The Effect of Montessori Approach-Based Stem Activities On The Academic Self-Respect Of Preschool Students

Abstract

In this research, the effect of Montessori approach-based STEM activities on preschool students’ academic self-respect was investigated. A sequential explanatory mixed research design of the mixed method was employed in the research. The participants of the research consisted of 63 preschool students. The qualitative data were analysed with statistical methods and the qualitative data with content analysis. A significant difference was found from the findings obtained at the end of the research when the academic self-respect scale pre-test and post-test scores were compared and the participants’ academic self-respect was improved. According to the data obtained from the development observation form, it was determined that the activities had positive effects on the preschool students’ motor development, cognitive development, language development, social and emotional development and self-care skills. In addition, according to the teacher interview form, it was claimed that the pre-service teachers’ psychomotor developed, that the students acted in a more balanced and coordinated manner, they were able to use the desired material with the desired feature and quality, recall previous information by concentrating, their communication with their peers improved and their problem-solving skills increased.
 
 Keywords: Academic Self-respect, Montessori, Preschool, STEM Education