The Impact of the Montessori Approach in Supporting Children's Self-Regulation Skills
BÜYÜKTAŞKAPU SOYDAN, Sema; ALAKOÇ PIRPIR, Devlet; ERGİN, Esra
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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
(Kochannska 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, 2015). This is supported by research
findings that show that children are able to develop appropriate behaviour in the
classroom (Blair & Razza, 2007; Howse et al., 2003; Liew et al., 2010; Valiente et
al., 2011; Valiente et al., 2010) and that their self-regulation ability is effective in
loving school in a positive way and achieving social adaptation (Eisenberg et al.,
2001; Olson et al., 2005; Valiente et al., 2007).... Show more Show less