A study on the effect of Montessori Education on self-regulation skills in preschoolers

Tiryaki A. Y., FINDIK E., Sultanoglu S. C., Beker E., YILDIZ BIÇAKÇI M., ARAL N., ...More

EARLY CHILD DEVELOPMENT AND CARE, vol.191, no.7-8, pp.1219-1229, 2021 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 191 Issue: 7-8
  • Publication Date: 2021
  • Doi Number: 10.1080/03004430.2021.1928107
  • Journal Name: EARLY CHILD DEVELOPMENT AND CARE
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, International Bibliography of Social Sciences, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo
  • Page Numbers: pp.1219-1229
  • Keywords: Montessori, self-regulation, preschool education, REGULATION ASSESSMENT PSRA, EXECUTIVE FUNCTIONS
  • Ankara University Affiliated: Yes

Abstract

This study aimed to examine the effects of Montessori Education on children's self-regulation skills in the preschool period. The study had a 2 x 2 mixed design, wherein the dependent variable was self-regulation levels of 3, 4, 5-year-old children (experimental group: 62, control group: 53) and the independent variable was education based on the Montessori Method whose influence on children's self-regulation skills was examined. The study employed the Demographic Information Form, the Preschool Self-Regulation Assessment (PSRA). The study results yielded a significant difference in posttest mean scores for Self-Regulation and Attention/Impulse Control between experimental and control group children, while there was no significant difference in Positive Emotion. There was a significant difference for Self-Regulation and Attention/Impulse Control between the pretest and posttest mean scores of experimental group children, whereas the analyses indicated no significant difference between pretest and posttest mean scores of control group children for Self-Regulation, Attention/Impulse Control and Positive Emotion.