Peer-reviewed article
Montessori Method in Early Childhood Education: A Systematic Review
Işıl Kıran, Bilal Macun, Yusuf ARGIN, İlkay Ulutaş ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review examined 22 Turkish research articles on the Montessori method in early childhood education published up to April 2020. Most studies used quantitative methods with validated scales, focusing on visual perception and cognitive development. The review found that existing research is result-oriented rather than process-oriented and concentrated on limited areas of child development. The authors recommend broader evaluation of the Montessori approach across all dimensions of child development.
Key points
- 22 articles analyzed: 15 quantitative, 6 qualitative, 1 mixed methods
- Samples included children, teachers, teacher candidates, and families
- 16 of 22 studies used validated scales or tests; 5 used interview forms; 1 used observation
- Research peaked in 2019 (n=7) and 2016 (n=6)
- Studies predominantly focused on visual perception and cognitive development rather than other developmental domains
Limitations
This is a review of Turkish-language research only, so findings may not represent global evidence on Montessori methods. The review does not evaluate the quality of individual studies or synthesize actual outcomes, instead describing the methodological characteristics of the research landscape.
Abstract
The aim of this study was to examine the researches on the Montessori method in the field of early childhood education in Turkey and to analyze the studies conducted until April 2020, without any starting date limitation, according to the study group, the pattern, the year of publication, the data collection tools used, the purposes and the subjects studied. 22 articles were analyzed within the scope of the research. There are 15 articles using quantitative research method, 6 articles using qualitative research method and 1 article using mixed research method in the analyzed studies. The samples of the studies were grouped under four headings as child, teacher, teacher candidate and family. It was observed that 16 out of 22 articles examined in the study used a scale or test whose validity and reliability were made, an interview form in 5 studies and an observation report in one study. Most of the studies conducted as quantitative researches and the used scales have shown that the studies are result-oriented not process-oriented. In the study, it was observed that the studies on the Montessori approach were more in 2019 (n = 7) and 2016 (n = 6) compared to other years. Research results showed that researches focus more on visual perception and cognitive development. Studies can be made on all areas of child development rather than focusing on a few areas, and the Montessori approach applied in Turkey can be evaluated with a general view. It is expected that this research will contribute to the determination of the gaps in the field related to the Montessori method.