Date of Award
12-2023
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Jennifer Johnson
Department/School
Education
Abstract
This action research study aimed to analyze the impact of direct social-emotional lessons on students' emotional intelligence in a Montessori upper elementary classroom. This study explored the impact of combining social-emotional vocabulary with social-emotional learning (SEL) skill development. The study used quantitative and qualitative data, including pre- and post-assessments, follow-up work, observation logs, and SEL elements added to the students’ weekly work plans. SEL curriculum materials and follow-up work were created for this study following the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework and their SAFE acronym: sequenced, active, focused, and explicit. The data showed that teaching SEL vocabulary and the five competencies’ qualities positively impacted student understanding and SEL skill development. Based on these results, Montessori teachers could positively impact students' emotional intelligence, normalization in the classroom, and overall student well-being by integrating SEL lessons into the cosmic curriculum.
Recommended Citation
Awadallah, Gina. (2023). The Impact of Direct Integration of Social Emotional Lessons with Montessori Upper Elementary Children. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/531