Date of Award
12-2021
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Alisha Brandon
Department/School
Montessori Early Childhood
Abstract
This action research sought to answer "What impact does a teacher's insight about transition and attachment theory (Bowlby, 1982) have on a toddler's transition into a new school?" The research was conducted in a Montessori school in Connecticut with 4 teachers, 11 new toddlers, and 11 parents. The researcher intervened with a teacher focus group examining their belief about transition. The data tools included teacher surveys and focus groups, parent checklists, observations on transition behavior, and interactions and program structures section of the infant toddler environment rating scale (ITERS). The findings showed that the intervention enhanced teachers' confidence and positive attitudes toward the transition process, improving quality of care. The results also indicated that building a trusting community, partnership with parents, and improving teachers' resilience would shorten toddlers' transition, and their caregivers' emotional support. Future researchers should concentrate on parent feedback, satisfaction and trust levels from parents about their toddlers' adjustment, relationship between home and school, and transition to primary classroom.
Recommended Citation
Um, Yoonju. (2021). Improving Toddlers' Transition to a New Classroom: Using Attachment Theory. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/426
Power Point Presentation
Included in
Early Childhood Education Commons, Educational Psychology Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons