Research Article
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The Montessori Educational Method: Communication and Collaboration of Teachers with the Child

Year 2022, Volume: 9 Issue: 1, 443 - 462, 01.01.2022
https://doi.org/10.17275/per.22.24.9.1

Abstract

Montessori learning environments, described as prepared environment, allow children to choose their work freely and construct their own learning. Because the child is in the center and the roles of the teacher differ from the roles of the teachers in traditional schools, the direction of the communication and collaboration between the child and the teacher is determined accordingly. This study aims at examining the practices of Montessori teachers in communication and collaboration with the child. A phenomenological approach was adopted in the study. Purposive snowball sampling was employed to identify 12 Montessori preschool teachers. A focus group interview and semi-structured interviews were used to obtain data. The obtained data were transcribed and analyzed through the content analysis method. The findings were examined under three main themes, which are “the communication of the teacher with the child”, “the collaboration between the teacher and the child” and “the difficulties Montessori teachers face in communication and collaboration with the child”. The study showed that teachers’ communication approach was based on respect for the child. When communicating with the child, teachers adopted a guidance role. However, teachers’ practices in communication deviated from Montessori philosophy in case of conflict and undesired behaviors. Support from the child’s peers, involving the children in forming class rules, giving children responsibility, and collaboration in learning were the main subjects that maintain collaboration with the child. Besides, study findings indicated that Montessori teachers faced some difficulties in communication and collaboration with the child. The results of this study imply that the communication and collaboration practices of Montessori teachers and the Montessori philosophy are mostly in line but can contradict in some cases.

References

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  • Berg, B. L., & Lune, H. (2019). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods for the social sciences]. Konya: Eğitim Yayınevi.
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  • Chisnall, N. (2011). Montessori education in Aotearoa-New Zealand: A framework for peace and social justice (Doctoral dissertation, Auckland University of Technology).
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  • Creswell, J.W. (2012). Qualitative inquiry and research design: Choosing among five traditions. California: Sage Publications.
  • Dapolito, A. F. (2016). Implementation of self-regulation and conflict resolution strategies through conscious discipline in an early childhood classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/154
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  • Duckworth, C. (2006). Teaching peace: a dialogue on the Montessori method. Journal of peace education, 3(1), 39-53.
  • Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research & Practice, 4(1), 1-16.
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  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Language.
  • Greene, P. K. (2005). Dear Maria Montessori. Kappa Delta Pi Record, 41(4), 164-166, doi: 10.1080/00228958.2005.10532064
  • Harris, I. M. (1995). Teachers' Response to Conflict in Selected Milwaukee Schools. Retrieved from https://files.eric.ed.gov/fulltext/ED393855.pdf
  • Isaacs, B. (2018). Understanding the Montessori approach: Early years education in practice. Abingdon: Routledge.
  • Keskin, A. (2017). Türk Kültüründe “Selamlaşma” ve “Vedalaşma” Hakkında Genel bir Değerlendirme [A General Evaluation of "Greeting" and "Farewell" in Turkish Culture]. Bilim Türk Dünyası Dil ve Edebiyat Dergisi, (43), 125-146.
  • Lillard, A. S. (2018). Montessori. Dehanın Ardındaki Bilim [The science behind the genius]. İstanbul: Kaknüs Yayınları.
  • Lillard, A. S. (2007). Montessori. The science behind the genius. New York: Oxford University Press.
  • Lillard, A. S. (2013). Playful learning and Montessori education. NAMTA Journal, 38(2), 137-174.
  • Lillard, A. S. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401, doi: 10.1016/j.jsp.2012.01.001
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. San Francisco, CA: John Wiley & Sons.
  • Miezitis, S. (1971). The Montessori method: Some recent research. Interchange, 2(2), 41-59.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California: Sage Publication.
  • Montessori, M. (2009). The discovery of the child. New York: Montessori-Pearson Company.
  • Montessori, M. (2013). The Montessori method. New Brunswick, NJ: Transaction publishers.
  • Montessori, M. (2004). The Montessori method: the origins of an educational innovation: including an abridged and annotated edition of Maria Montessori's The Montessori method. Rowman & Littlefield.
  • Murayama, S., Kuraoka, M., Nonaka, K., Tanaka, M., Nemoto, Y., Yasunaga, M., ... & Fujiwara, Y. (2020). School students' greeting behavior and its association with their community attachment and helping behavior. [Nihon Koshu Eisei Zasshi] Japanese Journal of Public Health, 67(7), 452-460, doi: 10.11236/jph.67.7_452.
  • Ornstein, A. C., & Hunkins, F. P. (2016). Eğitim programı: temeller, ilkeler ve sorunlar (Çev. Komisyon) [Education program: fundamentals, principles and problems]. Ankara: Eğitim Yayınevi.
  • Pickering, J. S. (1992). Successful applications of Montessori methods with children at risk for learning disabilities. https://doi.org/10.1007/BF02654940 , 42, 90-109.
  • Sackett, G. (2015). Grace and Courtesy: Empowering Children, Liberating Adults. Namta Journal, 40(1), 113-126.
  • Schmidt, M., & Schmidt, D. (2009). Understanding Montessori: A guide for parents. United States of America: Dog Ear Publishing.
  • Thayer-Bacon, B. (2011). Maria Montessori: Education for peace. Factis Pax, 5(3), 307-319.
  • Türnüklü, A. (2000). Eğitimbilim araştırmalarında etkin olarak kullanılabilecek nitel bir araştırma tekniği: Görüşme [A qualitative research technique that can be used effectively in pedagogical research: Interview]. Kuram ve Uygulamada Eğitim Yönetimi, 24(24), 543-559.
  • Wana, J. (2010). How to choose the best preschool for your child: The ultimate guide to finding, getting into, and preparing for nursery school. Illınois:Sourcebooks, Inc..
  • 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.
  • Whitescarver, K., & Cossentino, J. (2008). Montessori and the mainstream: A century of reform on the margins. Teachers College Record, 110(12), 2571-2600.
Year 2022, Volume: 9 Issue: 1, 443 - 462, 01.01.2022
https://doi.org/10.17275/per.22.24.9.1

Abstract

References

  • Aljabreen, H. (2017). A comparative multi-case study of teacher roles in US Montessori preschool and Saudi public preschool (Doctoral dissertation, Kent State University).
  • Baynham, H. J. (2016). Çocuğun ayak izinden [Tracing the footprint of the child]. İstanbul: Optimist Yayınları.
  • Berg, B. L., & Lune, H. (2019). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods for the social sciences]. Konya: Eğitim Yayınevi.
  • Chamberlain, B. (2009). Phenomenology: A qualitative method. Clinical Nurse Specialist, 23(2), 52-53.
  • Chisnall, N. (2011). Montessori education in Aotearoa-New Zealand: A framework for peace and social justice (Doctoral dissertation, Auckland University of Technology).
  • Converse, M. (2012). Philosophy of phenomenology: How understanding aids research. Nurse researcher, 20(1), 28-32.
  • Creswell, J.W. (2012). Qualitative inquiry and research design: Choosing among five traditions. California: Sage Publications.
  • Dapolito, A. F. (2016). Implementation of self-regulation and conflict resolution strategies through conscious discipline in an early childhood classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/154
  • Duckworth, C. (2008). Maria Montessori and peace education. Encyclopedia of peace education, 33-37.
  • Duckworth, C. (2006). Teaching peace: a dialogue on the Montessori method. Journal of peace education, 3(1), 39-53.
  • Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research & Practice, 4(1), 1-16.
  • Estes, A. (2018). Perceptions Of Adult-Child Collaboration in Toddler Environments in a Midwestern Montessori School (Unpublished Doctoral Thesis). Hamline University, School of Education.
  • Feez, S. (2009). Montessori and early childhood: A guide for students. London: Sage Publications. 5 core components of Montessori education. 2021. Retrieved from: https://amshq.org/About-Montessori/What-Is-Montessori/Core-Components-of-Montessori
  • Flynn, T. M. (1991). Development of social, personal and cognitive skills of preschool children in Montessori and traditional preschool programs. Early Child Development and Care, 72(1), 117-124, doi: 10.1080/0300443910720111
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Language.
  • Greene, P. K. (2005). Dear Maria Montessori. Kappa Delta Pi Record, 41(4), 164-166, doi: 10.1080/00228958.2005.10532064
  • Harris, I. M. (1995). Teachers' Response to Conflict in Selected Milwaukee Schools. Retrieved from https://files.eric.ed.gov/fulltext/ED393855.pdf
  • Isaacs, B. (2018). Understanding the Montessori approach: Early years education in practice. Abingdon: Routledge.
  • Keskin, A. (2017). Türk Kültüründe “Selamlaşma” ve “Vedalaşma” Hakkında Genel bir Değerlendirme [A General Evaluation of "Greeting" and "Farewell" in Turkish Culture]. Bilim Türk Dünyası Dil ve Edebiyat Dergisi, (43), 125-146.
  • Lillard, A. S. (2018). Montessori. Dehanın Ardındaki Bilim [The science behind the genius]. İstanbul: Kaknüs Yayınları.
  • Lillard, A. S. (2007). Montessori. The science behind the genius. New York: Oxford University Press.
  • Lillard, A. S. (2013). Playful learning and Montessori education. NAMTA Journal, 38(2), 137-174.
  • Lillard, A. S. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401, doi: 10.1016/j.jsp.2012.01.001
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. San Francisco, CA: John Wiley & Sons.
  • Miezitis, S. (1971). The Montessori method: Some recent research. Interchange, 2(2), 41-59.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California: Sage Publication.
  • Montessori, M. (2009). The discovery of the child. New York: Montessori-Pearson Company.
  • Montessori, M. (2013). The Montessori method. New Brunswick, NJ: Transaction publishers.
  • Montessori, M. (2004). The Montessori method: the origins of an educational innovation: including an abridged and annotated edition of Maria Montessori's The Montessori method. Rowman & Littlefield.
  • Murayama, S., Kuraoka, M., Nonaka, K., Tanaka, M., Nemoto, Y., Yasunaga, M., ... & Fujiwara, Y. (2020). School students' greeting behavior and its association with their community attachment and helping behavior. [Nihon Koshu Eisei Zasshi] Japanese Journal of Public Health, 67(7), 452-460, doi: 10.11236/jph.67.7_452.
  • Ornstein, A. C., & Hunkins, F. P. (2016). Eğitim programı: temeller, ilkeler ve sorunlar (Çev. Komisyon) [Education program: fundamentals, principles and problems]. Ankara: Eğitim Yayınevi.
  • Pickering, J. S. (1992). Successful applications of Montessori methods with children at risk for learning disabilities. https://doi.org/10.1007/BF02654940 , 42, 90-109.
  • Sackett, G. (2015). Grace and Courtesy: Empowering Children, Liberating Adults. Namta Journal, 40(1), 113-126.
  • Schmidt, M., & Schmidt, D. (2009). Understanding Montessori: A guide for parents. United States of America: Dog Ear Publishing.
  • Thayer-Bacon, B. (2011). Maria Montessori: Education for peace. Factis Pax, 5(3), 307-319.
  • Türnüklü, A. (2000). Eğitimbilim araştırmalarında etkin olarak kullanılabilecek nitel bir araştırma tekniği: Görüşme [A qualitative research technique that can be used effectively in pedagogical research: Interview]. Kuram ve Uygulamada Eğitim Yönetimi, 24(24), 543-559.
  • Wana, J. (2010). How to choose the best preschool for your child: The ultimate guide to finding, getting into, and preparing for nursery school. Illınois:Sourcebooks, Inc..
  • 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.
  • Whitescarver, K., & Cossentino, J. (2008). Montessori and the mainstream: A century of reform on the margins. Teachers College Record, 110(12), 2571-2600.
There are 39 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Bünyamin Bavlı 0000-0002-7274-0935

Hatice Uslu Kocabaş 0000-0002-0380-3031

Publication Date January 1, 2022
Acceptance Date July 26, 2021
Published in Issue Year 2022 Volume: 9 Issue: 1

Cite

APA Bavlı, B., & Uslu Kocabaş, H. (2022). The Montessori Educational Method: Communication and Collaboration of Teachers with the Child. Participatory Educational Research, 9(1), 443-462. https://doi.org/10.17275/per.22.24.9.1