Show simple item record

dc.contributor.advisorCarver, Kateri
dc.contributor.authorKoczela, Andrea E.
dc.date.accessioned2021-11-12T15:22:48Z
dc.date.available2021-11-12T15:22:48Z
dc.date.issued2021-06-03
dc.identifier.urihttp://digital.library.wisc.edu/1793/82427
dc.descriptionM.S.E., Montessori Teacher Education
dc.description.abstractThis study examined the nature of circle time within early childhood Montessori classrooms in the United States of America. We explored literature pertaining to the history and development of circle time as well as circle time research in preschool and kindergarten settings. Unable to find writings or research specific to Montessori circle time practices, we crafted a 30-question survey for early childhood Montessori teachers to determine basic information about their circle time approaches. The survey asked participants about demographic information, circle time logistics, circle time activities, reactions to circle time, planning and preparation, and the morning work cycle. Using social media and direct emails, we gathered over 300 responses from 50 states and the District of Columbia; a total of 276 participants completed the full survey. Results focused on five different areas: time - the frequency, duration, and scheduling of circle time; attendance - who joined circle time and for how long; teacher preparation - participants’ training and planning approaches; circle time programming - the most common and popular activities; the morning work cycle – its relation to circle time. Results revealed that 92% of survey participants have circle time every day or most days; most participants hold circle time as the last event of the morning for generally 20 minutes or less; the most common circle time events were show and tell, calendar work, vocabulary lessons, Grace and Courtesy lessons, read aloud discussions, dancing and movement, snack time, general conversation, read aloud (stories), and birthday celebrations. Most participants had a work cycle that lasts less than three hours. This study promotes reflection on the importance and meaning of circle time in Montessori classrooms in relation to its apparent absence in Dr. Montessori’s writings.en_US
dc.language.isoen_USen_US
dc.subjectearly childhood educationen_US
dc.subjectcircle timeen_US
dc.subjectline timeen_US
dc.subjectgathering timeen_US
dc.subjectlarge group activitiesen_US
dc.subjectMontessori educationen_US
dc.titleCircle Time Norms in Early Childhood Montessori Programs: A Survey of Montessori Teachers Across the United Statesen_US
dc.typeWorking Paperen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record