The Effect of Using Montessori Method on Developing Kindergartener's Speaking and Reading skills

University of Sadat City جامعه مدینه السادات
Curriculum and Instruction Dept. کلیه التربیه
Faculty of Education قسم المناهج وطرق التدریس
فاعلیو استخدام طریقو "المنتسىری" فی تحسیه مستىی طلاب ریاض الاطفال فی مهارتی
التحدث والقراءه
The Effect of Using Montessori Method on Developing
Kindergartener's Speaking and Reading skills
بحث مقدم لاستکمال متطلبات الحصول علی درجه الماجستیرفی التربیه
تخصص مناهج وطرق تدریس لغه انجیلزیه
A research Prepared by:
Amany Osama EL-Qattan
Supervised by
Dr. Eman Mohammed Abdel-Haq Dr. Adel Tawfik Ibrahim
Professor of Curriculum and Instruction (EFL) Professor of Curriculum and instruction(EFL)
Dean of Faculty of Education Dean of Faculty of Education
Banhaa University University of Sadat City
2019
Introduction
Language learning opportunities occur naturally when the young
learners work and play with native English speakers. As children also like to
play and have fun, the learning and teaching processes should be suited to
their nature. There is a number of known interesting learning activities
which are based on the arts, games and other oral activities. Thus English
should be taught as a means of communication and researchers should do
their best to help EFL learners to develop their reading and speaking skills.
Ur (2000: 12) declared that "out of all the four skills ,listening,
speaking, reading and writing, speaking seems the most important, people
who speak a language are known as speakers of the language, as if speaking
included all other kinds of knowing a target language" Today, many second
language learners give the speaking skill priority in their learning because if
they master this skill then they will be considered as if they have mastered
all of the other skills.
The importance of speaking is best shown with the integration of the
other language skills. For instance, speaking can help students develop their
vocabulary and grammar and improve their writing skill. Ability to read is
the primary fundamental skill required for children to achieve academic
success. Currently, the expectation is that all children should begin reading
early and be able to read on grade level by third grade (U.S. Department of
Education, 2002)
Another way that speaking and reading are connected is through
decoding .decoding is the process of pulling apart the sounds that each
(1)
letter makes, and then putting them back together to make a word.it is much
easier for a child to sound out a word on the page that they have already
heard in conversation, than a completely new word. There less information
to process since the meaning and the pronunciation of the word are already
known. A child who has heard more words spoken is at an advantage when
learning to read, the skill of reading is special and often difficult to acquire
.the fact that anyone learns how to read is something of a miracle. Learning
to read is different from learning to speak; in the development of human
history, speaking precedes reading by thousands of years
Italian educator and physician Maria Montessori developed an
innovative teaching methodology for children that left an indelible mark on
education curricula throughout the world. Montessori education is a sensorybased
pedagogy that is based on the belief that children learn at their own
pace through manipulation of objects (Lopata, Wallace, & Finn,
2005).According to Montessori, (Montessori, 1967, p.14). the goal of
education is “to be able to find activities that are so intrinsically meaningful
that we want to throw ourselves into them” (Crain : 2004) confirmed this
assertion by noting that “when children find tasks that enable them to
develop their naturally emerging capacities, they become interested in them
and concentrate deeply on them.
In general, there is a need for more research regarding successful
educational methods and pedagogy for this disenfranchised population
because the existing research does not adequately provide educational
planners with the resources or information to develop effective programs
(Williams:2001) examined the impact of the Montessori Method on
(2)
refugee children‟s social, cognitive and motor development using a
difference-in-difference approach .The Montessori method of teaching
aimed the fullest possible development of the whole child, ultimately
preparing him for life‘s many rich experiences. Complemented by her
training in medicine, psychology and anthropology, Dr .Maria Montessori
(1870-1952) developed her philosophy of education based upon actual
observation of children.
Students are assigned their own personal workstations designed with
educational items that correspond to the daily lesson plans and activities.
Students are responsible for setting up the work area, choosing the learning
activity, applying the physical materials, and returning the materials back to
the shelves (Pickering: 2004).Children are always free to move around the
room and are not given deadlines for the various learning tasks. Desks are
arranged into open networks that encourage meaningful group discourse, as
well as independent learning.
Students work together with the teachers to organize time strategically
in order to complete the necessary learning tasks of the day. The amount of
teachers in the classroom varies based on class size, but usually two teachers
are used for sections with thirty or more students, In most settings, children
are grouped in mixed ages and abilities based on three to six-year increments
such as 0-3, 3-6, 6-12, 12-15 and 15-18 (other Montessori schools use only
three year increment settings). Ages are mixed so that older students can
assist and mentor the younger children in the group. Students are grouped
according to common interests and experiences rather than the ability and
skill level (Pickering: 2004).
According to Montessori, from birth to age three the child learns
primarily through the “unconscious absorbent mind.” During education in
(3)
the first three years, Montessori believed that it was necessary for the
parents to develop in the role of unobtrusive educator; there to protect and
guide without infringing on the child‟s right to self-discovery (Crain: 2004).
This early developmental model enabled children to learn their own skills
at their own place. During the ages of three to six the child begins to utilize
the “conscious absorbent mind” which prompts students to participate in
creative problem-solving consisting of wooden and metal objects of various
sizes and shapes, personally designed by Montessori. If a problem becomes
too difficult or overwhelming for the student, the teacher delays the project
for a future day. Children also engage in practical work consisting of
household tasks and personal maintenance.
Context of the problem
In spite of the importance of EFL reading and speaking skills, there are
short comings in teaching theses English language skills in most
kindergartens. To make sure of this problem the researcher conducted a pilot
study on a sample of forty children of second year in kindergarten.
They were selected randomly from Fatma EL-Zahra Language school in
EL-Sadat City .The purpose of piloting the test was to examine the
reliability, the clarity and suitability of its items, to time the test, to
determine the coefficient of ease and difficulty and to ensure item
discrimination. The pilot sample wasn't included in the main experiment as
the program was applied in another school with other kindergarteners.
The results of the pilot study revealed that the children's speaking and
reading skills were very weak. The researcher interviewed some teachers
and inspectors of kindergarteners. They asserted the weaknesses in the
kindergarteners' English curriculum which neglected the development of the
(4)
reading and speaking skills. Consequently, the children have weak reading
and speaking skills. This problem might have been due to the traditional
methods used in teaching the children which were based on repetition and
silent classes and in which the teacher's voice was dominant. This pilot study
consisted of three sections:
The first section: dealt with the kindergarteners' reading skill,An EFL
reading test was used (Appendix D ) to find out their difficulties in EFL
indicated that the majority (83.3%) of the kindergarteners were weak in EFL
reading skills the kindergartener could not:
- Understand how to hold and open a book correctly.-
- Distinguish between print and pictures.
- Turn the pages and track print from left to right and top and
down.
- Discriminate between a letter, word ,space and sentences
- Match voice with print.
- Match one to one correspondence.
- Identify high frequency words
- Differentiate between capital letters and small letters
- Read the alphabet with visual support
- Read his name.
- Connect words with pictures.
- Use strategies such as re -reading and reading for details
- Identify the main idea, compare and retelling.
- Respond to illustration in a book(pointing to pictures
- Retell the story.
(5)
- Identify text features specific to the topic as titles, headings, and
pictures.
- Discuss the characters setting and events.
- Ask and answer questions about what is read.
The second section: dealt with the speaking skills ,An EFL speaking test
was used to (Appendix F) to find out their difficulties in EFL indicated that
the majority (83.3%) of the kindergarteners were weak in EFL reading skills
the kindergartener could not:
- Recognize words begin with the same intimal sound in an literal
phrase or sentences.
- Substitute an intimal sound to create a new words:(change
beginning sound in "mat" to make "bat"
- Pronounce the individual sounds of alphabet. end words into
syllables(e.g pen-cil/penci)
- Identify words with the same beginning consonants sound in a
series of words(fan-fit-fun)
- Use words to describe/name location, size, color, and shape.
- Begin to discriminate between spoken sentences, words, and
syllables.
- Participate in a short conversation.
- Identify words that have the same rhyme.
- Initiate conversations with classmates and teacher -
- Join in with conversations started by others.-
The third section: the third part of the pilot study was about
Montessori Method (Appendix H), was used to detect the Montessori classes
the findings indicated that (76.6%) of the kindergartener responded
positively to the items that indicate some speaking and reading skills
(6)
Statement of the problem
The problem of the study was the weakness of EFL second year
kindergarten in reading and speaking skill .
Questions of the study
The present research was an attempt to answer the following questions:
1. What are the EFL speaking skills suitable for kindergartner?
2. What is the effect of Montessori of Method on developing some of
EFL speaking skills?
3. What are the EFL reading skills suitable for kindergartener?
4. What is the effect of the Montessori Method on developing EFL
reading skills?
Delimitations of the study
The current study is delimited to:
- A sample of kindergarten student at Fatma El-Zahra Language
School
- Some EFL reading and speaking skills
- The first term of the academic year 2018/2019
Instruments and Materials of the study
The present study researcher prepared and used the following tools
and material:
1. An EFL Speaking checklist
2. An EFL pre-post speaking test
3. An EFL Reading checklist
4. An EFL pre-post reading test
(7)
5. Montessori Method(innervation)
6. A teacher's guide
Participants of the study
The participants of the present study were forty students enrolled in
the second year of kindergarten, Fatma EL-Zahra Language School, Sadat
City, Minufiya.
Significance of the study
The present study is significant as it was represented in what it offered
for the following groups:
1. For Kindergarteners
The Montessori method of teaching aims for the fullest possible
development of the whole child, ultimately preparing him for life‘s many
rich experiences. Complemented by her training in medicine, psychology
and anthropology, Dr .Maria Montessori (1870-1952) developed her
philosophy of education based upon actual observation of children pass
through sensitive periods of development early in life Dr, Maria Montessori
described the child‘s mind between the time of birth and six years of age as
the "absorbent mind " It is during this stage that a child has a tremendous
ability to learn and assimilate from the world around him, without conscious
effort, during this time, children are particular receptive to certain external
stimuli. A Montessori teacher recognizes and takes advantage of these
highly perceptive stages through the introduction of materials and activities
which are specially designed to stimulate the intellect .Encourage to focus
her attention on one particular quality, the child works at her own optimum
level –
(8)
in an environment where beauty and orderliness are emphasized and
appreciated. A spontaneous love of "work" is revealed as the child is given
the freedom (within boundaries) to make her own choices. Some children
have more than others learning to read, some children are simply ready to
read later than others .some may be 6 before they are fully capable of
learning to read, this is due to The fact that there are multiple skill necessary
to learn to read and they each have their own developmental timeline which
can vary greatly from one child to another and yet all (fast, medium,
slow)are within normal limits. Some children may have what are known as
specific learning disabilities such as problems with auditory or visual
perception. delayed language development, impairment in working memory
or processing speed. if the child is reading below grade level you should talk
to your school and/or your child ‘s physician about getting a psychoeducational
evaluation to determine if your child has learning disabilities.
Some children may have a condition known as Dyslexia that will require a
comprehensive reading program to provide the necessary support and
instruction.
2. EFL Teachers
The primary role of a Montessori educator is to carefully observe
while creating a cooperative and supportive setting that is well organized
and aesthetically pleasing to the learners. The teacher performs the “overseer
role” by directing the “spontaneous "actions of the students (Ruenzel, 1997).
According to Montessori, "education is not something which the teacher
does, but rather a natural process which develops spontaneously in the
human being” (Weissglass: 1999, p. 45).Montessori teachers introduce
materials with a brief lesson and demonstration and then passively guide the
audience through a period of student-centered inquiry.
(9)
The objective of the instructor is to motivate students, “allowing them to
develop confidence and inner discipline so that there is less and less of a
need to intervene as the child develops” (Edwards, 2002, p. 6). On average,
the most teachers spend less than one hour of the daily class on group
instruction (Lopata, Wallace & Finn, 2005).
The teachers make a link between the environment and the children but
Montessori mentioned that teachers should minimize the interactions
between children and adults during child play [Montessori, 1912/
2003].When the teacher has given the child a lesson about the materials, she
then steps back to allow the child to work independently [Caldweel, Yussen,
and Peterson, 1981; Iasaacs, 2007].The lessons are offered when the child is
ready to be introduced to a new aspect of learning [Standing, 1984, Iasaacs,
2007]. The teacher joins the child once an activity has been completed so
that the teacher can talk about what the child's exploration has resulted in
and discover his approach to solve the problem.
3. EFL Course Designers for kindergartener stage
As for the educational designers, it pays their attention to the
importance of this initial stage in learning and how it effects on their
following steps in education. In addition, the Montessori Method provides
them with rich and valuable materials to promote the ESL/EFL to the
kindergarteners. To clarify, it helps them in building an English curriculum
based on many attractive approaches and materials which are used
collectively and which are designed specifically to accelerate the acquisition
of the SL. It also directs them to the vision that the implementation and
integration of a variety of elements stems from the idea that the children is a
complex and multifaceted being, so the curriculum should respond to their
needs cognitively, effectively and physically.
(11)
Procedures of the study
1. Reviewing literature and previous studies related to reading, speaking
skills and Montessori Method.
2. Preparing a reading and speaking skills checklist required for
kindergarten and submitted it to a jury committee to validate it.
3. .Modifying the checklist according to the opinions of the jury
members and putting it in its final form.
4. Designing pre-post reading tests according to the reading skills
determined by the jury to verify the effect of Montessori Method
submitting them to specialists to verify their content and validity.
5. Modifying the pre-post reading test according to the opinions of the
specialists and putting them in the final forms.
6. Testing the reliability of the pre-post oral skills tests using Cronbach's
Alpha correlation.
7. Designing pre-post speaking tests according to the speaking skills
determined by the jury to verify the effect of Montessori Method
submitting them to specialists to verify their content and validity.
8. Modifying the pre-post speaking test according to the opinions of the
specialists and putting them in the final forms.
9. Testing the reliability of the pre-post speaking tests using Cronbach's
Alpha correlation.
10. Developing the proposed method based on the Montessori Method.
11. Selecting a sample of twenty two kindergarten children randomly,
they will be in one group as an experimental group.
12. Pre-testing both the experimental and the control group.
13. Teaching the proposed method by the researcher on the experimental
group to develop their reading and speaking skills.
(12)
14. Administering the reading and speaking post-test after conducting the
experiment.
15. Analyzing data statistically.
16. Interpreting the results and discussing them.
17. Providing the summary, giving recommendations and suggestions for
further studies.
Terminology
A- EFL Speaking Skill:
Azadi (2015) defined that speaking is one of four basic skills in
learning foreign language besides listening, reading and writing. Normally,
learners in an EFL context do not use the language in authentic
situations.According to Kayi (2006) speaking referred to the gap between
linguistic expertise and teaching methodology. Linguistic expertise concerns
with language structure and language content. Teaching speaking is not like
listening, reading, and writing. It needs habit formation because it is a real
communication and speaking is a productive skill so it needs practicing as
often as possible. Romero (2006) also stated that while adults find it difficult
to achieve the ability to acquire and integrate complex data and cope with
different aspects at the same time, children can do it unconsciously. One
component of speaking that seems to be affected the most by age is
pronunciation. (Kuhl, 2004, p.832) shown that young infants are especially
sensitive to acoustic changes at the phonetic boundaries between categories.
Also, children are especially good at redacting syllable chunks.
B-EFL Reading Skill
According to Anderson (2003:8), reading is the interaction of four
things including the reader, the text, the fluent reading or the ability or read
(13)
at an appropriate rate with adequate comprehension,‖ and strategic reading,
or the ability of the reader to use a variety of reading strategies to
accomplish a purpose for reading. Discovering the best methods and
techniques or processes the learners choose to access, is the goal of research
in reading strategies. In addition, reading is the kind of process in which one
needs to not only understand its direct meaning, but also comprehend its
implied ideas.It involved a great deal of cognitive capacity available for
comprehension (Pressley: 2002). For example, good readers know that
comprehension is most likely to occur from reading activity.
(Pressley: 2002) said that most good readers know how to relate what
is being read to prior knowledge, how to predict what might be coming up in
the text, and summarize what is being read. Reading is a lifelong skill to be
used both at school and throughout life. According to Anderson ,Hiebert,
Scott, & Wilkinson, (1985) reading is a basic life skill. It is a cornerstone
for a child's success in school and throughout life. Without the ability to read
well, opportunities for personal fulfillment and job success inevitably will be
lost despite its importance, reading is one of the most challenging areas in
the education system.
C-The Montessori Method
The Montessori Method was a radical philosophy at the time which
contradicted and challenged many of the existing beliefs about „whole-class
learning‟ the acquisition of knowledge and the development of early human
cognition. Montessori believed that children were not a blank slate and that
the traditional learning methods such as recitation, memorization and
conditioning failed to develop necessary life skills and individual abilities.
Montessori described traditional students as, “butterflies mounted on pins,
(14)
each fastened to their place spreading the useless wings of barren and
meaningless knowledge which they have acquired” (Shute, 2002, p. 71).
According to Montessori, from ages 2-6 children experience a socialization
and, kinesiology need to be identified and strategically applied and
advanced. According to (Montessori:1967, p.14). the goal of education is
“to be able to find activities that are so intrinsically meaningful that we want
to throw ourselves into them,(Crain :2004) confirmed this assertion by
noting that when children find tasks that enable them to develop their
naturally emerging capacities, they become interested in them and
concentrate deeply on them
Recommendations
Based on the findings of the study, and the above mentioned
conclusions, the following recommendations are suggested:
a. Teachers should be aware of the importance of the Montessori
Method in some developing kindergarten's reading skills.
b. Teachers should be aware of the importance of the Montessori
Method in some developing kindergarten's speaking skills.
c. Immediate feedback should be given after each activity to
enhance their student's learning
d. Good training should be given to the teachers and students to
use Montessori Method
(15)
Suggestions for further Research
The following are suggestions for further research:
 The effectiveness of the Montessori Method on developing
writing skills among primary pupils.
 Investigating the effectiveness of the Montessori Method on
developing listening for kindergarteners.
 The importance of the Accelerative Integrated Method on
developing students' attitudes, motivation, anxiety and
confidence in learning EFL
 Using the Accelerative Integrated Method on the Acquisition
of vocabulary or grammar in EFL for beginners.
(16)
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