Abstract/Notes: More than 11 countries in the Middle East region offer early childhood programs that have adopted Montessori and Montessori-inspired practices. Through a case study of Saudi Arabia, this chapter explores Montessori as an imported pedagogy brought to Saudi Arabia by expatriate residents in the 1960s and the culturally specific adaptations made for an Islamic educational environment as Montessori has expanded across private early childhood programs in Saudi Arabia since the 1990s. There is considerable variability in Montessori implementation in Saudi Arabian schools, especially given the international cachet of the Montessori method, suggesting challenges to maintaining fidelity and quality as Montessori-inspired kindergarten programs grow in number.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Abstract/Notes: This study explores the role of Montessori pedagogy for early childhood pupils in Saudi Arabian. In order to fulfil this aim, this study collected data from a sample of 12 teachers in different five schools in order to explore their attitudes towards the adoption of Montessori pedagogy in early childhood schools. Two types of data collection methods (i.e. interviews and questionnaire) were used in this study. The numeric data collected from the questionnaire was analysed statistically and the textual data collected from interviews were analysed using thematic analysis. The findings indicate that teachers believe that using Montessori Pedagogy can help students in early childhood as it enhances their learning quality and performance. Furthermore, using Montessori pedagogy is preferable among teachers of younger ages. However, an efficient adoption of Montessori pedagogy requires sufficient experience from the teachers in using this pedagogy. Other factors that influence the attitudes of teachers towards using Montessori pedagogy include availability of specialist support and the existence of training courses for teachers. In regard to limitations, the results of this study cannot be generalized to the whole population due to the small size of sample adopted in this research.

Language: English

Published: Palma, Spain: International Academy of Technology, Education and Development (IATED), 2019

Pages: 5362-5362

DOI: 10.21125/edulearn.2019.1316

ISBN: 978-84-09-12031-4

Abstract/Notes: Montessori English Teaching Model (METM) is a unique way of instruction that uses specifically designed learning settings and approaches to nurture students' intrinsic desire to learn. English achievements for Saudi students have been for long very low. The current study aimed to investigate the real challenges of implementing Montessori English Teaching Model in Saudi Arabian elementary schools. Qualitative method, namely focus group discussion, was used. Four purposive focus groups with different educational positions and experiences were formulated, namely school supervisors (SS), school principals (SP), English teachers (ET), and English curriculum specialists (ES). The major findings of the study were that1) major challenges existed for implementing the METM in Saudi elementary schools, 2) the challenges concentrated on four categories: educational context, work ethics and environment, nature of teachers and students, and social aspects, and 3) agreements on some of the sub-themes fluctuated. Recommendations for further investigations are made for interested and educational personnel.

Language: Arabic

DOI: 10.21608/mjat.2019.101825

ISSN: 2535-213X

Abstract/Notes: Early childhood (EC) is the right period to start emphasizing on teaching young children about diversity, equity and inclusion. The new vision of the Kingdom of Saudi Arabia 2030 target to boost educational system through continuous invest in and teachers' education and professional training focused on integrating multicultural education into the curricula. The current study dealt with two main dimensions: The first dimension revealed the different curricula, teaching strategies, and assessment of children's learning in kindergartens in the public and private sectors. The second dimension focused on investigating how these applied curricula take into account the principles of diversity, equity and inclusion for children from different cultural backgrounds. The current study used the descriptive analytical approach through the application of the questionnaire, which targeted a number of government and private kindergartens in various major cities in the Kingdom. The results revealed the interest of private kindergartens in applying modern and diverse curricula in terms of teaching and assessment strategies and in terms of respect for diversity, equity and inclusion for all children, which meets their different needs. Teachers in private kindergartens expressed their confidence and competence to teach children from different cultures, and that the applied curricula ensure respect for their cultural backgrounds in terms of teaching methods that are free of racism in any form. Continuous professional training and the employment of teachers from different cultures contributed to raising the cultural awareness of children in private kindergartens compared to government ones. The current study recommended decision-makers to update the curricula in government kindergartens in line with the global trend towards integrating children from different cultures and backgrounds in the classroom.

Language: English

ISSN: 0827-3383, 1917-7844

Abstract/Notes: The study aimed to reveal the degree of Availability of early developmental learning standards in Montessori activities. Analysis in light of it, and the study used the descriptive approach in the manner of content analysis for the Activities of the Culture Corner in the light of developmental early learning standards The most prominent finding of the study is that the learning approach criterion came first with a medium degree, with frequencies amounting to (311) with a rate of (36.03%), followed by the Criterion of language development and knowledge in a medium degree, with frequencies amounting to (275) with a rate of (32.09%), While the Criterion of social-emotional development came in the last rank with a medium degree, with frequencies amounting to (277) with a rate of (31.8%), While the history activities came from the corner of Culture ranked first with frequencies amounting to (217) with a Rate of (24.8%), While astronomy activities came last with frequencies amounting to (27) with a Rate of (3%). Kindergarten l In light of the standards of the Kingdom of Saudi Arabia.

Language: Arabic

ISSN: 2805-413X

Abstract/Notes: The purpose of this study was to compare and contrast teacher roles in two early childhood education settings—a U.S. Montessori preschool and a traditional Saudi public preschool—and to examine the philosophical, cultural, and theoretical influences on those roles. Cognitive constructivism, social constructivism, and multi-cultural theories were used as a research framework. Data was collected from the two teacher cases in their respective settings through classroom observations, in-depth interviews, and lesson plan/student assessment documents. The study’s findings showed that the roles of a U.S. Montessori preschool teacher and the roles of a Saudi traditional preschool teacher are generally much the same. Though the contexts and the surrounding national cultures and educational philosophies contrast significantly, the work of an early childhood teacher can be summarized in five categories which were consistent between data contexts: academic instruction, relationship with students and other adults, personal and professional development, behavioral management, and environmental preparation. Complementing this general role similarity between contexts, however, was the contrast in aspects of these roles between the two case teachers: the degrees of their attention to their roles, their efforts to perform these roles with excellence, and their application of their philosophies within their particular preschool settings and national cultures. Internationally, ECE programs need clarity about teachers’ responsibilities and a greater awareness of the cultural and philosophical influences on preschool teachers’ work.

Language: English

Published: Kent, Ohio, 2017

Abstract/Notes: Teaching at pre-school in Saudi Arabia can involve the use of many types of teaching methods, and the Montessori educational system is one approach that can be used. Over time, this method has gained value and popularity due to its promotion of a self-learning strategy. This current study aims to explore the perceptions of Montessori teachers working in Saudi Arabia about their role in supporting a self-learning strategy for pre-school children. The research sample comprised Montessori teachers working at three schools in Saudi Arabia. Data was collected by undertaking qualitative semi-structured interviews and using an unstructured questionnaire. The interviews was piloted in advanced. The findings show that most of the Saudi pre-school teachers who participated are knowledgeable about teaching the Montessori system in the classroom, and have knowledge of applying the self-learning strategy. However, in practice, their role in supporting children to achieve self-learning is affected by various factors, including: the overall ethos of the Saudi education system, the Ministry of Education’s perceptions about teaching pre-school children using the Montessori system, the teacher’s background and their years of experiences working with pre-school children, and the use of individual education plans for each child.

Language: English

ISSN: 2617-9563

Abstract/Notes: This study explored how teachers have adapted the Montessori method in Saudi early childhood classrooms to align with Saudi socio-culture and Islamic practices. The study was framed using the socio-cultural theory. A qualitative multi-case study design was used to collect data from semi-structured interviews and on-site observations for four Saudi early childhood teachers in two Montessori classrooms in Saudi Arabia. The data were thematically analyzed manually and with NVivo software. The study results showed that the teachers encouraged children’s independence and freedom of choice in work time and during the classroom day, but limited their freedom during mini-lessons and circle times to meet religious or cultural expectations. The results also highlighted that the flexibility of the school culture and the Montessori method encouraged the teachers to cooperate in designing lessons and activities for the Saudi Montessori classroom context. The study found that the teachers integrated the Islamic and Saudi socio-cultural practices most in circle time, classroom activities, and the daily classroom routine to teach academic, social, and behavioral practices. The results also highlighted that the Montessori system and school rules encouraged organizing the classroom environment. The socio-cultural theory illuminated how the teachers’ adaptations of Montessori principles and Islamic and Saudi socio-cultural practices were affected by their background, beliefs, and experiences. Implications of the study were discussed and recommendations given for early childhood teachers, the Saudi Ministry of Education, and higher education programs. Further research could focus on comparative analysis between teachers implementing Montessori in Saudi Arabia and in a Western country to highlight the cultural influences on adapting the Montessori approach. Alternate abstract: استكشفت هذه الدراسة كيف قام المعلمون بتكييف طريقة مونتيسوري في فصول الطفولة المبكرة في السعودية لتتماشى مع الثقافة الاجتماعية السعودية والممارسات الإسلامية. كانت الدراسة مؤطرة باستخدام النظرية الاجتماعية والثقافية. تم استخدام تصميم دراسة نوعية متعددة الحالات لجمعبيانات من مقابلات شبه منظمة وملاحظات لأربعة معلمين سعوديين في مرحلة الطفولة المبكرة في فصلين دراسيين منتسوري في المملكة العربية السعوديةتم تحليل البيانات بشكل موضوعي يدويًا وباستخدام برنامجNVivo.أظهرت نتائج الدراسة أن المعلمين شجعوا استقلالية الأطفال وحرية الاختيار في وقت العمل وأثناء اليوم الدراسي ، ولكن. حدوا من حريتهم خلال الدروس المصغرة وأوقات الحلقة لمواكبة التوقعات الدينية أو الثقافية.كما أبرزت النتائج أن ثقافة المدرسة ومنهج مونتيسوري تحلوا بالمرونة والتي شجعت المعلمين على التعاون في تصميم الدروس والأنشطة لفصولهم الدراسية ووجدت الدراسة أن المعلمين قاموا بدمج الممارسات الاجتماعية والثقافية السعودية و الإسلامية بشكل أكبر في وقت الحلقة ، وأنشطة الفصل ، وروتين الفصل الدراسي اليومي.لتدريس الممارسات الأكاديمية والاجتماعية والسلوكية.أبرزت النتائج أيضًا أن نظام مونتيسوري وقواعد المدرسة شجعت على تنظيم بيئة الفصل الدراسيسلطت النظرية الاجتماعية والثقافية الضوء على تكيفات المعلمين مع مبادئ مونتيسوري والممارسات الاجتماعية والثقافية الإسلامية والسعودية وكيفية تأثرها بخلفيتهم .معتقداتهم وخبراتهمتمت مناقشة الآثار المترتبة على الدراسة وتقديم التوصيات.لمعلمي الطفولة المبكرة ، وزارة التربية والتعليم السعودية ، وبرامج التعليم العالييمكن أن تركز الأبحاث الإضافية على التحليل المقارن بين المعلمين الذين يطبقون مونتيسوري في المملكة العربية السعودية ودول غربية لتسليط الضوء على التأثيرات الثقافية على تكييف نهج مونتيسوري.

Language: English

Published: Tampa, Florida, 2022