ABSTRACT

This study aimed to examine the effects of Montessori Education on children’s self-regulation skills in the preschool period. The study had a 2 × 2 mixed design, wherein the dependent variable was self-regulation levels of 3, 4, 5-year-old children (experimental group: 62, control group: 53) and the independent variable was education based on the Montessori Method whose influence on children’s self-regulation skills was examined. The study employed the Demographic Information Form, the Preschool Self-Regulation Assessment (PSRA). The study results yielded a significant difference in posttest mean scores for Self-Regulation and Attention/Impulse Control between experimental and control group children, while there was no significant difference in Positive Emotion. There was a significant difference for Self-Regulation and Attention/Impulse Control between the pretest and posttest mean scores of experimental group children, whereas the analyses indicated no significant difference between pretest and posttest mean scores of control group children for Self-Regulation, Attention/Impulse Control and Positive Emotion.

摘要

本研究旨在探讨蒙台梭利教育对学龄前儿童自我调节能力的影响。本研究采用 2×2 混合设计，因变量为 3、4、5 岁儿童（实验组：62 人，对照组：53 人）的自我调节水平，自变量为蒙特梭利方法对儿童自我调节能力的影响进行了研究。该研究采用了人口统计信息表，即学前自我调节评估 (PSRA)。研究结果表明，实验组和对照组儿童在自我调节和注意力/冲动控制的后测平均分数上存在显着差异，而积极情绪没有显着差异。