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

Tiryaki, Aybüke Yurteri; Findik, Ezgi; Sultanoğlu, Saliha Çetin; Beker, Esra; Bıçakçı, Müdriye Yıldız; Aral, Neriman; Özbal, Ece Özdoğan

doi:10.1080/03004430.2021.1928107

Cited by 6 publications

(2 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Participants stated that education benefits for children are that children acquire self-regulation skills and provide effective learning. It is known that Montessori education improves self-regulation skills (Courtier et al, 2021;Denervaud et al, 2020;Ervin, Wash, & Mecca, 2010;Lloyd, 2008;Yurteri Tiryaki et al, 2021) and many academic skills (Aghajani & Salehi, 2020;Ansari & Winsler, 2020;Aral, Yildiz Bicakci, Yurteri Tiryaki, Cetin Sultanoglu, & Sahin, 2015;Basargekar & Lillard, 2021;Buldur, 2019;Chisnall & Maher, 2007;Franc & Subotic, 2015;Harris, 2007;Kayili & Ari, 2011;Laski, Vasilyeva, & Schiffman, 2016) in the preschool period. The positive aspect that attracted attention among the benefits of Montessori education to parents was the reflection of learning on home life.…”

Section: Discussionmentioning

confidence: 99%

Montessori practices in early childhood education with teachers' experiences

Atis-Akyol,

Uludag,

Tosun

2023

Istraživanja u pedagogiji

View full text Add to dashboard Cite

The study was conducted using a qualitative research method to examine Montessori preschool education practices in Turkiye. The study group consisted of 14 teachers in Montessori classrooms of preschools in the central district of a province in Turkiye. The data were collected with a Structured Classroom Observation Form, Material Control List and Semi-structured interviews. The MAXQDA 2022 software was used for the analysis of teacher interviews. According to the findings, the structure of the Montessori classrooms was generally in accordance with the Montessori philosophy, and there was a sufficient number and variety of Montessori materials in the classrooms. Practical life and mathematics activities were frequently included in the program. The most commonly used materials were sensorial and cosmic field materials. Teachers felt inadequate about Montessori practices. There were problems with the high-class size, mixed age, cost and supply of material. According to teachers, education provides children with self-regulation skills and enables effective learning. In addition, education has some advantages for parents and teachers. Children were bored with the activities, parents had insufficient knowledge of the practices, and teachers had time management problems. Finally, teachers offered recommendations for improving practices.

show abstract

Section: Discussionmentioning

confidence: 99%

Montessori practices in early childhood education with teachers' experiences

Atis-Akyol,

Uludag,

Tosun

2023

Istraživanja u pedagogiji

View full text Add to dashboard Cite

show abstract

“…When contrasting students experiencing traditional versus Montessori pedagogy, differences emerge at the behavioral level. For example, students experiencing Montessori pedagogy show higher cognitive outcomes, such as reading skills [ 2 , 3 ], executive abilities [ 4 , 5 ] and creative thinking skills [ 6 , 7 , 8 ], but also higher abilities to recognize and manage emotions [ 9 , 10 , 11 ], and more globally, academic outcomes [ 4 , 12 ].…”

Section: Introductionmentioning

confidence: 99%

Learning by Heart or with Heart: Brain Asymmetry Reflects Pedagogical Practices

Schetter,

Romascano,

Gaujard

et al. 2023

Brain Sciences

View full text Add to dashboard Cite

Brain hemispheres develop rather symmetrically, except in the case of pathology or intense training. As school experience is a form of training, the current study tested the influence of pedagogy on morphological development through the cortical thickness (CTh) asymmetry index (AI). First, we compared the CTh AI of 111 students aged 4 to 18 with 77 adults aged > 20. Second, we investigated the CTh AI of the students as a function of schooling background (Montessori or traditional). At the whole-brain level, CTh AI was not different between the adult and student groups, even when controlling for age. However, pedagogical experience was found to impact CTh AI in the temporal lobe, within the parahippocampal (PHC) region. The PHC region has a functional lateralization, with the right PHC region having a stronger involvement in spatiotemporal context encoding, while the left PHC region is involved in semantic encoding. We observed CTh asymmetry toward the left PHC region for participants enrolled in Montessori schools and toward the right for participants enrolled in traditional schools. As these participants were matched on age, intelligence, home-life and socioeconomic conditions, we interpret this effect found in memory-related brain regions to reflect differences in learning strategies. Pedagogy modulates how new concepts are encoded, with possible long-term effects on knowledge transfer.

show abstract

Learning by Heart or With Heart: Brain Asymmetry Reflects Pedagogical Practices

Schetter,

Romascano,

Gaujard

et al. 2023

Preprint

View full text Add to dashboard Cite

Brain hemispheres develop rather symmetrically except in the case of pathology or intense training. As school experience is a form of training, the current study tested the influence of pedagogy on morphological development through the cortical thickness (CTh) asymmetry index (AI). First, we compared CTh AI of 111 students aged 4 to 18 with 77 adults aged > 20. Second, we investigated CTh AI in the students, as a function of schooling background (Montessori or traditional). At the whole-brain level, CTh AI was not different between the adult and student groups, even when controlling for age. However, the pedagogical experience was found to impact CTh AI in the temporal lobe, within the parahippocampal (PHC) region. The PHC has a functional lateralization, with the right PHC having a stronger involvement in spatiotemporal context encoding, while the left PHC is involved in semantic encoding. We observed CTh asymmetry toward the left PHC for participants enrolled in Montessori schools and toward the right for participants enrolled in traditional schools. As these participants were matched on age, intelligence, home life, and socioeconomic conditions, we interpret this effect found in memory-related brain regions to reflect differences in learning strategies. Pedagogy modulates how new concepts are encoded, with possible long-term effects on knowledge transfer.

show abstract

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

Cited by 6 publications

References 18 publications

Montessori practices in early childhood education with teachers' experiences

Montessori practices in early childhood education with teachers' experiences

Learning by Heart or with Heart: Brain Asymmetry Reflects Pedagogical Practices

Learning by Heart or With Heart: Brain Asymmetry Reflects Pedagogical Practices

Contact Info

Product

Resources

About