Poziom kompetencji fonologicznej u dzieci z przedszkoli tradycyjnych oraz przedszkoli Montessori
Phonological Competence Levels in Children from Traditional and Montessori Preschools

Summary/Abstract: Phonetic sensitivity constitutes a crucial component of general com-petencies that facilitate the effective acquisition of various skills andform the foundation for the development of phonological competencein a given language. As children mature, their ability to accurate-ly discern phonological elements improves notably. Well-developedphonemic awareness enables children to comprehend words anddistinguish syllables and phonemes within phonetic sequences—anessential foundation for acquiring reading and writing skills. Conse-quently, it is worthwhile to examine the development of phonologicalcompetence in children attending Montessori and traditional pre-schools in order to determine whether significant differences emergein the their word analysis and synthesis between the two groups.This study aimed to compare phonological competence in terms ofphoneme and syllable analysis and synthesis between children at-tending traditional preschools and those enrolled in Montessori pre-schools. Irena Styczek’s test was employed to assess auditory wordanalysis and synthesis. The research, conducted among children from three age groups in bothtraditional and Montessori preschools, revealed statistically significantdifferences in five areas: identifying the consonant in the final positionof a word, recognizing the initial consonant-vowel structure, distinguish-ing the final vowel, and performing both phoneme analysis and synthe-sis. The findings demonstrated that children from Montessori preschoolsoutperformed their peers from traditional preschools across all agegroups, highlighting the important role of Montessori developmentalmaterials and targeted exercises play in building phonological compe-tence, particularly in auditory analysis and synthesis.

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