Date of Award
12-2023
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Christine Phillips
Department/School
Education, Montessori Early Childhood, Montessori Elementary Education
Abstract
This Action Research Project examined the impact of role-play on preschoolers’ self-regulation development in a Montessori primary classroom. The class consisted of 18 students; ages 3-5 years old. Four of the nine students in the intervention had delays, disruptions, or modifications to their Montessori experience, possibly due to the COVID-19 pandemic. Role-play scenarios were performed by the students for four weeks. The results show that role-play positively impacted self-regulation in the primary classroom. The average percentage of self-regulated behaviors increased by 28.5% from the pre-intervention week through the last intervention week. Modeling of self-regulated behaviors increased, and modeling of dysregulated behaviors decreased during the intervention. Role-play is a fun and engaging way to help young children learn, practice, and model self-regulated behaviors in the classroom.
Recommended Citation
Myers, Jennifer. (2023). The Impact of Role-Play on the Self-Regulation of Preschoolers Following the COVID-19 Pandemic. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/528