“Prepared environment”, “prepared adult” and “educational materials” are important in Montessori education program widely applied in our country. In Montessori classes, the physical environment is created and organized within the...
more“Prepared environment”, “prepared adult” and “educational materials” are important in Montessori education program widely applied in our country. In Montessori classes, the physical environment is created and organized within the framework of these three elements. The purpose of this study; is to determine how Montessori educators who work at 3-6 early childhood calssroom in public or private pre-school education institutions in Turkey relate classroom management practices to the regulation of physical environment and the practices they apply to classroom management. 13 Montessori educators working in four different institutions in Başakşehir, Ümraniye, Sancaktepe and Sarıyer districts of İstanbul province constitute the sample of the study carried out by adopting a phenomenological approach. The data was collected through individual face-to-face interviews. The data obtained on the practices were collected under three themes: regulation of the classroom environment, regulation of the classroom environment and regulation of the materials. A total of 66 practices of these themes have been identified. According to the second interview findings, it was determined that the educators associated their practices with classroom management within the framework of prepared environment, prepared adult and educational materials.
