| dc.description.abstract | The desire to learn with our hands is an innate human trait. Sociocultural theory
presented by Lev Vygotsky laid the foundation of the importance of hands-on learning, which is
still prevalent in current trends within the field of education. When focusing on the whole child,
sociocultural theory supports the many facets that comprise the human being. The evolution of
skills deemed necessary in the current era, challenges schools to implement dynamic curricula in
order to foster 21st century skills in students. While there is not substantial research to support
the use of handwork in the Upper Elementary Montessori classroom (multi-age setting for 4th-6th
grades), there is significant research that demonstrates the importance of creativity, discipline,
independence, self-efficacy, and social cooperation as skills to develop for this age group.
The purpose of this study was to examine and evaluate the impact of handwork as an
experience with upper elementary students between the ages of nine and twelve as a means to
develop contemporary soft skills of creativity, discipline, independence, self-efficacy, and social
cooperation which together support pre-adolescent brain development. Through the use of
qualitative (observations) and quantitative instruments (surveys), this research was intended to
validate the impact of Practical Life activities in development of these skills. However; due to
school closures during the COVID-19 pandemic, the study had to be terminated. Based on the
short period of intervention and researcher’s time with students, the following generalized
conclusions about handwork and development of soft skills is that there is a positive effect. | en_US |
