Date of Award
12-2014
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Sandra Wyner Andrew
Department/School
Montessori Early Childhood
Abstract
CONSCIOUS DISCIPLINE 2 Abstract This study investigates the efficacy of Conscious Discipline’s teaching strategies to enrich social-emotional learning and establish a positive classroom climate in an early childhood Montessori classroom. Conscious Discipline is a written program, of instructional and behavioral strategies created by Dr. Becky Bailey (2011). The question throughout this research project was “Does teaching Conscious Discipline strategies enhance social-emotional learning in preschool aged children?” The study was conducted in a Montessori classroom, the participants being both boys and girls ranging in age from 3 to 4 years. For six weeks, Conscious Discipline strategies were being implemented on a day-to-day basis, when dealing with real-life incidents in the classroom, reading books purchased through Conscious Discipline and establishing a Safe Place. During this sixweek study data was gathered through observations, a pre-survey, and a standardized assessment, and analyzed to document the effects of Conscious Discipline. The data collected demonstrated an increase in social-emotional learning, an increase in the joy in teaching, a positive classroom climate, a decrease in aggressive acts, and an increase in student respect and responsibility in a social community.
Recommended Citation
Chavez, Ashly. (2014). The Effects of the Implementation of the Conscious Discipline Program on Social Emotional Learning in an Early Childhood Classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/91
Comments
Keywords: emotional intelligence, early childhood, behavior, discipline, socialemotional learning, Montessori