Muhid, S. J. N. B. A., Rosli, R. I. B., Omar, R. B., & Mohamad, I. (2025). A Scoping Review of the Implication of Montessori Curriculum in Early Childhood Education. International Journal of Research and Innovation in Social Science, 9(3), 2873-2891. https://rsisinternational.org/journals/ijriss/Digital-Library/volume-9-issue-3/2873-2891.pdf

A Scoping Review of the Implication of Montessori Curriculum in Early Childhood Education

The work of Siti Jamaiyah Noorazwa Binti Ahmad Muhid, Ros Izzati Binti Rosli, Romarzila Binti Omar and Izwan Mohamad in this research review identifies Montessori curriculum as a child-centered educational method that supports independent study, hands-on learning and respects the child's typical development. Per the abstract, this article, "sets out based on objectives: (1) To explain the various aspects of Montessori Curriculum in early childhood education and (2) To examine the impact of the various aspects of Montessori curriculum in early childhood education." A systematic review of twenty-two articles from education journals of the years 2020 to 2024 was conducted and analysis, "found that the teaching approach using the Montessori Curriculum has a lot of impact on early childhood Mathematics and Literacy development which show a high success rate compared to conventional learning methods." Details about the aspects of developmental mathematics, emotional management skills as well as literacy and cognition are explored. 

Why did I select this article? This research amplifies, "teacher knowledge is essential to guide children" and "the findings showed that most teachers are competent in using Montessori teaching methods partly due to their personal expertise and initiative." The key role of parents as partners and informed consumers of intentional education that meets their child's needs is addressed. In addition, this article adds nuances to the ongoing conversation about enacting Montessori pedagogy with integrity, specifically in an inclusive learning environment.

Paige M. Bray