A Study on the Effect of Montessori Education on Self-Regulation Skills in Preschoolers

Autor/inn/en	Tiryaki, Aybüke Yurteri; Findik, Ezgi; Çetin Sultanoglu, Saliha; Beker, Esra; Biçakçi, Müdriye Yildiz; Aral, Neriman; Özdogan Özbal, Ece
Titel	A Study on the Effect of Montessori Education on Self-Regulation Skills in Preschoolers
Quelle	In: Early Child Development and Care, 191 (2021) 7-8, S.1219-1229 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tiryaki, Aybüke Yurteri) ORCID (Findik, Ezgi) ORCID (Çetin Sultanoglu, Saliha) ORCID (Beker, Esra) ORCID (Biçakçi, Müdriye Yildiz) ORCID (Aral, Neriman) ORCID (Özdogan Özbal, Ece)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1928107
Schlagwörter	Montessori Method; Self Control; Preschool Children; Comparative Analysis; Measures (Individuals); Attention Control; Conceptual Tempo; Pretests Posttests; Scores; Foreign Countries; Early Childhood Education; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Montessori pedagogics; Montessori-Pädagogik; Selbstbeherrschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Aufmerksamkeitstest; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01