Primary Advisor/Dissertation Chair
Barbara Swanson, Ed.D.
Secondary Advisor/Reader One
Walter Enloe, Ph.D.
Mary Beth Noll, Ph.D.
The purpose of this study was to investigate adult perceptions of adult-child collaboration in two Montessori toddler environments and how it affects language, independence, and social interaction development. The study took place in one Midwestern Montessori school. The study was conducted on perceptions of adult-child collaboration through an electronic survey and intensive interviews. Five Montessori toddler assistants took the survey and two Montessori toddler guides completed intensive interviews. Once data were collected, qualitative theory methods were utilized to code, evaluate, and analyze all data. After data were re-analyzed, new theories and insights emerged surrounding how adult-child collaboration in a Montessori toddler environment affects language, independence, and social interaction development.
Early Childhood, Parent Involvement, Reflective Practice, Teachers/ Teaching
Estes, Anne, "Perceptions Of Adult-Child Collaboration In Toddler Environments In A Midwestern Montessori School" (2018). School of Education Student Capstone Theses and Dissertations. 4446.
School of Education Student Capstone Theses and Dissertations