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Early Child Development and Care Volume 189, 2019 - Issue 9
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Articles

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

Esra Dereli İmanDepartment of Preschool Education, University of Eskişehir Osmangazi, Eskişehir, TurkeyCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-1726-3144
ORCID Icon,
Şahin DanişmanDepartment of Education Programs and Teaching, University of Düzce, Düzce, Turkey
,
Zeynep Akin DemircanDepartment of Education Programs and Teaching, University of Eskişehir Osmangazi, Eskişehir, Turkey
&
Dilara YayaDepartment of Preschool Education, University of Eskişehir Osmangazi, Eskişehir, Turkey
Pages 1494-1508 | Received 19 Sep 2017, Accepted 12 Oct 2017, Published online: 26 Oct 2017

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Scott Eacott & Chanah Wainer. (2023) Schooling on the margins: the problems and possibilities of Montessori schools in Australia. Cambridge Journal of Education 53:4, pages 551-566.
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Aybüke Yurteri Tiryaki, Ezgi Findik, Saliha Çetin Sultanoğlu, Esra Beker, Müdriye Yildiz Biçakçi, Neriman Aral & Ece Özdoğan Özbal. (2021) A study on the effect of Montessori Education on self-regulation skills in preschoolers. Early Child Development and Care 191:7-8, pages 1219-1229.
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Articles from other publishers (10)

Justus J. Randolph, Anaya Bryson, Lakshmi Menon, David K. Henderson, Austin Kureethara Manuel, Stephen Michaels, debra leigh walls rosenstein, Warren McPherson, Rebecca O'Grady & Angeline S. Lillard. (2023) Montessori education's impact on academic and nonacademic outcomes: A systematic review. Campbell Systematic Reviews 19:3.
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Alison Demangeon, Stéphanie Claudel-Valentin, Alexandre Aubry & Youssef Tazouti. (2023) A meta-analysis of the effects of Montessori education on five fields of development and learning in preschool and school-age children. Contemporary Educational Psychology 73, pages 102182.
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Allyson Snyder, Lee LeBoeuf & Angeline S. Lillard. (2022) “My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni. Psychology in the Schools 60:3, pages 541-565.
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Erin R. Baker & Cjersti J. Jensen. (2023) Linking Teacher- Versus Child Self-report Discrepancies in Aggression to Demographic and Cognitive Profiles. Early Childhood Education Journal.
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Müşerref TURGUT & Aylin SOP. (2022) Self-Regulation in Children Attending Preschool Institutions That Implement Different Educational ApproachesFarklı Eğitim Yaklaşımı Uygulayan Okul Öncesi Eğitim Kurumlarına Devam Eden Çocuklarda Öz-Düzenleme. Boğaziçi Üniversitesi Eğitim Dergisi.
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Mehtap Efe & Ilkay Ulutas. (2022) Beyond teaching: Montessori education initiatives of public preschool teachers in Turkey. Educational Research for Policy and Practice 21:3, pages 375-388.
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Neriman Aral, Aybüke Yurteri Tiryaki, Ezgi Fındık, Saliha Çetin Sultanoğlu, Esra Beker, Müdriye Yıldız Bıçakçı & Ece Özdoğan Özbal. (2022) Eğitimcilerin Montessori yaklaşımına ilişkin yeterliklerinde Montessori eğitimci eğitim programının etkisinin incelenmesi. Erken Çocukluk Çalışmaları Dergisi 6:1, pages 5-22.
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Aida Zhanatkyzy, Zhansaule Telisheva, Aida Amirova, Nurziya Oralbayeva, Arna Aimysheva & Anara Sandygulova. 2022. Social Robotics. Social Robotics 114 123 .
Vlastimil Chytrý, Janka Medová, Jaroslav Říčan & Jiří Škoda. (2020) Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies. Sustainability 12:23, pages 10215.
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Angeline S. Lillard. (2019) Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform. Educational Psychology Review 31:4, pages 939-965.
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