resulted in more independence. The mindfulness exercises resulted in less distractions while waiting in line during a transition. Observation data showed there was little decrease in the amount of disruptions during a transition, but an overall increase in the children’s independent and child assisted resolutions to disruption. Suggestions for further research include a longer length of time for a study, more clarified data collection, a video recording for observing, and further study concerning needed and unneeded adult interventions.
Recommended Citation
Cunningham(Black), Crystal P.. (2016). Transition Strategies in Early Childhood Settings. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/162
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons