This study investigated the effects of Montessori Training Program for Mothers (MTPM) on math and daily living skills of Montessori children ages 4 to 5 years old. Sample of the study included 19 Montessori pre-schoolers (8 and 11 children in experimental and control group respectively) who enrolled at an applied kindergarten affiliated to a university at Konya in 2016-2017 school year. Verified to be a reliable and valid measure for Turkish children, two subtests -Mathematics (MATH) and Daily Living Skills (DLS) -of the Basic School Skills Inventory 3 (BSSI) were used to collect data. Tests were administered to the students as pre-test, post-test and follow-up test by their teachers. MTPM was administered to the mothers in the experimental group for 12 weeks-36 hours in total while control and experimental group children continued their Montessori education. Four weeks after the program was completed, BSSI-3-MATH and BSSI-3-DLS tests were re-administered as follow-up test. Mann Whitney U test and Wilcoxon Signed-Rank Test were used for the analysis of the study data. A comparison between the post-test mean scores of the experimental and control group showed a significant difference (p <.05) in math skills favoring the experimental group; no difference was found in pre and post-test scores in daily living skills (p>0.5). No significant difference was noted between the post-test and follow-up mean scores that experimental group children obtained on BSSI-3-MATH and BSSI-3-DLS, which showed that program gains were maintained.
This study was conducted to determine whether the ‘Spoken Language’ and ‘Reading–Writing’ forms of the Basic School Skills Inventory-3 Edition had validity and reliability characteristics acceptable for Turkish children aged 48–72 months old. The sample of the study included 244 children selected through the simple random sampling method. Exploratory factor analysis (principal components analysis) was conducted to determine the construct validity of the tests. The fit index was tested with maximum likelihood confirmatory factor analysis. Reliability of the test was ensured using internal consistency coefficient and split-half test. Cronbach’s alpha reliability coefficients of the forms were calculated to be 0.95 and 0.97. Analysed for its adaptation into Turkish, the BSSI-3 Spoken Language and Reading–Writing forms were a valid and reliable assessment tool for Turkish children aged 48–72 months old. Keywords: Spoken language, reading–writing, validity and reliability.
It was the aim of this study to follow-up for 2 years the mathematics and daily living skills of children whose mothers participated in the Montessori training programme for mothers (MTPM) and to determine whether the children still maintained these skills 2 years after the intervention. In 2016–2017, the MTPM was administered to the mothers of 4–5-year-old children who received Montessori education at preschool. The first follow-up was carried out 6 months after the training programme was completed; the second follow-up took place 6 months after the first follow-up and the third one was carried out12 months after the second follow-up. Eleven children included in the study group in the 2016–2017 school year were all reached. ‘Basic School Skills Inventory 3 – Mathematics and Daily Living Skills subtests – Age 4–8 years’ were used for data collection. The data were provided by the teachers. Statistical analysis of the data was carried out using Wilcoxon’s signed-rank test and Statistical Package for the Social Sciences 20.0 data analysis package programme. The results showed that the MTPM maintained its effect on mathematics and daily living skills of the experimental group children 24 months after the implementation of the programme. Keywords: Montessori training programme for mothers, mathematics, daily living skills.
Bu araştırmanın amacı; okul öncesi eğitimi alan 48-72 aylık çocukların matematik becerileri ile konuşulan dil, okuma-yazma becerilerinin arasındaki ilişkiyi irdelemek, ayrıca yaş ve cinsiyete göre matematik ve konuşulan dil, okuma-yazma gelişimleri arasındaki ilişkiyi araştırmaktır. Araştırma ilişkisel tarama modelinde desenlenmiştir. Örneklem grubu Konya’da resmi bağımsız anaokullarından eğitim alan 234 çocuktan oluşmaktadır. Verilerin toplanmasında “TOBE-3” alt testlerinden “Matematik”, “Konuşulan Dil” ve “Okuma-Yazma” kullanılmıştır. Verilerin analizinde parametrik testlerden bağımsız gruplarda t-testi, ANOVA, Pearson Korelasyon Katsayısı ve Çoklu Doğrusal Regresyon analizi işlemleri uygulanmıştır. Araştırma sonucunda; 48-72 aylık çocukların matematik becerileri puanları ile konuşulan dil becerileri, okuma ve yazma becerileri puanları arasında pozitif yönde bir ilişki olduğu; okuma ve yazma becerileri puanlarının çocukların matematik becerileri puanlarını yordadığı ancak konuşulan dil puanlarının matematik becerisi puanlarını yordamadığı sonucuna ulaşılmıştır. Cinsiyetin çocukların matematik becerileri ve konuşulan dil becerilerinde anlamlı düzeyde farklılaşmadığı ancak okuma ve yazma becerilerinde kız çocuklarının daha yüksek puanlar aldıkları görülmüştür. Büyük yaş grubu lehine istatistiksel olarak farklılaşma olduğu bulgularına ulaşılmıştır.
Introduction: Self-care skills are among the basic skills required to support the independent living skills of children diagnosed with Autism Spectrum Disorder (ASD). It was observed that there are a limited number of studies in the literature that include programs used in this context (e.g. Behavioral Intervention Program for Children with Autism, [OÇİDEP]). Thus, it was aimed to overcome this limitation and examine the effect of the "Portage Supported Mother Education Program" on the self-care development of the child with ASD. In line with this purpose, the effects of the program on the behaviours of washing hands with liquid soap, eating with a fork, and wearing a jacket with zipper of the child with ASD were examined, the generalisability and permanence levels of the behaviours were examined, and the mother's opinions were taken. Method: Inter-behaviour multiple baseline model, one of the single-subject research models, was used. Participants were a 4-year-old 5-month-old boy with ASD and his 38-year-old mother. Dependent variables were washing hands with liquid soap, eating with a fork, and wearing a jacket with zipper. Independent variable was "Portage Supported Mother Education Program". Findings: The data were analysed and transferred to line graphs. When the findings were examined, it was seen that the program had a positive effect on the behaviours of washing hands with liquid soap, eating with a fork, and wearing a jacket with zipper, the child was able to generalise the behaviours, the effect was permanent and the program was feasible. Discussion: The findings were discussed within the framework of the literature. Studies similar to the findings of the study were found in the literature. According to the findings, the program is effective, permanent and feasible for the self-care development of children with ASD. Conclusion and Recommendations: The program was found to be effective for the self-care development of the child with ASD and feasible for the mother. Therefore, it can be recommended to extend this study by studying with more children with ASD and their mothers, and conduct other studies with the participation of the father.
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