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

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

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