Investigation of Mathematical Concept Skills of Children Trained with Montessori Approach and MoNE Pre-school Education Program

Abstract

In this study, it is aimed to examine the mathematical conceptual skills of 48-72-month-old children attending pre-school education institutions providing a Montessori Approach and Ministry of Education Pre-school Program (MoE PSP). The study group consisted of 20 children, who were trained by the Montessori Approach, and 20 children, who continued to attend pre-school education institutions applying the MoE PSP. The research was carried out in accordance with the state study design of the qualitative research methods, and the data of the study was collected by the structured observation method at the free play/individual work time in the learning centers of the children constituting the study group. A structured observation form was used as the data gathering tool, and mathematical concept skills such as counting, matching, grouping, comparison, positioning, measurement, pattern, part-whole, transactions and creating a graphic were included. Research data were analyzed with descriptive analysis method, and the frequency and percentage values of the obtained data were calculated. As a result of the study, it was observed that the students trained with the Montessori Approach and MoE PSP could not create graphics in both groups while the rhythmic counting and patterning skills were the most frequently observed skills in children. It has been determined that children are trained with the Montessori Approach complete more studies, especially on matching, grouping, comparison/ranking, and partwhole skills, compared to the children trained with MoE PSP. In the light of the results obtained in this research, it is suggested that the play materials that had to be in classes where MoE PSP was applied should be standardized, and children should be able to get through these materials; also mathematics center should be established in the class level.

Comparison of Sudoku Solving Skills of Preschool Children Enrolled in the Montessori Approach and the National Education Programs Yıldız Güven1, Cihat Gültekin1, A. Beyzanur Dedeoğlu1

“…A difference was observed between the two educational approaches in favor of the Montessori education. In the literature, studies comparing Montessori approach to and other educational approaches, showed cognitive skills related to reasoning skills were more developed among children in a Montessori program (Ahmadpour & Mujembari, 2015;Durkaya, 2019;Lillard, 2012;Ongoren, 2008;Ongoren & Yazlik, 2019). Drenckhahn (1961) also illustrated that the mathematics materials used in Montessori education supported children's logical thinking.…”

The Bases of Montessori Pedagogy as a Facilitating factor for Child Development in Burkina Faso and Spain

“…Holfester (2018) argues that concepts such as textbooks, exams, grades, rewards or punishments only provide a dependent instruction. Cooperation rather than competition among children (Colgan, 2016;Gross & Rutland, 2019) should be transmitted to educate for humanity, offering children the right to participate in their educational development as it benefits their social participation processes (Correia et al, 2019;Ongoren & Yazlik, 2019).…”

“…One key aspect of this approach is where education takes place: a prepared environment designed and created to cater for children of different ages. Spatial adaptations are based on this particular methodology and affect the quality of education (Chan, 1988;İslamoğlu, 2017) as materials are created and set to stimulate children's interests and skills (Ongoren & Yazlik, 2019). Kirk and Jay (2018) note that the creation of a prepared environment is defined as the structure (physical) and process (psychological) where children increase their knowledge as creative and critical people who emancipate their talents freely (İslamoğlu, 2017), and drive to virtuosity unobstructed by adult praise or judgement (Lillard, 2018).…”

“…To conduct this paper we have analyzed the foundation and background of Montessori Education, focusing on the prepared environment and teacher guidance, and reflecting on school barriers that limit children's development. In order to do this, Bronfenbrenner (1979), Vygotsky (1978) and Piaget's (1978) ideas are presented, delving into Montessori (2019) principles that foster education in a prepared environment to meet children's interests through different means: using their own senses, moving freely around the classroom (Ongoren & Yazlik, 2019), and using specific materials to enhance their skills. Furthermore, Montessori practices that relate children with their culture and their participation in the family and environment are provided, such as gaining independence and autonomy thanks to the role of the guide or giving children the chance to choose in the classroom.…”