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Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors

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Title: Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors
Language: English
Authors: Epstein, Ann
Source: Journal of Montessori Research. Fall 2015 1(1):1-13.
Availability: American Montessori Society. 116 East 16th Street, New York, NY 10003. Web site: https://journals.ku.edu/jmr
Peer Reviewed: Y
Page Count: 13
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Montessori Schools, Stress Variables, Early Childhood Education, Teacher Attitudes, Parent Teacher Cooperation, Teacher Surveys, Time Management, Preschool Teachers, Educational Philosophy, Montessori Method, Child Development, Family Characteristics, Child Behavior, Academic Achievement
ISSN: 2378-3923
Abstract: Teachers of young children work closely with families. One component of teacher-family partnerships is teachers' understanding of family priorities and stressors. This study examines Montessori Early Childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys. Eighty teachers (37% of those who received the survey) and 49 family members (representing a 55% response rate) completed surveys. Significant differences were found between teachers' perceptions of five (of seven) family priorities and families' actual responses. Teachers anticipated that families would rank "making academic progress" as families' highest priority. However, families reported that "developing kindness" is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori Early Childhood teachers ranked "not having enough time" as the most stressful of six possible family stressors. Families confirmed that time pressures cause them the most stress. Montessori's recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori's philosophy--for example, ongoing self-reflection--are provided.
Abstractor: As Provided
Number of References: 26
Entry Date: 2017
Accession Number: EJ1161285
Database: ERIC
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  Data: Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors
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  Data: American Montessori Society. 116 East 16th Street, New York, NY 10003. Web site: https://journals.ku.edu/jmr
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  Data: 2378-3923
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  Data: Teachers of young children work closely with families. One component of teacher-family partnerships is teachers' understanding of family priorities and stressors. This study examines Montessori Early Childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys. Eighty teachers (37% of those who received the survey) and 49 family members (representing a 55% response rate) completed surveys. Significant differences were found between teachers' perceptions of five (of seven) family priorities and families' actual responses. Teachers anticipated that families would rank "making academic progress" as families' highest priority. However, families reported that "developing kindness" is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori Early Childhood teachers ranked "not having enough time" as the most stressful of six possible family stressors. Families confirmed that time pressures cause them the most stress. Montessori's recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori's philosophy--for example, ongoing self-reflection--are provided.
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  Data: 2017
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 1
    Subjects:
      – SubjectFull: Montessori Schools
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Parent Teacher Cooperation
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Educational Philosophy
        Type: general
      – SubjectFull: Montessori Method
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Family Characteristics
        Type: general
      – SubjectFull: Child Behavior
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
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      – TitleFull: Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors
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