Show simple item record

dc.contributor.authorbüyüktaşkapu soydan, sema
dc.contributor.authoralakoç pirpir, devlet
dc.contributor.authorergin, esra
dc.date.accessioned2019-07-10T07:34:43Z
dc.date.available2019-07-10T07:34:43Z
dc.date.issued2018
dc.identifier.urihttps://hdl.handle.net/20.500.12498/979
dc.description.abstractSelf-regulation ability is expressed as the ability to voluntarily restrict some behaviours, to activate others and the ability to focus and shift attention as needed (Blair & Razza, 2007; Liew, 2012; Smith-Donald et al., 2007). While pre-school children have difficulties complying with kindergarten class routines and rules without having self-regulation skills (Rimm-Kaufman, et al., 2009), preschool years are considered as a very important period in the development of these skills (Kochanska et al., 2000; Murphy et al., 1999; Güler Yıldız et al., 2014). For this reason, the teacher has to familiarise the children to the rules, to the routines and to the behavioural expectations of the class (such as waiting for his/her turn, raising finger, participating in structured activities). Children without this support are having difficulties in regulating their behaviour both during pre-school and during primary school transition (Degol & Bachman, 2015en_US
dc.language.isoenen_US
dc.publishereducation sciences research in the globalizing worlden_US
dc.subjectmontessorı abproachhen_US
dc.titleThe Impact of the Montessori Approach in Supporting Children's Self-Regulation Skillsen_US
dc.typeBook chapteren_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record