The aim of the research presented in this paper is to examine the factors, including pedagogical ones, that influence the development of self-control in preschool children. Numerous studies emphasise the importance of discipline in the development of self-control. The methodological part of this paper represents a qualitative research study conducted within a single educational facility in Montenegro (Podgorica) which, apart from systematic observation, included interviews with teachers in a focus group (41 examinees). ATLAS.ti software was used to analyse and prepare the research data. The results of this study suggest not only the possible existence of an isolationist culture of preschools in Montenegro, but also insufficient awareness of teachers’ practice. The nature of teacher-child interaction is considered in the context of an educational institution, characterised by predominantly linear communication, as well as the group tasks that dominate the working day. Studies of this type have not been conducted in Montenegro so far. The results provide significant material for further research and practice, such as the promotion of positive communication and successful teacher-child interaction in terms of the positive development of self-control in preschool institutions.Keywords: education; environment; preschool; preschool teacher; self-control; self-regulation

中文翻译：

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学前班对黑山学龄前儿童自我控制能力发展的影响

本文提出的研究的目的是检查影响学龄前儿童自我控制发展的因素，包括教学因素。许多研究强调纪律在自我控制发展中的重要性。本文的方法论部分代表了在黑山（波德戈里察）的单一教育机构内进行的一项定性研究，除了系统观察外，还包括对焦点小组（41 名考生）中的教师的访谈。ATLAS.ti 软件用于分析和准备研究数据。这项研究的结果不仅表明黑山幼儿园可能存在孤立主义文化，而且教师的实践意识不足。师生互动的性质是在教育机构的背景下考虑的，其特点是主要是线性交流，以及在工作日占主导地位的小组任务。迄今为止，黑山尚未进行此类研究。研究结果为进一步的研究和实践提供了重要的材料，例如在学前机构自我控制的积极发展方面促进积极的沟通和成功的师幼互动。环境; 学前班；幼教老师；自我控制; 自律 研究结果为进一步的研究和实践提供了重要的材料，例如在学前机构自我控制的积极发展方面促进积极的沟通和成功的师幼互动。环境; 学前班；幼教老师；自我控制; 自律 研究结果为进一步的研究和实践提供了重要的材料，例如在学前机构自我控制的积极发展方面促进积极的沟通和成功的师幼互动。环境; 学前班；幼教老师；自我控制; 自律