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The Impact of the Montessori Approach in Supporting Children's Self-Regulation Skills

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25 Sema Büyüktaşkapu Soydan.pdf348.3Kb
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Date
2018
URI
https://hdl.handle.net/20.500.12498/979
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Abstract
Self-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 ett 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, 2015...  Show more  Show less
Keyword
montessorı abproachh
Item type
Book chapter
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