Impact of Montessori teaching methods on developmental domains in early childhood education in Lagos state, Nigeria

##plugins.themes.academic_pro.article.main##

Mojisola Nkechi Manuel

Abstract

Introduction: Early Childhood Education and development is a start to life and a reliable foundation to continuing education. One of the reasons that early childhood is regarded up to the age of eight is to enable children acquire a smooth understanding of the entire education from the level of play group to pre-primary and from pre-primary to the level of primary.


Purpose of the Study: The main purpose of this study is to examine the impact of Montessori teaching methods on the developmental domain of young children in early childhood schools in Lagos state.


Methodology: Descriptive survey research design was adopted. Sample size of two (12) schools of 10 pupils each in the selected schools was employed using convenience sampling technique. Validated questionnaire was used for data collection. The collected data was analyzed using descriptive statistics which involves measures of central tendency descriptive statistics (frequency and percentage).


Results: Findings indicate that there is higher impact of Montessori teaching methods on the literacy skills in early childhood education. Pupils from both Montessori and Non-Montessori schools perform equally better in Numeracy Skills. The impact of conventional method of teaching on reasoning skill is better than that of Montessori Method of teaching.


Conclusion: In conclusion, many aspects of Montessori teaching methods positively consider children's developmental needs and should be an integral part of teachers’ working modalities in so-called “non-Montessori teaching methods (conventional public schools)” (such as the possibility for each child to be in multi-age classes; to have an absence of explicit, formal grades, rewards, or punishments; and a low teacher-student ratio).


Recommendations: Based on the results of this study, it is therefore recommended that Montessori system of education may be used to improve language skills of children and to understand art of language at early childhood level.

##plugins.themes.academic_pro.article.details##

How to Cite
Manuel, M. N. (2023). Impact of Montessori teaching methods on developmental domains in early childhood education in Lagos state, Nigeria. Journal of Educational Research in Developing Areas, 4(1), 113-122. https://doi.org/10.47434/JEREDA.4.1.2023.113

References

  1. Aghajani, F., & Saheli, H. (2020). Effects of Montessori teaching method on writing ability of Iranian male and female EFL Learners. Journal of Practical Studies in Education, 2(1), 8-15.
  2. Al, S. S. (2012). A different perspective on education: Montessori and Montessori school architecture. Procedia-Social and Behavioral Sciences, 46, 1866-1871.
  3. Brown, K. E., & Lewis, C. W. (2017). A comparison of reading and math achievement for African American third grade students in Montessori and other magnet schools. Journal of
  4. Culclasure, B., Fleming, D. J., Riga, G. (2018). An evaluation of Montessori education in South Carolina’s public schools. The Riley Institute at Furman University, Greenville, SC. Unpublished manuscript. https://riley.furman.edu/sites/default/files/docs/MontessoriOverallResultsFINAL.pdf.
  5. Duncan, G.J., Dowsett, C.J., Claessens, A., Magnuson, K., Huston, A.C., Klebanov, P., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428– 1446.
  6. Fleming, D.J., Culclasure, B.T., & Zhang, D. (2019). The Montessori model and creativity. Journal of Montessori Research, 5(2), 1-14. https://doi.org/10.17161/jomr.v5i2.7695.
  7. Lide, A. (2018). Montessori education: What is its relationship with the emerging worldview? Journal of Conscious Evolution, 8(8), 1-33.
  8. Lillard, A. S. (2012). Preschool children’s development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50, 379-401.
  9. Lillard, A. S. (2013). Playful learning and Montessori education. NAMTA Journal, 38(2), 137-174.
  10. Lillard, A. S. (2017). Montessori: The science behind the genius Oxford University Press.
  11. Lillard, A. S., Heise, M. J., Richey, E. M., Tong, X., Hart, A., & Bray, P. M. (2017). Montessori preschool elevates and equalizes child outcomes: A longitudinal study. Frontiers in Psychology, 8, 33-44. https://doi:10.3389/fpsyg.2017.01783.
  12. Literacy Project, (2019). Five essential skills needed for childhood literacy. Https://Literacyproj.Org/2019/04/29/Five-essential-skills-needed-for-childhood-literacy/.
  13. Lopata, C., Wallace, N., & Finn, K. (2005). Comparison of academic achievement between Montessori and traditional education programs. Journal of Research in Childhood Education, 20(1), 5-13.
  14. HOSS, (2022). Why develop logical reasoning skills in a child? https://houseofsoftskills.com/blog/logical-reasoning-skills-in-a-child.
  15. Mallett, J. (2013). Academic achievement outcomes: Montessori and non-Montessori public elementary students. Unpublished Master Thesis. USA, Texas: University-Commerce.
  16. Mcdurham, R (2011). A comparison of academic achievement for seventh and eighth grade students from montessori and non-Montessori school programs. Unpublished Doctoral Dissertation. USA, Texas: Tarleton State University.
  17. Morgan, P.L., Farkas, G., & Wu, Q. (2009). Five-year growth trajectories of kindergarten children with learning difficulties in mathematics. Journal of Learning Disabilities, 42, 306–321.
  18. Sare, E., Luik, P., & Tiia, T. (2016). Improving pre-schoolers’ reasoning skills using the philosophy for children programme. Trames Journal of the humanities and Social Sciences, 20(3), 273- 280. https://doi.org/10.313176/tr.2016.3.03.
  19. Sullivan-Smith, M. (2008). Montessori and children with autism sensory skill fullness. NAMTA Journal, 33(2), 68-75.
  20. Ude, V. C., & Nwafor, O.S.C. (2019). Comparison of impact of Montessori Method of teaching and conventional method of teaching on academic achievements of primary school pupils in Enugu East Local Government Area. Advance Journal of Education Social Science, 4(11), 20-33.
  21. Watts, T. W., Duncan, G. J., Siegler, R. S., and Davis-Kean, P. E. (2014). What's past is prologue: relations between early Mathematics knowledge and high school achievement. Educational Research, 43, 352–360. https://doi.org/10.3102/0013189X14553660.
  22. Wentworth, R. A. L., & Wentworth, F. (2013). Montessori for the New Millennium: Practical guidance on the teaching and education of children of all ages, based on a rediscovery of the true principles and vision of Maria Montessori. Taylor & Francis.