The Effect of Montessori Approach-Based Stem Activities on the Academic Self-Respect of Preschool Students

Year 2024, , 1 - 13, 06.03.2024

Esila Samur , Sema Altun Yalçın

https://doi.org/10.30786/jef.1215075

Abstract

This research aims to explore the effect of Montessori approach-based STEM activities on preschool pupils’ academic self-esteem. The mixed method, which is one of the methods in qualitative and quantitative data are used together in the research. The participants consisted of 63 preschool pupils studying in kindergarten. In the research, the analysis of quantitative data was obtained by statistical methods, and the analysis of qualitative data was obtained by content analysis. As a result of the findings obtained at the end of the research, it was determined that there was a significant difference between the pre-and post-test scores of the academic self-esteem scale. According to the data obtained from the development observation form, the Montessori approach was based on the STEM activities of the preschool pupils; data analysis revealed that there were positive developments in social and emotional development, cognitive development, motor development, language development and self-care skills. According to analysis of the semi-structured teacher interview, the preschool pupils in the study have improved problem solving skills; they can use the desired material with the desired feature and quality, and they act in a more balanced and coordinated manner. Their communication with their peers has also improved, they can remember previous information by focusing their attention, and their psychomotor skills have increased.

Keywords

Academic Self-respect, Montessori, Preschool, STEM Education

References

• Açıkgöz, S. (2018). Comparison of STEM and Montessori methods, one of the pre-school approaches in science education, in line with the opinions of teachers. (Unpublished Master Thesis), Kastamonu University, Institute of Science and Technology, Kastamonu.
• Altun Yalçın, S. & Çakır, Z. (2020). STEM training with Montessori approach, applied STEM training with teaching-learning approach in lesson plans. M. Çevik (Ed.), Nobel Publishing, (pp. 125-139). Ankara.
• Buğan, B., Çorapçı, F. & Ada, F. E. (2022). Socio-Emotional Development in Preschool Period: Examining the Predictive Role of Temperament, Language Development and Emotion Understanding Skills. Education and Science], 47(209), 1-23.
• Beken, S. (2009). The effect of montessori method activities on the development of hand skills of 5–6-year-old children. (Unpublished Master Thesis), Adnan Menderes University Institute of Social Sciences, Adana.
• Cevher, F. N. & Buluş, M. (2006). Academic self-esteem in 5–6-year-old children attending pre-school education institutions. Dokuz Eylul University Buca Education Faculty Journal], 20, 28-39.
• Creswell, J. W. (2006). Understanding Mixed Methods Research, (Chapter 1), Available at: http://www.sagepub.com/upm-data/10981_Chapter_1.pdf
• Creswell, J. W. & Tashakkori, A. (2007). Differing Perspectives on Mixed Methods Research, Journal of Mixed Methods Research, 1(4), 303-308.
• Creswell, J. W. & Sözbilir, M. (2017). Introduction to mixed methods research. Pegem Akademi.
• Çakır, Z. (2018). Examination of the effect of Montessori approach-based STEM activities on pre-school teacher candidates. (Unpublished Master Thesis), Erzincan Binali Yıldırım University, Institute of Science and Technology, Erzincan.
• Çolakoğlu, M. H. & Gökben, A. G. (2017). STEM studies in education faculties in Turkey. Journal of Research in Informal Environments, 2(2), 46-69.
• Dedeoğlu, S. (2018). Comparative analysis of cognitive development and social competencies of children educated according to MEB preschool education program and Montessori program. (Unpublished Master Thesis), Necmettin Erbakan University, Institute of Educational Sciences, Konya.
• Dereli, E. (2017). Investigation of the effects of montessori education program on children's psychosocial development and social problem-solving skills. Journal of Ahi Evran University Kırşehir Education Faculty, 18(2), 135-153.
• Durakoğlu, A. (2010). Reading and writing education in Montessori method. Journal of Family and Society Education-Culture and Research, 20(20), 1303-0256.
• Durulan, D. & Angın, D. (2023). Examining the Effect of Mind and Intelligence Games on Preschool Children's Attention and Visual Perception Levels. Journal of Dokuz Eylül University Social Sciences Institute, 25 (1), 333-357
• Ercan, Z. G. & Aral, N. (2011). Investigation of the effect of visual perception training on visual-motor coordination development of kindergarten children. Turkish Journal of Educational Sciences, 9 (3), 443-465.
• Fehr, K. (2020). STEM Integration in the Montessori Early Childhood Classroom, (Unpublished Master Thesis), University of Wisconsin, Madison-ABD.
• Güler, S. (2021). Sharing of Children in a Preschool Educational Institution Implementing a Montessori Progra]. (Unpublished Master Thesis), Fatih Sultan Mehmet Foundation University, Graduate School of Education, Istanbul.
• Günşen, G., Uyanık, G. & Akman, B. (2019). Determination of pre-school teachers' stem semantic perceptions and their thoughts on stem approach. Kastamonu Journal of Education, 27(5), 2173-2186.
• Jones, S. J. (2017). Technology in the Montessori Classroom: Teachers' Beliefs and Technology Use, Journal of Montessori Research, 3(1), 16-29.
• Karaca, N. H., Akyol, T., Karaca, L. & Can Yaşar, M. (2016). Examination of pre-school teacher candidates' problem-solving skills and self-esteem according to some variables. Afyon Kocatepe University Journal of Social Sciences, 18(1), 199-220.
• Kaza, Ö. (2021). Examination of the creative thinking skills of preschool students who applied pre-school education program with Montessori education. (Unpublished Master Thesis), Ondokuz Mayıs University Graduate Education Institute, Samsun.
• Keçecioğlu, Ö. (2015). Examination of the social skills of 5-year-old children who are educated according to the MEB preschool education program and Montessori approach. (Unpublished Master Thesis), Marmara University, Institute of Educational Sciences, Istanbul.
• Kelley, T. R. & Knowles, J. G. (2016). A Conceptual Framework for Integrated STEM training, International Journal of STEM training, 3(1), 1-11.
• MEB (2013). Okul Öncesi Eğitim Programı. Ankara: Millî Eğitim Bakanlığı Yayınları.
• Ocak, G. & Sarlık, B. (2016). A cademic self-esteem in 5–6-year-old children attending pre-school education institutions. Journal of Education and Teaching Research, 5(22), 182-194.
• Özcan, H. & Koca, E. (2019). The effect of STEM approach and pressure subject teaching on secondary school 7th grade students' academic achievement and attitudes towards STEM. Journal of Education and Science], 44(198), 201-227.
• Shavelson RJ & Bolus R. (1982). Self-concept: the interplay of theory and methods, Journal of Educational Psychology, (74), 13–17.
• Uğraş, M. (2017). Preschool Teachers' Views on STEM Practices. Journal of New Approaches in Education, 1(1), 39-54.
• Ulutaş, A., Demir, E. & Yayan, E. H. (2017). Investigation of the effect of motor development training program on gross and fine motor skills of 5–6-year-old children. Abant İzzet Baysal University Journal of Education Faculty, 17(3), 1523-1538.
• Uyanık, Ö. & Alisinanoğlu, F. (2016). The Effect of the Academic and Language Skills Education Program upon 61–66-Month-Old Children’s Cognitive Skills Early Academic and Language Skills. Mediterranean Journal of Humanities, 6(2), 459-481.
• Uyanık, Ö. & Kandır, A. (2010). Early Academic Skills in Preschool Period]. Journal of Theoretical Educational Sciences, 3(2), 118-134.
• Veli, E. S. (2020). Investigation of the Effect of Montessori Education Method on Daily Life Skills and Parental Attitudes of Preschool (36-66 Months) Children. (Unpublished Master Thesis), Istanbul Sabahattin Zaim University, Graduate Education Institute, Istanbul.
• Warash, B.G. and Markstrom, C.A. (2001). Parental perceptions of parenting styles in relation to academic self-esteem of preschoolers, Education, 121, 485-494.
• Yıldım, Z. (2021). Investigation of the effect of the M-STEM program developed for 60-72 months old children attending Montessori education on children's scientific process skills. (Unpublished Master Thesis), Yıldız Technical University Institute of Social Sciences, Istanbul.
• Yıldız Altan, R. & Temel, Z. F. (2022). Examination of Learning Processes Supporting Metacognitive Skills in Preschool Education. Journal of Social, Humanities and Administrative Sciences, 5(5), 582–602.