Montessorian Roles and the Use of Specific Materials in Traditional Early Childhood Education: A Quantitative Prospective Study
Montessorian Roles and the Use of Specific Materials in Traditional Early Childhood Education: A Quantitative Prospective Study

Author(s): Monica Opriş, Dorin Opriş, Mădălina Bogdan
Subject(s): Social Sciences, Education, Preschool education, School education, Pedagogy
Published by: Editura Eikon
Keywords: Montessori pedagogy; preschool education; teacher role; Montessori teaching materials; traditional educational practices;
Summary/Abstract: The article presents a prospective study aimed at investigating the extent to which preschool teachers working in traditional early childhood education settings in Romania assume roles valued within Montessori pedagogy in their interactions with children, as well as exploring the relationship between the frequency of using Montessori materials and various socio-demographic and professional variables. The study was conducted on a sample of 63 preschool teachers from the Transylvania region, selected through convenience sampling. Data were collected via an online questionnaire and analyzed using SPSS, employing nonparametric tests. The results indicate a significant preference for roles associated with Montessori pedagogy over traditional ones, as well as a moderately high frequency of using Montessori materials in traditional kindergartens. Moreover, a significant negative correlation was found between teaching rank and the use of these materials, highlighting a stronger tendency among beginning teachers. Other variables – such as age, background, level of education, or the type of kindergarten program – did not produce statistically significant differences. The research provides a relevant contribution to understanding how the values of Montessori pedagogy can be integrated into the traditional educational system.

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