Preschool Education and Maria Montessori: A Review

Keerthirathne Wkd and Sampath Hgc
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Keerthirathne Wkd: Rajarata University of Sri Lanka
Sampath Hgc: Rajarata University of Sri Lanka

International Journal of Research and Scientific Innovation, 2024, vol. 11, issue 12, 497-505

Abstract: Maria Montessori is one of the prominent philosophers in the field of early childhood education, noted for her innovative perspectives and contributions. In this paper, the researcher aimed to investigate Maria Montessori’s educational philosophy as it pertains to preschool education, with a specific focus on the model she developed, the principles she advocated, the curriculum derived from her philosophy, and the teaching methods she recommended. Additionally, the article evaluated the perspectives of other philosophers on Montessori’s preschool model and assessed the impact of her insights on the evolution of preschool education. The researcher employed a qualitative approach, drawing upon existing studies conducted by other scholars in the field of preschool education. The findings indicated that Montessori’s educational philosophy presents a distinct and innovative approach to preschool education. Her model, characterized by foundational principles, a thoughtfully designed curriculum, and effective teaching methodologies, has marked a significant advancement in the discipline. Moreover, the research illustrated that Montessori’s approach fosters independent thinking among students while enhancing their sensory awareness, self-esteem, and social skills. While her work has been influenced by other prominent figures in the field, Montessori has established a unique educational philosophy that stands independently. It is also important to note that critiques of her model often originated from a superficial understanding of her philosophical framework. Montessori’s philosophy has served as an exemplary model for preschool education, advocating for a child-centered learning environment that emphasizes the collaborative involvement of parents and educators, as opposed to a narrow focus on assessment-driven standards.

Date: 2024
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