College
Buchtel College of Arts and Sciences
Date of Last Revision
2025-12-11 06:51:41
Major
Early Childhood Inclusive Teacher Preparation
Honors Course
Honors Project
Number of Credits
3
Degree Name
Bachelor of Arts in Education
Date of Expected Graduation
2025
Abstract
This paper explores how the Montessori approach supports young children’s self-regulation and sense of agency. Reviewing ten peer-reviewed studies, it compares Montessori classrooms with traditional early childhood programs and finds consistent evidence that Montessori practices, such as child-led activities, structured autonomy, self-correcting materials, and supportive teacher guidance, significantly improve children’s attention, impulse control, emotional regulation, and independent decision-making. The review also notes the influence of teacher beliefs and carefully prepared environments on these outcomes. While the research strongly supports Montessori’s positive impact, gaps remain in studies involving diverse populations and long-term effects. Overall, Montessori education emerges as an effective model for fostering self-regulated, independent learners.
Research Sponsor
Dr. Karen Plaster
First Reader
Dr. Renee Mudrey
Second Reader
Dr. Piya Chatterjee
Honors Faculty Advisor
Dr. Wondimu Ahmed
Proprietary and/or Confidential Information
No
Recommended Citation
Ray, Abbey, "Montessori and Self-Regulation" (2025). Williams Honors College, Honors Research Projects. 2069.
https://ideaexchange.uakron.edu/honors_research_projects/2069