Journal of Docent Discunt

Academic and Behavioral Challenges on Montessori Students

Paul Joseph Lawrance — 2025-08-15

Objective: The study investigates the academic and behavioral challenges faced by Montessori students aged 3 to 6 years, focusing on Primer, Primer A, and Primer B levels at BSR Green Park International School, Thiruppathur, Tamil Nadu, India.

Methodology: A case study method was employed, integrating qualitative and quantitative approaches to analyze the impact of innovative teaching methodologies on student performance and well-being. The curriculum, designed by Next Education, emphasized interactive, play-based, and activity-based learning strategies to enhance cognitive, socio-emotional, and motor skills development.

Results: Findings reveal that tailored teaching approaches significantly improved students' academic performance and behavioral adaptability, including digital resources, recap sessions, and real-world examples.

Conclusion: The study highlights the challenges, such as exam anxiety, incomplete homework, and disruptive behaviors, alongside strategies for remediation through teacher-parent collaboration and specialized classroom interventions. The results underline the importance of a structured and nurturing educational environment in fostering holistic development and lifelong learning skills among young children.

Universal Design for Learning in Early Childhood Education Settings: Teachers’ Conceptions and Practices in a Municipal School of São Paulo

Shirlei Moreira — 2025-08-18

Objective: To investigate teachers’ conceptions and practices related to Universal Design for Learning (UDL) in a municipal early childhood education school in the city of São Paulo, focusing on work with children aged 4 to 6 years, including those with Autism Spectrum Disorder (ASD).

Method: This is a descriptive study with a qualitative approach, consisting of a literature review and field research. Data were collected through a questionnaire administered to teachers and school administrators, containing both objective and open-ended questions regarding knowledge and application of UDL.

Results: The analysis revealed that, although UDL is mentioned in teacher training programs, it is applied intuitively and in a poorly systematized manner. Most participants demonstrated limited knowledge about the concept and its principles. Some spaces and practices that partially align with UDL were identified, such as classroom “corners,” the use of multimedia, and outdoor areas.

Conclusion: There is a lack of consistent continuing education on UDL, which hinders its full implementation in early childhood education practices. The importance of systematic training initiatives, articulated with school routines and grounded in solid theoretical foundations, is reinforced to promote truly inclusive education.

Possibilities of Children's Literature in Environmental Education: Pedagogical Foundations in Paulo Freire

Lucas Trentin — 2025-06-11

Objective: This study aims to explore how children's literature, grounded in Paulo Freire's critical pedagogy, can foster environmental awareness and critical thinking among elementary school children.

Method: This is a qualitative, theoretical study based on a bibliographic review of Freirean pedagogy and environmentally themed children's literature. Three literary works were analyzed using the textual configuration analysis method proposed by Mortatti (2000).

Results: The selected books reveal a strong potential to stimulate critical thinking and reflective dialogue on environmental issues with children aged 5 to 10. Symbolic and poetic narratives foster empathy, imagination, and ecological awareness, confirming literature as an effective interdisciplinary educational tool.

Conclusion: Children’s and young adult literature, when integrated with Freire’s liberating pedagogy, becomes a powerful tool for shaping critical individuals who are aware of their role in planetary sustainability. In light of this, the study highlights the need for continued research through empirical investigations in school contexts, in order to deepen the analysis of pedagogical practices that integrate literature and critical environmental education.