Date of Award

Spring 4-22-2021

Document Type

Thesis

Degree Name

Bachelor of Arts (BA)

Department

Early Childhood Education

College

College of Education

First Advisor

Catherine M Scott

Abstract/Description

One of the hallmarks of a Montessori education is the development of children’s social and emotional regulation skills. However, what happens when the Montessori curriculum is interrupted due to the onset of COVID-19? Does the transition to online learning impact student opportunities for social and emotional self-regulation? This case study attempts to examine the ways in which a school’s four lower and upper elementary Montessori teachers adjust their instruction to meet student needs online, and the benefits and challenges they experienced as a result. Findings are shared, as well as implications for those engaged in virtual instruction of K-6 students.

Additional Files
JOMR 7.pdf (374 kB)
Article published in Journal of Montessori Research
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