The Spread of Montessori Education in Mainland China

Chen, Amber; Guo, Shu Lin

doi:10.16993/jmre.17

Cited by 8 publications

(6 citation statements)

References 13 publications

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“…These results suggest that the Montessori method, with its emphasis on self-directed learning and hands-on activities, effectively enhances critical thinking, problem-solving skills, and overall cognitive functioning. This supports previous research by (Chen & Guo, 2023) which highlighted the benefits of Montessori education in fostering executive functions and cognitive growth.…”

Section: Discussionsupporting

confidence: 91%

A Comparative Study of Montessori and Traditional Education Approaches: Cognitive Development and Academic Achievement

Mutmainna,

Rizqi,

Halim

et al. 2024

IETI

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This study investigates the comparative impacts of Montessori and traditional education approaches on cognitive development, academic achievement, and social-emotional skills among primary school students. Employing a mixed-methods design, the research involved 500 students aged 6 to 12 years from both educational settings. Quantitative data were collected through standardized assessments, while qualitative insights were gathered via interviews with teachers, parents, and students. The results revealed that Montessori students demonstrated significantly higher cognitive development, particularly in processing speed, working memory, and perceptual reasoning. Additionally, Montessori students outperformed their peers in traditional schools in mathematics and language arts, though no significant difference was found in science achievement. Social-emotional skills, including social competence and behavioral self-control, were also more developed in Montessori students. Qualitative findings highlighted the perceived benefits of the Montessori approach in fostering independence, creativity, and intrinsic motivation, while traditional education was noted for its structured curriculum and academic rigor. The study suggests that a hybrid educational model integrating elements of both Montessori and traditional methods could optimize educational outcomes, promoting both academic excellence and holistic development.

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Section: Discussionsupporting

confidence: 91%

A Comparative Study of Montessori and Traditional Education Approaches: Cognitive Development and Academic Achievement

Mutmainna,

Rizqi,

Halim

et al. 2024

IETI

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“…A study by Chen and Guo (2021) supports that when parents get involved in school meeting for their children's education helped them to better understanding on what is taught in school, gain more information about their children's knowledge and abilities as well as programs and services offered in school. Similar views were made in a study conducted by Epstein (2002) which consonance with the present study finding that parental participation in school meeting improves teacher's performance through sharing ideas with parents and get to know their children's more easily.…”

Section: Discussionmentioning

confidence: 99%

Early Childhood Education Practices in Zanzibar: Parent’s Involvement in the Learning of Their Children in Pre-Primary Education

Chai

Renatus

Shaghembe

2022

AJEP

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Purpose: The purpose of this study was to explore parent’s involvement in the learning of their children in pre-primary education (PPE). Parent’s involvement has a wide sense in modern education trends, evolving parent’s lifelong participation in children’s school activities. In this regard, it would be difficult to cover the topic in this wide sense. Therefore, the study was more focused on exploring the ways that parent’s get involved in the learning of their children in PPE, identify the challenges for low parent’s involvement and suggest strategies to improve parent’s involvement in the learning of their children in PPE. Methodology: The study employed qualitative methodology and a case study design where only PPE level among other levels of education was involved. A total number of 24 participants were participated in the study where by 10 were parents and 14 were pre-primary school teachers. The study was guided by the Ecological System Theory. Data was generated by using semi structured interviews and focus group discussion guided by a series of open ended questions as well as documentary review. Findings: The study reveals that parents were involved in parenting, school meeting and in helping their children’s academic works. Shortage of time, parent’s illiteracy, poor school experience of parents and the lack of sensitive learning programs between school and home limited parents to get involved in the study of their children. Also, the study found that creating effective communication between school and home, developing guidelines for parental involvement as well as creating collaborating academic activities between school and home were the strategies to improve parent’s involvement in the study of their children in PPE. Unique Contribution to Theory, Practice and Policy: The study recommends that PPE schools should create conducive atmosphere for mutual contact between teachers and parents so as to enable parents to visit the school and contact with teachers regularly for their children’s learning progress. Also, policy makers should integrate PPE with parenting styles so as to raise awareness and equip parents with knowledge on the vital role of participating in the education of their children.

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“…In another study conducted in China by Chen and Guo (2021) revealed that children's ability in knowing how to write, read, listening to reading, identify letters and small words are the benefits of PPE. This indicates that different teaching and learning strategies applied by teachers during teaching facilitate pupils to master the contents taught in different subjects and equipped them with different life skills (Daniel et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Pre-Primary Education Provision in Zanzibar:

Ali¹,

Nsolezi²

2022

IJEAMaL

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Early childhood education is a critical period of rapid, cognitive and psychosocial development of a child. The quality of education received by a child at this important age determines to a large extent the level of his or her physical, cognitive and social development. In Zanzibar, pre-primary school education (PPE) is an aspect of two years compulsory basic education provided to children attained four to five years of age. The intention is to increase the access of children to basic education in the Islands. This paper explores educational stakeholder’s perceptions on the provision of PPE in Zanzibar. The study employed qualitative methodology and a case study design where only PPE level among other levels of education was involved. A total number of 22 participants participated in the study where by 07 were pre-primary school teachers, 04 were pre-primary school head teachers, 05 were quality assurance officer from the Ministry of Education and 06 were parents. Data was generated by using focus group discussion, semi structured interviews as well as documentary review. The results of the study revealed varied educational stakeholders perceptions on pre-primary education which influenced by educational qualification of the participants, awareness, involvement, cost incurred, experience and expectations in PPE. The study concludes that success in PPE is a result of parental involvement and partnership with teachers. That is to argue that interactions between parents and teachers as well the introduction of teaching/learning resources and facilities in PPE schools are unavoidable for better provision of PPE.

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The Spread of Montessori Education in Mainland China

Cited by 8 publications

References 13 publications

A Comparative Study of Montessori and Traditional Education Approaches: Cognitive Development and Academic Achievement

A Comparative Study of Montessori and Traditional Education Approaches: Cognitive Development and Academic Achievement

Early Childhood Education Practices in Zanzibar: Parent’s Involvement in the Learning of Their Children in Pre-Primary Education

Pre-Primary Education Provision in Zanzibar:

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