Abstract/Notes: This study aimed to examine the compatibility of teaching and learning strategies for emergent literacy in the Montessori approach with the Early Learning Developmental Standards (ELDS) in the Kingdom of Saudi Arabia, focusing on linguistic development and early literacy skills among five-year-old children. To achieve this, the study employed a descriptive-analytical methodology. A content analysis rubric was developed to assess the Montessori curriculum considering the ELDS, and a set of Montessori instructional videos was analyzed. the findings indicated that the emergent reading and writing strategies in the Montessori approach align with the ELDS in Saudi Arabia. Specifically, all indicators under the "Concepts of Print" and "Alphabetic Awareness" standards in the reading strand were met. Likewise, all indicators under the "Pre-Writing Skills" standard in the writing strand were fulfilled. However, within the "Purpose of Writing" standard most indicators were achieved, except for the ability to distinguish between a story and a song. Based on these findings, the study recommends designing specialized educational activities that enhance children’s ability to distinguish the three forms of letters (initial, medial, and final) using Montessori-based methods that emphasize repetition and self-directed practice. Additionally, it suggests incorporating practical exercises to gradually develop children’s ability to write their names using Montessori tools that support fine motor coordination.Keywords: Montessori Approach, Early Learning Developmental Standards, emergent literacy Strategies.

Language: Arabic

DOI: 10.21608/jehs.2025.424309

ISSN: 2090-7885

Abstract/Notes: This article aims to examine the role of women in the history of Islamic education and analyze its conformity with the principles of Montessori education. The research approach used is descriptive qualitative with a literature study method, which focuses on reviewing literature on the history of Islamic education, biographies of Muslim women figures, and Montessori pedagogical theory. The research results show that women have actively contributed to the development of Islamic education since the beginning, both as students, teachers and founders of educational institutions. Figures such as Aisyah RA, Fatimah al-Fihri, and Zainab bint al-Kamal show that women play a strategic role in the transmission of Islamic knowledge. Furthermore, it was found that the educational values ​​applied by women in Islamic history—such as experience-based learning, character formation, and a humanistic approach—were closely related to Montessori principles. This research concludes that integrating the values ​​of Islamic women's education with the Montessori approach can be an important strategy in designing an Islamic education system that is inclusive, spiritual and gender equitable. This article recommends the need to revitalize the role of women in Islamic education as part of an educational system update that is relevant to the challenges of the times.

Language: English

DOI: 10.52166/kata.v11i1.9387

ISSN: 2579-5015, 2355-1356

Abstract/Notes: Objective To review the available evidence on non-pharmacological interventions to improve mood, quality-of-life (QoL)or social interactions in residents of long-term care facilities with dementia. Methods We searched Medline, Emcare, and PsycINFO using keywords: dementia, long-term care, mood, QoL, and social interaction. The search included long-term care residents clinically diagnosed with dementia and the methodological strength was evaluated using predefined criteria and tools. Results The final synthesis included 50 published studies with significant heterogeneity. There was more evidence for green therapy, small-scale living, Snoezelen, Storytelling, group exercise, reminiscence and Montessori activities. However, there was minimal evidence for dementia café, music, recreation time, art activities, staff wearing street-clothes, play activities, humour, traditional food, emotion oriented, simulated presence, computer, wellbeing-enhancing occupation, MultiTANDEM Plus, multisensory, person-centred, animal assisted and Staff Training interventions. Conclusion Multiple non-pharmacological interventions showed promise in enhancing mood, QoL, and social interaction. Future research could explore long-term effects of therapy, increase sample size of patients, and improve generalizability of therapy.

Language: English

DOI: 10.1016/j.gerinurse.2025.03.006

ISSN: 0197-4572

Abstract/Notes: This study examines racial enrollment patterns in Montessori schools across the United States and evaluates how these schools relate to broader patterns of school segregation. Using a national dataset of public and private Montessori and non-Montessori schools, we analyze Montessori programs’ racial composition, demographic alignment with surrounding districts and neighborhoods, and contribution to within-district segregation. We estimate 37 percent of Montessori students are Black or Hispanic, with notable variation across school sectors. Further, we find Black or Hispanic students are underrepresented in many Montessori schools as compared to school district averages. Our multivariate analyses suggest Montessori schools contribute slightly more to within-district segregation than do non-Montessori schools, primarily due to enrollment patterns in private Montessori schools. Though Montessori education emphasizes inclusivity and cultural responsiveness, variation in enrollment patterns suggests access remains uneven across school sectors. This study examines the relationship between school choice, segregation, and the Montessori model, providing a baseline for evaluating current efforts to improve accessibility and inclusivity in Montessori schools nationwide.

Language: English

DOI: 10.17161/jomr.v11i1.23638

ISSN: 2378-3923

Abstract/Notes: This is the third article in an ongoing series, published annually, highlighting a selection of English-language dissertations from the previous calendar year related to Montessori philosophy and education. Twenty-one doctoral dissertations completed and approved during the 2024 calendar year were identified. The authors selected three dissertations to spotlight because they represent research that is novel, timely, and relevant to the current educational landscape.

Language: English

DOI: 10.17161/jomr.v11i1.23736

ISSN: 2378-3923

Abstract/Notes: This paper examines the impact and relevance of the use of case studies as a teaching and learning tool in Montessori leadership programs. Frequently used as learning tools in educational leadership preparation programs, selected case studies were limited to those in Montessori leadership and language. Surveys and interviews with graduate students and program faculty were conducted to understand the relevance of case studies in coursework and to provide implications for further refinement of their use. Results suggest certain elements of case studies can enhance learning theory and serve as springboards to practice. Maria Montessori advocated for reflective practice; therefore, we are extrapolating that case studies may be a powerful and effective connection of scholarly study of theory to classroom practice. However, these benefits may not be well-clarified or highly valued in Montessori leadership coursework. With use of case studies in Montessori leadership coursework, an opportunity exists for faculty to reflect on strategies for using case studies and best practices. Content specific to Montessori settings may further support the usefulness and effectiveness of case studies and their impacts on student learning in Montessori leadership programs.

Language: English

DOI: 10.17161/jomr.v11i1.23043

ISSN: 2378-3923

Abstract/Notes: Autism spectrum disorder (ASD) is a neurodevelopmental condition that impairs social interaction, communication, and appropriate behavior. Out of 1,740 articles initially identified through electronic databases using PRISMA guidelines and the PICOS framework, only 15 met the inclusion criteria for this review. Although the precise etiology of autism remains unclear in most cases, from cohort studies, the heritability as a potential cause is estimated to range between 50% and 80%, taking into account consistent environmental risk factors such as parental age, pollution, and maternal infections during pregnancy. Several autism-related gene mutations have also been identified. Recommended interventions include applied behavior analysis, speech therapy, pharmacological treatment, and emerging techniques such as artificial intelligence, virtual reality, and microbiome-based approaches. Pharmacological agents like Risperidone and Aripiprazole can alleviate specific symptoms but do not target the core features of ASD. Additional evidence-based therapies, including occupational therapy and sensory integration, have demonstrated benefits in enhancing functional outcomes. Montessori education, a sensoryfocused, individualized, and play-based learning approach, aligns well with the individual learning needs of ASD and shows considerable potential in improving communication and social skills in children with ASD. This systematic review underscores geographic disparities and risk factors associated with autism while uniquely assessing Montessori education as a promising intervention, paving the way for further research in low-resource settings.

Language: English

DOI: 10.3389/fpsyt.2025.1604937

ISSN: 1664-0640

Abstract/Notes: A child-centered educational method, the Montessori curriculum places a strong emphasis on independent study, hands-on learning, and respect for a child’s normal psychological development. Its foundation is found in Maria Montessori’s educational philosophy, which integrates different disciplines through a prepared atmosphere that encourages inquiry and learning. The curriculum is developed to support a comprehensive educational experience by meeting the developmental needs of kids ages three to twelve. The present article sets out based on objectives: (1) To explain the various aspects of Montessori Curriculum in early childhood education and (2) To examine the impact of the various aspects of Montessori curriculum in early childhood education. A systematic review from education journals based on Scopus database of the years 2020 to 2024 was conducted, guided by the PRISMA Statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses) review method Using narrative and thematic analysis, eighteen out of twenty-two articles were validated related studies were found. The analysis of the articles that have been carried out found that the teaching approach using the Montessori Curriculum has a lot of impact on early childhood Mathematics and Literacy development which show a high success rate compared to conventional learning methods. Further review of these articles resulted in six main aspects developmental of mathematics which not only focus on the numbers but also pre-number such as colors, measurements and inferences to develop problem solving skills. Emotional management skills highlight how children express their inner needs or emotion. Literacy and cognitive which both domains are interrelated to children’s milestone. Teacher knowledge is essential to guide children and lastly is parental view needed to find out the implication. The findings showed that most teachers are competent in using Montessori teaching methods partly due to their personal expertise and initiative in enrolling for the course after the students indicate significant progress in their education. Moreover, many parents also acknowledge the success of this curriculum on their children who have shown positive progress in most aspects of development domains. In conclusion, early childhood educators should incorporate the Montessori Curriculum since studies have indicated that it has a favorable effect especially on children’s development of their reading and numeracy skills. Inequalities in funding, material distribution, and teacher preparation must be addressed in order to support an inclusive Montessori learning environment.

Language: English

ISSN: 2454-6186

Abstract/Notes: Montessori educators face numerous challenges that can lead to adverse mental health outcomes, such as stress and anxiety. This is due to the considerable effort required not only to educate children but also to maintain classroom discipline and promote activity-based learning. However, these mental health outcomes—particularly stress and anxiety resulting from such challenges—has not been widely studied, especially in the context of Pakistan. Therefore, the objective of this study is to examine the association between mental health outcomes, specifically stress and anxiety, among Montessori educators in Pakistan. To address the gap in existing literature and propose effective strategies and implications, the study adopted a cross-sectional correlational research design to collect data. The sample consisted of 200 Montessori educators from both public and private schools. Participants had a minimum educational qualification of matriculation and were at least 18 years old (Mean = 27.96, SD = 7.10). The study utilized the stress and anxiety subscales of the Depression Anxiety Stress Scale (DASS-21) to measure the mental health outcomes among participants. It was hypothesized that stress and anxiety would be positively and significantly associated with each other. Furthermore, it was expected that stress would significantly and positively predict anxiety. The correlational analysis supported the hypothesis, revealing a significant positive relationship between stress and anxiety. Additionally, stress was found to be a significant predictor of anxiety.

Language: English

DOI: 10.62345/jads.2025.14.2.16

ISSN: 2304-375X

Abstract/Notes: IntroductionEating difficulties significantly impact the nutrition, health, and well-being of people with dementia worldwide. Training strategies, such as Spaced Retrieval and Montessori-based activities, have the potential to enhance the self-eating ability of people with dementia but have not been widely tested. This paper reports the co-design and preliminary testing of the SPREMON (Spaced Retrieval and Montessori-based activities) intervention to enhance mealtime independence and experiences for people with dementia living in nursing homes.MethodsInformed by experience-based co-design methodology, this study used a three-phase approach to intervention development. Three initial sessions were conducted with aged care professionals to develop and refine the intervention. Four pilot sessions were conducted with people with dementia to assess the feasibility and suitability of intervention elements. A final consultation session explored the data and identified barriers and facilitators to successful implementation. While field notes were kept in early sessions, the final session was audio-recorded and transcribed for analysis. Thematic analysis was undertaken with all qualitative data, while observational data are reported using descriptive statistics.FindingsSix aged-care professionals, 3 researchers, and 9 people with dementia participated in the intervention development. The intervention approach was positively appraised for its potential to enhance self-feeding abilities in people with dementia while saving staff time. Participants suggested improvements to the Spaced Retrieval approach by incorporating visual and verbal cues to make it less confrontational. However, challenges regarding the lack of detail and guidance for implementing Montessori-based activities made them difficult to apply without clarification. Additional barriers included staff shortages, engagement difficulties, and scheduling conflicts. Pilot activities highlighted practical considerations for intervention implementation and patient engagement.Discussion and ImplicationsThis study demonstrates that the SPREMON intervention holds significant potential to enhance the self-eating ability of people with dementia living in nursing homes. However, the paper also highlights potential challenges in the implementation.

Language: English

DOI: 10.1177/14713012251340112

ISSN: 1471-3012