Using Morning Meetings to Build Young Children's Perseverance
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Tampa
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Jolyn Blank
Description
The National Association for the Education of Young Children emphasizes the importance of creating a caring community of learners in early childhood education (PreK-grade 3) classrooms in order to support children's willingness to take risks, try new things, and persist when engaging in challenging tasks. Young learners in particular need help developing skills to cope with new academic challenges presented to them in school contexts. However, sometimes children struggle to overcome these challenges because they have not fully developed their problem-solving and self-regulation skills. Previous research found that when classrooms had a consistent morning meeting routine, children were more likely to try different problem-solving strategies before requesting teacher assistance and were more focused during academic periods. The purpose of this study was to investigate whether morning meetings helped students persevere through challenges they experience during math and science lessons and activities. This study was conducted in a kindergarten classroom. Data sources included anecdotal records and transcripts developed from audio/video recordings of morning meetings and classroom activities, and student work samples. I expect to find there are relationships between the students' participation in morning meetings and their perseverance in math and science instruction times. This study is important because it shows how using morning meetings can help current or aspiring teachers build positive classroom communities in order to foster children's perseverance.
Using Morning Meetings to Build Young Children's Perseverance
The National Association for the Education of Young Children emphasizes the importance of creating a caring community of learners in early childhood education (PreK-grade 3) classrooms in order to support children's willingness to take risks, try new things, and persist when engaging in challenging tasks. Young learners in particular need help developing skills to cope with new academic challenges presented to them in school contexts. However, sometimes children struggle to overcome these challenges because they have not fully developed their problem-solving and self-regulation skills. Previous research found that when classrooms had a consistent morning meeting routine, children were more likely to try different problem-solving strategies before requesting teacher assistance and were more focused during academic periods. The purpose of this study was to investigate whether morning meetings helped students persevere through challenges they experience during math and science lessons and activities. This study was conducted in a kindergarten classroom. Data sources included anecdotal records and transcripts developed from audio/video recordings of morning meetings and classroom activities, and student work samples. I expect to find there are relationships between the students' participation in morning meetings and their perseverance in math and science instruction times. This study is important because it shows how using morning meetings can help current or aspiring teachers build positive classroom communities in order to foster children's perseverance.
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