Honors Theses
Date of Award
Spring 5-12-2023
Document Type
Undergraduate Thesis
Department
Education
First Advisor
Samantha Edwards Gilbert
Second Advisor
Alicia Cooper Stapp
Third Advisor
Neil Manson
Relational Format
Dissertation/Thesis
Abstract
Increasing demands for creativity, critical thinking, problem-solving, and collaboration to be taught in schools puts pressure on educators to incorporate non-cognitive skills into the already rigid curriculum (Battelle for Kids, 2019). While there is ample research on play in the classroom and the importance of teaching twenty-first century skills to elementary students, there is very limited research on teaching twenty-first century skills via morning tubs. Morning tubs elicit skills such as collaboration, communication, creativity, motivation, critical thinking, and problem-solving in students (Partnership for 21st Century Skills, 2009). Therefore, this thesis aims to introduce play to educators as a strategy through which twenty-first century skills can be taught in the elementary education classroom.
This qualitative study examines the implementation of morning tubs, an alternative to a morning worksheet, which consist of tactile objects designed to peak curiosity, creativity, and collaboration within students in a first-grade classroom in North Mississippi. The study took place during the beginning of the spring 2023 semester and consisted of semi-structured pre- and post- interviews with the researcher’s Clinical Instructor and four weeks of intervention during which the observer collected field notes on student behavior and interactions.
Recommended Citation
Phillips, Shelby, "The Perceived Impact of Morning Tubs on Elementary Students' Twenty-First Century Skills" (2023). Honors Theses. 2904.
https://egrove.olemiss.edu/hon_thesis/2904
Accessibility Status
Searchable text