The effect of the Montessori education method on pre-school children’s social competence – behaviour and emotion regulation skills

Iman, Esra Dereli; Danışman, Şahin; Demircan, Zeynep; Yaya, Dilara

doi:10.1080/03004430.2017.1392943

Cited by 24 publications

(7 citation statements)

References 20 publications

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“…This attention is not (and must not be) disturbed in any way by the teacher in the educational process [37] and is detached from the real world [38]. Dereli et al [39] see the Montessori method as an educational approach that provides opportunities for self-education and freedom of individual study, while meeting cognitive development and adaptability to the social environment of children who use educational materials while developing their self-sufficiency skills. Thus, the child will be exposed to constant psychological risk if he or she is not prepared to face the risk.…”

Section: Introductionmentioning

confidence: 99%

Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

et al. 2020

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In research focused on self-efficacy it is usually teacher-related phenomena that are studied, while the main aspects related to pupils are rather neglected, although self-efficacy itself is perceived as a belief in one’s own abilities. Evidently, this strongly influences the behavior of individuals in terms of the goal and success in mathematical problem-solving. Considering that alternative teaching methods are based on the principle of belief in one’s own ability (mainly in the case of group work), higher self-efficacy can be expected in the pupils of teachers who use predominantly the well-working pupil-centered pedagogies. A total of 1133 pupils in grade 5 from 36 schools in the Czech Republic were involved in the testing of their ability to solve mathematical problems and their mathematical self-efficacy as well. Participants were divided according to the above criteria as follows: (i) 73 from Montessori primary schools, (ii) 332 pupils educated in mathematics according to the Hejný method, (iii) 510 pupils from an ordinary primary school, and (iv) 218 pupils completing the Dalton teaching plan. In the field of mathematical problem-solving the pupils from the Montessori primary schools clearly outperformed pupils from the Dalton Plan schools (p = 0.027) as well as pupils attending ordinary primary schools (p = 0.009), whereas the difference between the Montessori schools and Hejný classes was not significant (p = 0.764). There is no statistically significant difference in the level of self-efficacy of pupils with respect to the preferred strategies for managing learning activities (p = 0.781). On the other hand, correlation between mathematical problem-solving and self-efficacy was confirmed in all the examined types of schools. However, the correlation coefficient was lower in the case of the pupils from the classes applying the Hejný method in comparison with the pupils attending the Montessori schools (p = 0.073), Dalton Plan schools (p = 0.043), and ordinary primary schools (p = 0.002). Even though the results in mathematical problem-solving are not consistent across the studies, the presented results confirm better performance of pupils in some constructivist settings, particularly in the case of individual constructivism in the Montessori primary schools. The factors influencing lower correlation of self-efficacy and performance in mathematical problem-solving ought to be subject to further investigation.

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Section: Introductionmentioning

confidence: 99%

Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

et al. 2020

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“…If the data from each dimension of the two tests were normally distributed, this study would use the paired sample t test and independent sample t test. The results are shown in Table 3 ( Dereli İman et al 2017 ), and only the KS-Z of cooperativity in the pretest of EG was 0.176 > 0.05. The result did not conform to normal distribution.…”

Section: Resultsmentioning

confidence: 97%

Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities

et al. 2023

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Computational thinking (CT) is important for students because it is one of the 21st century’s skills. Reverse engineering pedagogy (REP) can improve students’ CT due to its ability to develop students’ cooperativity, algorithmic thinking, creativity, and problem-solving in discipline education. Thus, this study aimed to explore the effect of REP on primary school students’ CT skills in STEM learning activities. A total of 101 fifth graders in a primary school participated in the study for one semester (16 weeks), including 51 students in the experimental group (EG) with REP, and 50 students in the control group (CG) with the demonstration method (DM). The computational thinking scale (CTS) was used to measure the CT skills of students in the pretest and posttest. The Wilcoxon signed-rank test and the Mann-Whitney U test were used to analyze the data. The results verified that REP had a fine effect on the improvement of students’ CT skills compared to the DM. The findings can provide some ideas for researchers to develop students’ CT skills in STEM learning activities. Teachers can use different teaching methods to reasonably arrange teaching activities to develop primary school students’ CT skills.

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“…al., 2017). A recent longitudinal study of children in a Turkish Montessori school also showed greater growth across the school year in social competence and emotion regulation than was seen in demographically similar children in a non-Montessori school (İman, Danişman, Akin Demircan, & Yaya, 2017).…”

Section: Child Outcomesmentioning

confidence: 86%

Authentic Montessori: The Dotteressa’s View at the End of Her Life Part II

Lillard

McHugh

2019

JoMR

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Part II of this two-part article continues the discussion of what Maria Montessori viewed to be the important components of her educational system. Because she developed the system over her lifetime, we prioritized later accounts when contradictory accounts were found. Whereas Part I focused on the environment, Part II examines the second and third components of the Montessori trinity: the teacher and the child. This article includes descriptions of Montessori teacher preparation, children’s developmental stages, and the human tendencies on which Montessori education capitalizes. It ends with child outcomes as described by Dr. Montessori and as shown in recent research, and provides an appendix summarizing features of authentic Montessori described in Part I and Part II.

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The effect of the Montessori education method on pre-school children’s social competence – behaviour and emotion regulation skills

Cited by 24 publications

References 20 publications

Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities

Authentic Montessori: The Dotteressa’s View at the End of Her Life Part II

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