Journal of Elementary Education

Volume 28, No. 1, pp. 87-97

Teachers and Parents’ Perceptions about Learning

Abilities and Skills among Children at Montessori Classes

M. Imran Yousuf*, and Muhammad Imran**

__________________________________________________________________

Abstract
Montessori school system has its preference in the market of pre-schooling in Pakistan. The study
was designed to highlight the perceptions of parents and teachers about learning experiences,
internal abilities, behavior and skills produced through Montessori System of Education. The
target population consisted of parents of students and teachers at Montessori classes in Rawalpindi
and Islamabad. Twenty schools were purposively selected and from each school, four teachers and
four parents were invited to participate in survey research voluntarily. Sample of eighty parents
and eighty teachers was available. A self-developed questionnaire was developed to cover the
aspects of learning experiences, internal abilities, behavior and skills among children in
Montessori classes. Items were developed on a five points Likert scale ranging from strongly
agree to strongly disagree. Pilot testing was completed on ten parents and ten teachers selected
conveniently. This study concludes that teachers and parents were satisfied with the students’
learning experiences, understanding new experiences, willingness to try new things and self-
creating process. Whereas parents were uncertain about application of concepts, encouragement
for new experiences, practical life skills, art of respect for others, independent learning, sense of
responsibility, chase for best performance and thinking abilities among students in Montessori
classes.

Keywords: Montessori education, classroom environment, skill development, learning experiences,

internal abilities.

*
Associate Professor (Education), PMAS-Arid Agriculture University, Rawalpindi
**
Assistant Professor, Department of Education, Preston University, Islamabad
Teachers and Parents’ Perceptions about LA and Skills among Children at MC 88

Introduction

Pre-schooling is important and parents are attracted to such systems of education to

generate the skills among them which may help to enable for future education and
successful life. Montessori school system is providing their services in the market. There
are a number of schools in her name and claiming to offer a system of education based on
Montessori Method. The principles of Montessori methods are applied in these institutions
and the environment is a natural process of learning as proposed by Maria Montessori.

Maria Montessori a physician of Italy experienced her early life in a society where
female were not given equal educational opportunities as men. She proved herself a
brilliant student and completed her graduation in medicine at University of Rome (Italy). At
first her focus of research was on mentally retarded children, which kept her shifting the
attention towards welfare of deprived children. She continued her studies in Philosophy,
Anthropology and Psychology with practice as medical doctor. She further initiated a
school for deprived children at San Lorenzo (Rome) in 1906 with limited resources.

Resources were limited but her thoughts were so great. To make her great ideas in
practice, she got economic way of developing furniture, equipments and learning toys with
the help of a carpenter. So an experience of creating an environment for children was there,
where they could reflect discipline, attentive work and joy. The claim of self-creating
process by creating a learning environment in presence of social setting, self creating
equipments were prepared for educating the senses first and then mind. Such activities were
based on shift of sight towards reading and touching towards writing.

John Dewey stressed the need to educate children for life. At this early stage,
growth and development of children remains a major focus for putting such skills which
can grow into good habits and are required for their future potential performance in every
walk of life. All this is preparation for life and a strong base for matured learning (Singh,
1997).

Bloom (1985) highlighted the importance of early years of children for effective
intellectual functioning and considered these early years significant in personality
development. Many social behaviors like sympathy, cooperation, imitation, rivalry,
responsibility, friendliness, social approval, sharing and dependency are targeted for
children in preschool classes.

At these institutions emotional problems of children can be handled properly.

Play is the best way to develop pleasant emotions. Teachers should accept the feeling of
young children by giving weight age to their positive feelings (Kaul, 1995).
Imran & Imran 89

Temperament and play contribute an important role in socio-emotional

development in young children. Temperament of child is decided by parents, school and
other members of the society. Play has been considered an important part of curricula in
Montessori program (Singh, 1997).

Parents and teachers are the most important factors in promoting curiosity in young
children. Parents and teachers should provide new and unusual stimuli to children. Answers
of the children’s question should be given. They should not be given any threaten. Children
should be motivated for making drawings, paintings etc. Every country always needs
creative persons, without creative talents, no country can enjoy their present standard of
living. Curiosity and brain functioning are two important sources of creativity (Jeon, 2017).

Socio-cultural and educational background of the family was found more

important factor which affect language development in young children (Shojaei
& Gholami, 2016). Murlidharan and Banerje (1974) reported that preschool experiences
help in language development. The acquisition of language in Montessori children is a
remarkable phenomenon. Picture reading, creative self expression play an important role
in the development of language as well as creativity in young children.

Quality of education of preschool education depends upon well of student-

teacher interaction. At preschool level good salary of teacher can improve the quality of
interaction between students and teachers (Hua et al., 2017). The teacher should create
democratic and more congeal classroom environment so that children should feel free and
comfortable. More emphasis should be paid on experimentation and learning by doing.
Children with a supportive environment can develop skill in areas in which they show
potential (Wright & Feslar, 1987).

‘Didactic Apparatus’ developed by Montessori was based on scientific

procedures adopted for sensory training for the children. Self care skills were targeted in
this method of teaching learning.

Researches in education have found that creativity can be taught and that creative
teaching makes a difference. Teachers have a better chance of improving creative
potential than intellectual potential. Pellegrini (1984) found that the guided exploration
questioning technique is a more effective facilitator of associative fluency than a free
play treatment.

As per learning at early stage, children differ from adults; they have sensitive
developmental periods for their learning. Being a natural process, education should be
based on self experiences and develop a learning environment through child’s
observation in early days (Bento & Dias, 2017).
Teachers and Parents’ Perceptions about LA and Skills among Children at MC 90

New materials are presented before the child that they can mater it in little steps
easily. The fear of failure is kept away by making confidence level much high among
children in Montessori environment. Activities are so arranged in classroom that they can
learn to take control of their life and mature work habits.

Objectives of the Study

This study was based on the following objectives.

 To study the Montessori Method and its potential at pre-schooling.

 To highlight the perceptions of parents and teachers about learning experiences,
internal abilities, behavior and skills produced through Montessori System of
Education.
 To identify the gaps between claims of teachers and parents’ level of satisfaction
towards Montessori class environment.

Research Methodology

Population and Sampling:

The population of the study consisted of all the teachers and parents of children studying
at Montessori classes. Target population consisted of parents of students and teachers at
Montessori classes in Rawalpindi and Islamabad.

Purposive sampling technique was applied to target a sample of parents and

teachers. Twenty schools were purposively selected where Montessori classes were
arranged. From each school, four teachers and four parents were invited to participate in
survey voluntarily. In this way total sample of eighty parents and eighty teachers was
available for conduct of survey.

Tool of Research

Being survey study, questionnaire was preferred as tool of research. A self developed
questionnaire was developed to cover the aspects of learning experiences, internal
abilities, behavior and skills being matured among children at Montessori classes. Items
were developed on five points Likert scale ranging from strongly agree to strongly
disagree. Single tool was used to get the perceptions of both types of respondents i.e.
parents and teachers.
Imran & Imran 91

Pilot Testing

Pilot testing was done before collecting the data on questionnaire. Pilot testing was done
on small selected sample other than the actual sample of study, ten parents and ten
teachers was selected conveniently for this purpose. Face validity was improved experts
opinions and Chronbach Alpha reliability calculated was 0.86 which shows its high
reliability.

Data Analysis

Findings

Data collected through the questionnaire was analyzed in Terms of percentage and Means
Score. The findings drawn out from the data analysis are given bellow.

Table 1
Parents and Teachers’ Perceptions about Learning Experiences of Children at Montessori Classes
Responses Mean
Statements Respondents
SA A UNC DA SDA Score
Application of concepts are Teachers 28 42 7 3 0 4.2
promoted Parents 11 12 24 21 12 2.9
Trusting new experiences are Teachers 18 45 16 0 1 4.0
encouraged Parents 10 39 10 11 10 3.4
Learning experiences enable the Teachers 30 30 14 6 0 4.1
child to enhance their knowledge Parents 30 34 7 5 4 4.0
The child’s desire to learn is Teachers 10 27 28 14 1 3.4
encouraged Parent s 30 26 16 4 4 3.9
Students feel the teachers as Teachers 25 30 24 1 0 4.0
facilitators Parents 20 29 18 8 5 3.6
Students’ interests are kept Teachers 23 50 6 1 0 4.2
forth Parents 29 20 12 9 10 3.6
Understanding the new Teachers 20 35 24 1 0 3.9
experiments is produced Parents 20 39 8 4 9 3.7

Table 1 reflects the perceptions of parents and teachers about the learning
experiences by the children at Montessori classes. Mean score values show that teachers
accepted that application of concepts was being promoted among children (Mean 4.2),
whereas parents were found uncertain (Mean 2.9) about these phenomena.
Encouragement for new experiences was claimed to be promoted by teachers, whereas
parents showed their uncertain response in this regard (Mean 3.4). Teachers were found
uncertain to declare that child’s desire to learn was encouraged (Mean 3.4) whereas
parents were found satisfied by this aspect. Further it is obvious that both teachers and
Teachers and Parents’ Perceptions about LA and Skills among Children at MC 92

parents were satisfied (Range of mean values within 3.6 to 4.2) with the learning
experiences enabling the children to enhance their knowledge, feeling teachers as
facilitators, understanding new experiences and that students’ interests were kept forth in
classes.

Table 2
Parents and Teachers’ Perceptions about Internal Abilities of Children at Montessori Classes
Responses Mean
Statements Respondents
SA A UNC DA SDA Score
Hidden ability of children are Teachers 29 33 16 1 1 4.1
recognized Parents 20 38 19 1 2 3.9
Self realization of the children is Teachers 20 39 19 1 1 4.0
increased Parents 28 35 12 4 1 4.1
Students feel themselves to be in Teachers 32 33 14 1 0 4.2
conducive environment Parents 26 27 20 6 1 3.9
Sensory refinement takes place Teachers 28 33 16 1 2 4.1
Parents 24 30 15 10 1 3.8
Children learn to generate their Teachers 24 29 22 4 1 3.9
educational environment Parents 11 30 10 21 8 3.2
The feeling of concentration is Teachers 30 37 11 1 1 4.2
produced Parents 12 40 13 10 5 3.6
Self confidence among children is Teachers 26 43 10 1 0 4.2
enhanced Parents 10 20 29 11 10 3.1
Children develop their own Teachers 30 34 11 4 1 4.1
capabilities Parents 20 29 16 10 5 3.6

It is evident from table 2 that within the Montessori environment recognition of

child’s hidden abilities, self realization of the children, conducive educational
environment, sensorial refinement and capabilities were the aspects of internal abilities
equally perceived by parents and teachers in agreed responses (range of mean scores
from 3.6 to 4.2). In contrast to teachers’ perceptions, there were two aspects where
parents were found uncertain about the self confidence among children (mean 3.1) and
that children learn to create their educational environment (mean 3.2).
Imran & Imran 93

Table 3
Parents and Teachers’ Perceptions about Behaviors of Children at Montessori Classes
Responses Mean
Statements Respondents
SA A UNC DA SDA Score
Willingness to try new things Teachers 43 27 8 1 1 4.4
are produced Parents 18 45 14 2 1 4.0
Self creating process of the Teachers 26 38 12 2 2 4.1
child is enhanced Parents 20 37 16 5 2 3.9
Practical life skills are Teachers 20 49 8 2 1 4.1
generated Parents 14 16 33 13 4 3.3
Selection of best choice is Teachers 27 36 12 4 1 4.1
promoted Parents 20 23 21 12 4 3.5
The art of respect for others is Teachers 18 37 20 3 2 3.8
matured Parents 14 18 29 14 5 3.3
Manners are learnt by Teachers 28 40 12 0 0 4.2
children Parents 22 30 19 5 4 3.8
Communication skills are Teachers 20 43 12 3 2 4.0
matured Parents 19 26 19 10 6 3.5
Active involvement of Teachers 23 31 18 5 3 3.8
children is enhanced through
Parents 20 25 20 9 6 3.6
computer skills

Table 3 reflects the responses of parents and teachers towards the behaviors
matured among children in Montessori classes. Mean score of both parents and teachers
have similar level of agreed perceptions that environment of Montessori classes
developed the behavior of children that they were willing to try new things, self creating
process was enhanced, selection of best choice was promoted, manners were being learnt,
communication skills were being matured and active involvement of children was
enhanced through computer skills. There were only two aspects where teachers’ claim
was not vetted by parents, and so parents were found uncertain in their responses to show
that practical life skills were being generated among children and that art of respect for
others was being matured in such classes.
Teachers and Parents’ Perceptions about LA and Skills among Children at MC 94

Table 4
Parents and Teachers Perception about Skills developed among Children at Montessori Classes
Responses Mean
Statements Respondents
SA A UNC DA SDA Score
Child learn through self Teachers 21 36 16 5 2 3.9
correcting exploration Parents 22 33 15 6 4 3.8
Independent learning is matured Teachers 31 34 12 1 2 4.1
Parents 16 19 24 17 4 3.3
Problem solving skills is Teachers 20 43 12 4 1 4.0
produced through Montessori Parents
28 20 22 8 2 3.8
filed of education
Creativity among students is Teachers 16 45 16 1 2 3.9
generated through project Parents
20 24 20 14 2 3.6
assigned
The responsibility to choose their Teachers 26 38 10 5 1 4.0
own direction is promoted Parents
through Montessori style of 14 22 22 17 5 3.3
learning
To chase for best performance is Teachers 18 43 15 2 2 3.9
recognized through Montessori Parents
14 17 24 17 8 3.2
education
Thinking abilities are enhanced Teachers 26 36 14 2 2 4.0
through cognitive development Parents 19 17 23 15 6 3.4

Table 4 reflects the perceptions of parents and teachers about various skills
developed among children at Montessori classes. The mean scores calculated lies in agreed
responses both for parents and teachers for the aspects of child’s learning through self
correcting exploration, producing problem solving skills, generating creativity among
students. Parents were found uncertain in their responses that independent learning was being
matured, developing sense of responsibility to choose own direction, to chase for best
performance and that thinking abilities were enhanced among students at Montessori classes.

Teachers claim to inculcate such aspects among students were reported, whereas
parents’ decline was observed in some cases, in comparative perspectives, parents way of
observation is normally given preference being an external evaluator and so their ratings
can’t be overlooked in this regard.
Imran & Imran 95

Conclusions

On the basis of the findings following conclusions were made:-

 Both teachers and parents were satisfied with the learning experiences enabling
the children to enhance their knowledge, feeling teachers as facilitators,
understanding new experiences and students’ interests were kept forth in classes.
Parents were found uncertain that application of concepts was being promoted
among children. Encouragement for new experiences was claimed to be
promoted by teachers, whereas parents showed their uncertain response in this
regard. Teachers were found uncertain to declare that child’s desire to learn was
encouraged whereas parents were found satisfied by this aspect.
 Recognition of child’s hidden abilities, self realization of the children, creating
an educational environment, sensorial refinement and capabilities were the
aspects of internal abilities equally perceived by parents and teachers within the
Montessori environment. In contrast to teachers’ perceptions, there was one
aspect where parents reported lack of self confidence among children. Parents
want perfection, they want permanent change, and they want to see their children
Mentally, Physically and psychologically fit.
 Both parents and teachers have similar level of perceptions that environment of
Montessori classes developed the behavior of children that they were willing to
try new things, self creating process was enhanced, selection of best choice was
promoted, manners were being learnt, communication skills were being matured
and active involvement of children was enhanced through computer skills. There
were only two aspects where teachers’ claim was not vetted by parents, and so
parents were found uncertain in their responses to show that practical life skills
were being generated among children and that art of respect for others was being
matured in such classes.
 Parents were found uncertain in their responses that independent learning was
being matured, developing sense of responsibility to choose own direction, to
chase for best performance and that thinking abilities were enhanced among
students at Montessori classes.
 Teachers’ claim to inculcate such aspects among students were reported, whereas
parents’ decline was observed in some cases, in comparative perspectives,
parents way of observation is normally given preference being an external
evaluator and so their ratings can’t be overlooked in this regard.
Teachers and Parents’ Perceptions about LA and Skills among Children at MC 96

Discussion

This research includes a brief review of the Montessori Method for educating Pre-school
age children and criticism on teachers and parents’ perceptions about personality and skill
development in Montessori system of Education. While identifying the problems being
faced by teachers and parents in Montessori School system, each issue explores a wide
range of topics, such as retaining kindergarten and elementary students personality, skill
and character development, for daily renewal, prepared environment that foster calmness,
cooperation and cognitive, social and physical development, exploration of ideas such as
new practical life and sensorial Exercises are also included in this research. In good
system of education the child’s developmental needs a carefully prepared environment
which quarantines exposure to materials and experiences. Through this, the child
develops intelligence as well as physical and psychological abilities. It is designed to take
full advantage of the child’s psychological abilities. It is designed to take full advantage
of the child’s desire to learn and their unique ability to develop their own capabilities. In
Montessori system the teacher is supposed to be careful to introduce new materials to the
child in little steps that the child can easily master and may feel learning by him without
any fear of failure. Parents in this study viewed that application of concepts and trusting
new experience among students were not encouraged. Parents argued that student’s
interests are not captured; hidden capabilities and aspect of fore sighting are not produced
in children. Self confidence is the main promises of Montessori Education, whereas
parents’ perceptions reflected lack of self confidence among children. Reason behind this
may be the parents’ desire of perfection for their children. The interaction between
parents and teachers can generate a good relationship between home and institution to
shift Montessori education a great adventure for a child.

Recommendations

In the light of the analysis data and on the basis of findings, following recommendations
are made:

 Parents and teachers are two important stakeholders of any educational system;
the aspects of Montessori classes where both have satisfaction should be admired
through proper recognition to keep the pace smooth and promotion of
cooperative dynamics among two major stakeholders of Montessori environment.

 Practical life skills and art of respect should be arranged for building the situation
professionally.
Imran & Imran 97

 Channels of discussion should be arranged for strengthening the mutual link

between teachers and parents. Parents should be considered for their timely
feedback about handling of children behavior at Montessori classes.

 For developing thinking abilities among children, careful observation of the child
is necessary in order to continually adapt the independent learning environment
so that the child may fulfill his greatest potential physically, cognitively,
emotionally and spiritually.

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