Effects of Practical Life Activities on Executive Function Skills in Upper Elementary Montessori Students

Abstract

An increasing body of research exists correlating executive function skills (EFs) with academic skills. This action research explored the development of executive function skills through the introduction of practical life activities including care of the classroom, sewing, knitting, and origami. In order to study the ways Montessori’s idea of self-regulation, or normalization, is increased through purposeful activity, an eight-week study was conducted in a fourth- and fifthgrade classroom in an urban, public Montessori school in the Midwest. Data was collected using pre- and post-surveys completed by both students and parents and student tracking of frequency of activities on a class list. The researcher also observed classroom behavior and collected work completion and work submitted on time rates using classroom record keeping. After an introductory, whole-group lesson, students were able to choose practical life activities at any time during the daily work period as long as they had received a lesson in the practical life work they chose. Based on the Montessori principle of following the child, lessons were given to individuals and small groups upon request. The research showed that on-time work completion increased over the course of the study. The research also showed that parents noticed a change in their children’s ability to manage time, organize, and complete work on time. Further research needs to be done on ideal practical life activities for pre-adolescent children, namely those that will increase the child’s ability to normalize and increase productivity.