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Your topic: A Study into Identifying the Prospects for Montessori Education in Macau
Your topic's description:pls inform those experts that not many people in Macau are aware of Montessori.
Your desired style of citation: Harvard Referencing
Your educational level: Guaranteed 2:2 Standard
Refrencing Style: Harvard Referencing
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Words 14000
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A Study into Identifying the Prospects for Montessori Education in Macau
[Writer Name]
[Institute Name]
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Acknowledgement
I would take this opportunity to thank my professor, family and friends for their assistance and support without which this research would not have been achievable.
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Declaration
I hereby confirm that this study is my individual work and that, to the best of my information and believe it contains no substance earlier written through another author or materials which to an essential quantity has been recognised for the demand of any other position of an educational institution.
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Abstract
Montessori system is supported by an ambitious purpose: To support the child’s development into a complete adult person, comfortable with himself, with his community and with humanity as a whole. While the traditional approach to education, which prevails at present, keeps, concentrated on the transmission of defined blocks of information, the Montessori Method is concentrated on giving assistance to the natural
growth of the children. The Montessori Method was a very important and positive
change from the traditional school, found that the child is not a "small adult”, but has a
number of different psychological characteristics to those of the adult, which is to be
enhanced and developed to free the child. People believe that the method, though it
may raise some reservations, has its full value in the guiding principles and the spirit of
his teaching, because they believe in this great number of aspects that provide a
comprehensive and widely -forming education of children, looking always the autonomy
and freedom to do things, thereby promoting a more natural learning, compared with the
traditional method. Aim of this research is to find out the level of awareness amongst
Macau people on Montessori Education.
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Contents
Acknowledgement ...... 3
Declaration ...... 4
Abstract ...... 5
Chapter One Introduction ...... 10
1.1 Background ...... 10
1.2 Aim ...... 12
1.3 Objective ...... 12
1.4 Research Questions...... 13
1.5 Research Justification ...... 13
1.6 Research structure ...... 15
Chapter 2 Literature Review ...... 17
2.1 Education System in Macau ...... 18
2.2 Macao Montessori Centre ...... 25
2.3 Child Education throughout History ...... 26
2.4 Montessori Method ...... 27
2.5 Analyzing factors affecting Macau people’s choice in early childhood education
provider ...... 32
2.6 Awareness amongst Macau Locals ...... 34 7
2.7 Montessori Vision of Human Development ...... 35
2.8 Montessori Program Features ...... 36
2.8.1 Medium Prepared ...... 36
2.9 The Areas of the Montessori Curriculum ...... 40
2.9.1 Practical life ...... 40
2.9.2 Sensory life ...... 41
2.9.3 Language ...... 41
2.9.4 Mathematics ...... 42
2.9.5 Artistic expression ...... 43
2.9.6 Music ...... 43
2.9.7 Cultural issues: Geography and Science ...... 44
2.9.8 Teacher's Role ...... 44
2.10 Montessori Education Differ from Playful Learning ...... 45
2.11 Views of Teachers, Parents and Pupils ...... 47
2.11.1 How Parents Learnt About Montessori ...... 47
2.12 The Rapid Spread of Montessori's Educational Ideas in Macau ...... 48
2.13 Endorsement of the Montessori System in Macau ...... 49
2.14 World-Wide Interest ...... 49
2.15 Misconceptions about Montessori Education ...... 50
2.16 The Importance of Teaching Materials in Montessori Education ...... 53 8
2.17 Creating customer awareness through marketing mix for promotion of
Montessori education ...... 54
2.18 Starting a New Montessori School in Macau: ...... 57
2.19 How Can Promote Parent Involvement in Montessori Community and School in
Macau? ...... 58
2.20 The "Failure" of the Montessori Method ...... 59
2.21 Selecting a Montessori Centre in Macau ...... 60
Chapter 3 Methodology ...... 62
3.1 Introduction ...... 62
3.2 Sampling Plan ...... 63
3.2.1 Population ...... Error! Bookmark not defined.
3.3 Mixed-Method Data Collection ...... Error! Bookmark not defined.
3.4 Protecting Participants’ Confidentiality and Informed Consent ...... 64
3.5 Data Storage ...... 64
3.6 Reliability and Validity ...... 64
3.7 Quantitative Data Analysis ...... Error! Bookmark not defined.
3.8 Procedure ...... 65
3.9 Variables ...... Error! Bookmark not defined.
3.10 Limitations ...... 65
3.11 Summary ...... 66 9
Chapter 4 Result and Discussion ...... 67
4.1 Purpose of Research ...... 67
4.2 Quantitative Results ...... 70
4.3 Survey Results ...... Error! Bookmark not defined.
4.3.1Central Question ...... Error! Bookmark not defined.
Chapter 5 Conclusions and Future Research ...... 75
5.1 Conclusion ...... 75
5.2 Implications for Future Research ...... 76
References ...... 78
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A Study into Identifying the Prospects for Montessori Education in Macau
Chapter One Introduction
1.1 Background
The period of early childhood (3-6-year-olds) is crucial for learning developing. It is highly associated with the Fundamental Movement phase of motor behaviour. This is a unique and crucial period in which positive attitude and appreciation for a lifetime of participation in regular health-related physical activity is formed. In fact, for children, movement is the essence of their lives. Movement influences and is influenced by all aspects of development, including motor, cognitive and affective domains of children’s behaviours. In Kindergarten education, movement or physical play is the course of all learning. Therefore, motor learning and development through spontaneous physical play or free play, and time-table physical education (P.E.) are essential portions of
Nursery and kindergarten curriculum. Structured P.E. is highly recommended in preschool programs. As a result, planned movement experiences and P.E. are the integral part of total educational program for children with the ultimate aims at learning to move and learning through movement. Education (from age 3 to 6) is an accepted part of the culture of China and Macau. In Macau, children go to a kindergarten which is registered with Macau Education and Youth Department. Preschool P.E., including both structured P.E. and free physical play, (mainly outdoor activities) is a compulsory and well-planned unit in Kindergarten program. However, structured P.E. is only a supplementary and freely-planned physical activity in Kindergarten curriculum of Macau. 11
The Macau government has already constructed six government kindergartens. A pilot
scheme on conducting structured curriculum was started in Macau government
kindergartens in 1995. Nowadays, all teachers of private kindergartens have adopted a
newly devised curriculum in nursery and kindergarten.
At present anyone the importance of early childhood education is questioned as an
educational environment of particular importance because it is the first link and the shaft
backbone of the following educational stages. Despite its importance, the Montessori
Education has taken a long time to be recognized and considered as a fundamental education that goes from the start of our lives into adulthood, marking personal
development (Tatsch, 2011). Providing education to younger children / as is avery
recent achievement worldwide, including many countries that do not quite understand
what it can be done educationally with children / as so small. History shows that great
characters with their research work and commitment to children have had an impact.
According to a newspaper article: for every 18 children there will be 10 spaces in the nursery available in 2014.The waiting time for kids to join is 2 years (parents once know they are conceiving will have to inform the nursery ASAP). The casinos are pushing demand for English-based kindergartens in order to entice the expats’ prolong stay in
Macau for business operation.
Macau's Kindergarten & Nursery
DSEJ - 3 types of kindergartens: 12
• public kindergartens
• private kindergartens (with Govt subsidies)
• private kindergartens (fully private)
An unofficial inquiry regarding Montessori from fellow students:
• They don’t know what it is
• Some heard but have no idea what it is
• Only one student (Ivone, who studied abroad) knew what it is & very supportive
of the Montessori method
1.2 Aim
The aim of this study is to find out:
• The level of awareness amongst Macau people on Montessori Education
• To find the way that could promote the concept of Montessori Education
• To analyse the factors affecting in choosing early childhood education provider
To narrow the scope of the study, this study will focus on private kindergartens only.
1.3 Objective
• Introduce reviewers of this dissertation the current situation of Macau regarding
education 13
• Find out the awareness level of Montessori amongst Macau locals (using
questionnaires)
• How to promote the concept of Montessori method (researching the best means
for promotion via questionnaires, along with Macau’s characteristics – small
places & local TV advertisement is not effective; use print-out ads & social
media)
• Analyze the factors affecting in choosing early childhood education provider.
1.4 Research Questions
1. What is the current situation of Macau regarding education?
2. Hat is the awareness level of Montessori amongst Macau locals?
3. How to promote the concept of Montessori Method?
4. What are the factors affecting in choosing early childhood education provider?
1.5 Research Justification
Play activities in early childhood education is basically free, because when they do play small pleasure, precisely because to respond to the need to have a good time, no other motivation, is an act of freedom. This element away from the everyday, occupies different spatial and temporal parameters of the daily routine duties. In any context, the demand for MontessoriMethodto take external views oneself is another of its features.
This requirement is determined by the conflicts and rules imposed from outside. Both judgment and the understanding and acceptance require considerable progress in the construction of children's thinking. In all this people cannot put aside the motivation , the 14 result of self- pleasure by it and , parallel to this , is the need to discover and experience that appears closely linked to this child activity remains a vital aspect motivation because is the explanation of why actions.
This research is important because it seeks to highlight the importance of Montessori
Methodas a stimulus in the process of development of the child and the girl, just as the need to recreate the world with a new language through early experiences loaded imagination, spontaneous, natural and effective way to acquire more pleasantly learning
(Tatsch, 2011). Moreover, the teacher of this stage as a professional, people need to give the school an environment in the classroom, that is, place the child's reach relevant and entertaining material like:riddles, songs of rounds, simple stories, among others, order to progressively induce processes of reading and writing.
This research aims to provide students career as educators apply the theoretical and practical knowledge acquired in order to strengthen the professional preparation by achieving and demonstrating their capabilities to thereby form, researchers and developers of impossible solutions to multiple problems of the Montessori educational process.
In this sense justified under two aspects: theoretical and methodological. Regarding the first aspect, the constant review of various literatures, the researcher knows and establishes the importance of Montessori education in the educational process of children in early education (Dohrmann, 2007).
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1.6 Research structure
The structure of this dissertation will be organized as follows:
Chapter 1 Introduction
This chapter provides a discussion of the background of the study. The research aim, questions and the research objectives are then stated. After this, the structure of the research is presented.
Chapter 2 Literature Review
This chapter will discuss earlier studies and literatures regarding the subject.
Chapter 3 Research Methodology
This chapter will discuss the development of the methodology of this research study.
Moreover, the operational definitions, data collection methods and sampling for this study will also be discussed. In addition, the statistical techniques and tests will be discussed.
Chapter 4 Results and Discussion 16
This chapter will discuss the normality and descriptive statistics of the data of this research study. After this is the presentation and discussion of the results of the methodology.
Chapter 5 Conclusion
This chapter will discuss the conclusions and recommendations of this research. The research contributions and research limitations of this study will also be discussed.
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Chapter 2 Literature Review
In determining a product’s success, marketing research is important as the product has
yet to be known. One important factor is to provide the necessary information to
customers (Subramanian, 2010) leading to their awareness &satisfaction. For
marketers, it is important to know about the needs, factors & motives of customers that affect their behaviours, which also determines their purchase decision (Andersone,
Gaile-Sarkane, 2012). Moreover, country of origin has a big impact on consumers’ evaluation of the product/service (Kumara, 2010).The marketing mix (Product, Price,
Promotion, Place) has to be carefully considered as it plays an important role in ensuring the short & long run success of a company (Aremu,, Bamiduro, 2012), in
particular Montessoricentres in Macau, as the product/service itself (education) is not
well known in the market.A successful introduction of new products or services into the
market is important for a company for long-term growth. Indeed, the challenging part is
to create marketing programs to maximize the chance of success as managers have to
be able to reliably estimate different levels of a marketing-mix variable would affect
sales (Luan, Sudhir, 2010).
As Mihart put it, “developing effective ways by which consumers’ needs could be
satisfied is one of the main objectives of IMC (Integrated Marketing Communication)”
(Nishida, 2007).As communication nowadays are becoming faster & are able to reach
more people due to technological advancement, its effectiveness lies in consumers’
understanding of the message & for the firm, a desired reaction from the consumers.
Consumers’ decisions are thus affected by the effectiveness of the message being
delivered to them, leading to their desired decisions advantageous to a firm(Mihart, 18
2012). However, a firm, especially with limited resources has to take one factor into consideration - brand origin. Brand origin misclassification could be of two types: adverse misclassification where a brand is mistakenly perceived from a country in which its image is weaker; favourable misclassification is the opposite: the brand is perceived from a country in which its image is stronger than the country of origin (Balabanis,
Diamantopoulos, 2011).
The assumption of this report is that Montessori is not widely known in Macau, a potential customer would hence base his or her perception on the country of origin
(Hartup, 1983). As there are many Montessori accredited bodies around the world, it would be advantageous for a firm to affiliate itself with such bodies, preferably from the
West (UK, USA, Canada, Australia, and New Zealand), as Macau locals “buy’ into the
English-speaking countries.
2.1 Education System in Macau
Since its establishment, the Macao SAR Government has actively promoted thedevelopment of non-tertiary education and tertiary education in Macao (Ma, and
Angeline, 2006). It hascontinued to enhance the 15-year free education scheme, and explored the formulationof a series of policies including the blueprint of education development, andimplementing the administration directions of “Improving Macao through education”and “Strengthening Macao with talents” (Tatsch, 2011).
Since its establishment, the Macao SAR Government has actively promoted the development of education in Macao. It has continued to enhance the 15-year free 19 education scheme, and explored the formulation of a series of policies including the blueprint of education development, and implementing the administration directions of
“Improving Macao through education” and “Strengthening Macao with talents”.
The current education system of Macau
Table of school statistical data (Scholastic year 2012/2013)
Date of reference: 2012-11-26
Number of schools: 78
Number of school sections: 119
Number of school sections of formal education: 107
Number of school sections of recurrent education: 12
Number of school sections of government schools: 18
Number of school sections of private schools in the free 79 education school system:
Number of school sections of private schools not in the 22 free education school system
Number of school sections with Chinese as the medium of 101 instruction:
Number of school sections with Portuguese as the medium 5 of instruction: 20
Number of school sections with English as the medium of 13 instruction:
Most schools are private schools, subsidized by the Macau government
Table of school statistical data (Scholastic year 2012/2013)
Number of schools by school type and education level
Date of reference: 2012-11-26
PRE + PRE + PRI + Type of school PRE PRI SEC PRI + ESP TOTAL PRI SEC SEC
Government Schools 2 0 3 5 0 0 1 11
Private Schools 4 3 5 14 7 31 3 67
Total: 6 3 8 19 7 31 4 78
PRE - Pre-school
PRI - Primary school
SEC - Secondary school
ESP - Schools for special needs
Macao is the first region in Greater China that provides 15 years of free education.Since
the promulgation of the Fundamental Law of Non-tertiary Education in 2006,non-tertiary education in Macao has been classified into two types: formal educationand continuing education. The former mainly includes kindergartens, primaryschooling, secondary 21
schooling, and special education; while the latter includesrecurrent education, family
education, community education and occupational training.Vocational and technical
education, which may be implemented as part of formaleducation or recurrent
education, is only offered at senior secondary school level (Andersone,&Gaile-Sarkane,
2012).
Private kindergartens in Macao can be classified into two types: those following the local education system and those following a non-local education system. Non-profit
private schools that follow the local education system may apply for entry into the free
education network. The Government encourages schools to develop their own
characteristics and style in terms of mission, curriculum and teaching mode according to
their backgrounds. The Government also supports the development of a diversified
school system, to nurture more talent for society.
According to statistics provided by the Education and Youth Affairs Bureau (DSEJ),
there were 78 licensed schools in Macao during the 2012/2013 school year, 11 of which
were public schools, while the remaining 67 were private. Of the schools, 66 offered
formal education only, three offered recurrent education only, and nine offered both
formal and recurrent education.
During the 2012/2013 school year, 71,815 students received non-tertiary education, a
2.2 percent decrease over the 2011/2012 school year.There were 5,590 teachers in non-tertiary education during the 2011/2012 school year, an increaseof 5.8 percent over the 2011/2012 school year. 22
The free education policy was launched in the 2007/2008 school year, covering three years of kindergarten, six years of primary education, three years of junior secondary education and three years of senior secondary education.
2012/2013 Free Education Subsidies and Tuition Fee Subsidies
2012/2013 School Year Subsidy Education Level (patacas)
Kindergarten 600,500 per class Free Education
Subsidies Primary 640,000 per class
Junior Secondary 820,000 per class
Senior Secondary 930,000 per class
2012/2013 School Year Subsidy Education Level per Student (patacas)
Kindergarten 14,000 Tuition Fee
Subsidies Primary 16,000
Junior Secondary 17,000
Senior Secondary 17,000
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The Government further increased its subsidies to students attending private schools
that are not part of the free education network. It raised the subsidies for kindergarten
pupils to 14,000 patacas per head, and for primary school pupils to 16,000patacas per
head; whereas each secondary school student received an increased subsidy of 17,000
patacas. In addition, the Government continued to offer textbook allowances in the
2012/2013 school year to students who are Macao residents receiving formal education
in Macao. Since the expenditure on textbooks is higher for secondary and primary
school pupils, the Government increased the textbook allowances for secondary and
primary school pupils to 1,900 patacas per head, while each kindergarten pupilreceived
an allowance of 1,500 patacas.
Awareness level of Montessori amongst Macau locals
The level of awareness in Macau regarding Montessori Education is very low. The
expected answer is that Macau local people (92.5% Chinese) are not aware of
Montessori Method. In Macau, in order to promote any given business (not just
Montessori education centres), an entrepreneur or business owner must establish a
business so well that the customers are very satisfied with the product / service that
they would help the business to promote using "word-to-mouth"; (print-out advertisements& social media very effective). Macau's population is small & TV commercials just won't work because Macau has only one TV Station – TDM and over
90% of viewership is of Hong Kong content & TDM did not even dare to do viewership
research for fear of closing down. 24
Factors affecting in choosing early childhood education provider
The factors affecting parents are:
Convenience: most Macau locals work at the casino/hotel industry in which majority of them works for 3 shifts: 8am - 5pm (early shift), 12pm-9pm (middle shift), 12am-9am
(late shift); majority of parents (both father & mother) work. What these people expect is
to have an education centre that could cater their needs: to have a full-time education
centre that has classes from morning 10am - 6pm (so that one of the parents who is off
from work can pick up the children). Most of the parents work has said previously & they
have no time to look after their children
Reputation: in Macau, the longer a business has been running, the more reputable it is.
Macau people look for reputable businesses
Cost: The median salary for Macau is MOP11, 300. For upscale Montessori Education
Centre, it could cost MOP10, 000 - 12,000 per month. Another factor is that majority of
nursery schools are subsidised by the government. This factor has to be considered.
The expected answer is to aim for middle-class parents (monthly income MOP16, 000-
26,000) that could afford price range of (MOP3, 000-6,000)
Focus area - There are different requirements for nurseries & kindergarten in which
nursery does not go through Macau Education Bureau but kindergarten does. The
expected answer for this question is: go for the gray area - education centres are
neither nurseries nor kindergarten. Such centres are purpose-specific: e.g. tutorial
centres, centres that provide extra-curriculum activities such as learning music, drawing, 25 languages (English - & this is a hot thing for Macau locals, as their English level is not very high).
TheMacao school system comprises public and private schools, with a free educationnetwork comprising public schools offering formal education, and most subsidized private schools providing free education (Holsinger, 1978).
Private schools in Macao can be classified into two types: those following the localeducation system and those following a non-local education system. Non- profitprivate schools that follow the local education system may apply for entry into thefree education network. The Government encourages schools to develop their owncharacteristics and style in terms of mission, curriculum and teaching mode accordingto their backgrounds. The Government also supports the development of a diversifiedschool system, to nurture more talent for society.
2.2 Macao Montessori Centre
The Montessori Method has been popular in Europe and America for years. The education system advocating self-learning by children was brought to Macao by a local
Mum, enriching early-childhood learning here. The process is not very tortuous, but in many regards inspiring. Macao Montessori Centre was the first agency to introduce the
Montessori Method to Macao. It started operating at the end of 2010. Its founder and
Curriculum Director Rose Ng elaborated on the process of setting up the Centre in an interview with Macao Image. 26
The Montessori Method was developed by the 19th century Italian educator Maria
Montessori. It champions following the natural path of children’s growth and fostering the elements needed for them to study so that children can take the initiative to study in a free and orderly way in a specially cultivated environment. In clean classrooms, children can pick the educational tools they want to learn with and use, while the instructors are beside them to offer guidance. Moreover, children have to put away toys and clean tools themselves so as to instil self-discipline and a sense of order in them.
2.3 Child Education throughout History
Education has its origin in primitive communities, and the point of reference is when man passes from nomadism to sedentary, as hunting and gathering are the main sources of food and survival, and the main elements that influence to leave the erratic character of being human and that it be established at strategic locations to provide food the community (Fisher, 2011). It is in this moment that begins the transmission of knowledge between members of the same community-parents-children, and therefore the first pedagogical ideas.
The complexity of education begins to appear by communication is established through the exchange of goods between different groups diverse locations. On the other hand, it also begins to spring the class divide rudimentary social way mark in later centuries to education. The oldest teaching methods found in the Ancient East (India, China, and
Egypt) as well as in Ancient Greece. The first authors found that worried about the Early 27
Childhood Education and highlighted the importance of the environment in the educational process (Tatsch, 2011).
Plato argued that children are born already endowed with specific skills education can and should be enhanced. His views are still in force today idea of individual differences with the same education. Aristotle, for his hand, proposed methods of observation of child behaviour that were precursor’s researchers apply today (Samantha, & Kang,
2010).
2.4 Montessori Method
It is defined that the real educational process is done by the collective and not the individual who is called educator (Hong, and Xi-Ping, 2009). The Montessori model proposes child waking activity by encouraging and promoting self-education, educator therefore not act directly on the child, but provide means for self-training. The
Montessori Method is based on scientific observations related to the ability of children to absorb knowledge around, and the interest that they had materials that could manipulate.
The fundamental principles of the Montessori pedagogy are based on: autonomy, independence, initiative, the ability to choose, the development of will and self- discipline. Montessori education regarded as a natural process, carried out spontaneously and acquired not by listening to words but by experiences in the environment. 28
The Montessori Method is much more than the use of specialized materials, the educator is the ability to love and respect the child as a person and be sensitive to their needs. The basic principle was that it was holding the child needed encouragement and freedom to learn. Montessori insisted that the dominant role of the teacher had to change it and let the student had a more active and dynamic role in the learning process.
According to Maria Montessori , children absorb as " sponges " all the information they require andneed for action in daily life, learn to speak, write and read in the same way thatdo the crawl, walk, run, etc. , ie , spontaneously.For this, she did not agree with the rigid techniques and often cruel thatused in Europe and based his ideas on respect for the child and their ability to learn, startednot mould the views of children and parents and teachers.The basic principle was that she was holding the child needed encouragement and freedom to learn, tothe teacher had to let students express their tastes , preferences, and morehad to be important, let you make a mistake and try again what he had started.Montessori insisted that the dominant role of the teacher had to change it and let the studenthave a more active and dynamic in the role learning process.Thanks to her was dropped also the typical idea of the kind of dark classrooms without windows,acclimated only with a black board, where students were like statues alignedin their banks and instead began to valorise the importance that had the nice places,large, where small could move smoothly and had items like buckets,colour boxes, etc contributing to stimulate the brain, intellect and communication skillsof child.
Mary conceived children as the hope of mankind, giving them opportunity to learn andfreedom to use from the early years of development, the child would adult withability 29
to cope with the problems of living, including the largest of all, war andpeace.Maria
Montessori’s work was not only to develop a new way of teaching, butdiscover and help
the child reach his potential as a human being through the senses, in aprepared
environment and using scientific observation of a trained teacher.
The Montessori method of education she got from experience, has been successfully
applied toall kinds of children and is very popular in many parts of the world, yet it is
difficult for usunderstand the impact it had on the renewal of teaching methods in the
early twentieth century,since most of his ideas now seem obvious or even too simple, but itstime were radical innovations, which raised great controversy especially
amongmore conservative.
Some factors have influenced not change the Montessori model, these may be, the
parts that make the Montessori curriculum as these were raised to change according to
the perceived needs of a particular group of children, which allows adaptation to
different situations along all the time, for example, says that the practice should reflect
the real world and this allows it to adapt to the changes that emerge over time.This
method, created based on continuous observation space adaptation and elaboration of
specific materials that make abstract knowledge, not only attempts to transfer
knowledge but chooses to live it, place it, create it and apply it, making learning
meaningful and action. This learning to be meaningful to children still run today , it is
noteworthy that most of the strategies used by this method is recommended as it allows
children to manipulate objects and have specific experiences that the kids favours
(Tatsch, 2011). 30
The best schools and education programs for Montessori teachers hold to the empirical
traditions of Maria Montessori, but constantly make small changes and adjustments and
carefully observed the reactions of children.
Maria Montessori’s ideas about the environment, the behaviour and experiences of
teachers continue to produce happy, self-motivated and independent children (Haight,
and Peggy, 1992).
In many respects, some might even say that early childhood education has decades to
reach the Montessori Method.
The main criticism of the Montessori ideology were made by some writers of the time,
for example, Mcvicker Hunt stated that these authors disagreed on five main issues that
were on the differences in the beliefs of the effects of environment, the mutability
intellect, motivation, the role of the senses in learning and development, and focus on
observable behaviour and that could be tested. How educational practice is consistent with the current knowledge we have on the development and learning of children?
People can say that is very consistent , because in reality the Montessori method is what is working today, for there is a study of child development where it allows to meet the needs of children, these are the same as Montessori identified in their studies , for example it is known that children learn through their senses , which is why it is that the child learns to base them in schools, in the Montessori method allows children are handling materials , but in today's schools are also places great importance on material knowing how important it is (Klahr, and Milena, 2004). 31
Montessori considered the steps in the life of a person is consistent in what is now
thought , with the difference that we now know that age does not depend on the
achievements that people have but depends on themselves and rhythm learning to do it
(Hamre, and Robert, 2007).
There are some elements of divergence and overlap identified among Macau preschool
and Montessori proposal. The areas of the curriculum with Montessori takes into
account four basic areas, practical life,sensorial, language and mathematics. Artistic
expression, music and cultural issues (geography and science) are also included.
In Macau practical life is the daily life of the child is also very important because people now know are the experiences they have from their home that allows the child to have knowledge and skills that create what they call background knowledge when children reach to the classroom (Macau Education Bureau, 2012).
In Macau much take into account that children learn through the senses and are working with them as possible, in the Montessori Method this amounts to take into account the sensory life and that is why the materials are made sense in this method.
Language, mathematics, expressive arts, music and cultural issues (geography and science) are also worked in Macau today as people can see this through the training camps that governs program, these are language and communication, mathematical thinking, artistic expression and appreciation, and exploration and knowledge of the world (Guillot, 2011).
Regarding the fields of physical development and health, personal and social development and also works the Montessori Method (Chien, 2010). The first is taken 32
into account as Maria Montessori knew that to get to the written language was crucial
that children develop motor skills, she had specific materials to achieve this. The field of
personal and social development is always worked in Montessori schools as they
interact with the material moves freely and work is done by small teams , this in order
for the child to socialize and get more knowledge with the help of their peers (Kayili, &
Ari, 2011).
Some differences are that Montessori schools are much ignores theatrical expression
and appreciation.This aspect is weak as are not taken from the beginning the importance and little is being incorporated into the programs.
Another difference is that in the Montessori program offers children the opportunity to
study several instruments in Macau schools this is not an opportunity that can offer
everyone.Today it continues to update the Montessori schools and Macau public
schools, both in order to apply new developments to meet the needs and interests of
children (Anon, 2013).
2.5 Analyzing factors affecting Macau people’s choice in early childhood
education provider
Italian Maria Montessori revolutionized the world of early education century. First for
mentally handicapped children, but then for common children, developed a pedagogy
based on full respect for the learner. The right environment, the humble teacher and
scientific material and she summarized the three outdoor essentials of a good
educationalapproach (Balabanis, & Diamantopoulos, 2011). 33
With proper environment people mean regulated environment. For Montessori, theorder
(internal and external) is a basic human need (Honomichl, 2012). It is a calm and reassuring environment in which children "have limitations.”The humble teacher refers to the teacher is not the owner classroom, is not who gives (the dictator), but the administrator guide. The teacher must be an accompanying child ( as the origin of the word " teacher " ) in the active search for the child brings out of the same material as the child finds it necessary for his own development - for example informative . In educational practice, this is a revolution even in this : Every child does in the classroom today what you want today do, alone or in groups , for a short time or for weeks, with satisfied sure that the environment is ready for it and that teachers will there to help when the child asks (Anon, 2013).
The scientific material is the work of Maria Montessori was anacademic genius. Devised and built to specific material used in the child their learning. Mathematics, geography, language, learns through graspable, concrete, appropriate to every age and maturational time material (Byun, Blair, & Pate, 2013). All material is readily accessible to the child, if the child has to use. Before medical science, Montessori, who was medically described what scientist today is commonplace: the so-called “sensitive periods “stages during which humans are innately more sensitive to certain types of stimuli than others. Neuropsychology and psychology development are just beginning to recognize the importance of these periods sensitive to the educational and clinical- therapeutic work. Every teacher should know them and respect them (Balabanis, &
Diamantopoulos, 2011). 34
The neo - Montessori in the First World evolution led to the update some elements of the pedagogy of Maria Montessori (Ervin, Wash, & Mecca, 2010). Not However, there has been no need to amend the philosophical postulates or pedagogical nor many basic concepts referring to concrete work in the classroom.
The mere existence of this type of educational experiences, with results easily verifiable positive over decades of existence, shows that it is not “romantic", “idealistic“or
"impossible" attempts. Rather, the holistic vision of education is the position most healthy so far known about the pedagogical interaction , the more narrows as day to day impasse featuring generations current and future traditional education (Kayili, & Ari,
2011).
2.6 Awareness amongst Macau Locals
What are some of the characteristics of a Montessori classroom that differ from the traditional classroom early childhood? At present, what a visitor can expect to see a
Montessori classroom? The first thing an observer may notice is the mix of ages in the group: the layout of the classroom, with low open shelves that are carefully arranged many materials, including children can choose. Tables and desks are grouped to facilitate individual or group work small. Free floor space allows work on it (Mihart,
2012). Shelf count required to contain Montessori materials required is greater than that usually seen in other educational models, that all classroom walls display shelves, which extend around the room at various points to create entries or focus areas.
Montessori materials were designed to manipulate that employ students individually or 35
in small groups, not as aids to this teacher. For example, children were delivered globes to be handled and explore, instead of placing a large balloon in front for a teacher - cantered instruction (Macau Education Bureau, 2012).
An important criterion for determining that a program is being implemented well the
Montessori method is the activity of the students (Lopata, 2005). During large parts of
their day - school three to four hours a day – the Students must be dedicated to an
individual or small group work chosen for themselves. What can students do in their
activity with Montessori materials handling? In the field of mathematics used to
manipulate objects in order to represent concepts abstract, in geography, students use
maps in the form of puzzles and each continent is a real puzzle. Specific materials such
as sandpaper letters, they support in lessons individual reading and writing (Balabanis,
& Diamantopoulos, 2011).
An attitude is there of cooperation rather than competition to complete the work.
Children in Montessori classrooms in general ask for help from other children, not
considering the teacher as the sole source of information in the classroom.Finally, there
is a strong emphasis on the development of individual responsibility (Anon, 2013).
2.7 Montessori Vision of Human Development
Education as a vehicle to "help the child's life ... helping the mind in its process
development” must begin with the author's own ideas of human development (Povell,
2009). According to Maria Montessori, development occurs linearly or steadily from birth 36 to maturity. Another implication of the inclined plane model is that mental activity in the higher end of the scale (Ervin, Wash, & Mecca, 2010).
The Montessori development paradigm shows a series of interrelated to four triangles he called " constructive rhythm of life ," Each triangle represents a period or up to six years development : from birth to six years of age ( childhood) , from six to 12 years ( children ), 12 to 18 years ( adolescence ) and 18-24 years ( maturity) (Glenberg, and
Michael, 2004). Two of the planes, the first and the third, described as particularly unstable and assets to physical and psychological changes, while the other two are relatively stable periods of reinforcement and integration (Balabanis, & Diamantopoulos,
2011).
Montessori observed that from birth, but climaxing between two and four years of age, an order-sensitive period is indicated. During this, children show an almost ritual interest to put or find things in exactly the same place in their environment (Luan, &Sudhir,
2010).
2.8 Montessori Program Features
2.8.1 Medium Prepared
The learning environment prepared by the Montessori system is both physical and psychological time. Physical mean was planned to be ordered, with the size of the child: aesthetically pleasing and visually harmonious (Lopata, 2005). Planned to encourage the child, the medium is prepared meticulously before children income, but then is 37
constantly refined and adapted to keep pace with the growing needs and interests of a
particular group (Mihart, 2012). The preparation and further refinement of the environment are central tasks of the teacher or the Montessori system. Although the teacher is not the central figure in this type of classroom is far from liability. The teacher encourages the participation of children in the middle, imposing a psychological tone calm and well focused activity authentically responding with warmth and dignity to every child and their needs, and helping have a good rapport between the child and the material (Glenberg, and Michael, 2004). It is outlined six essential elements of
Montessori learning environment:
a) Freedom;
b)Structure and order,
c)Nature of reality and
d) Beauty and an atmosphere that encourages a response positive and spontaneous
life,
e) Montessori learning materials, and
f)The development of a life community
a) Freedom
" Only through freedom and environmental experience is practically possible that
development occurs human "is necessary for the child , including the materials and
experiences that are offered to choose those that are of greatest interest at some point,
the quality of freedom depends on this internal development of focus and self- 38 discipline(Luan, &Sudhir, 2010). According to Montessori, one cannot logically occur without the other; otherwise, there would be chaos. b) The structure and order
"The child , left free to exercise their activities, should find in his surroundings something organized directly related to its internal organization , which is developed according to natural laws the hard word does not apply , the carefully planned teaching materials symmetry to the predictability of the basic rules or limits that govern the conduct of all
(Anon, 2013). c) The existence and nature
The material placed in their hands should be tangibly real quality and representative of the world real. Montessori considered important for young children to be immersed in a world of reality and not fantasy (Chi, 2009). d) The beauty and atmosphere
Learning materials should contain a general sense of harmony (Montessori, 1991). The environment should be clean, attractive and well kept. e) The Montessori teaching materials
For some, the mere presence of these materials in practice distinguishes a learning environment Montessori , however , are not the materials themselves but , rather, the principles of design the elements that make them necessary, but not sufficient , a
Montessori environment begin as relatively simple activities , but they are gaining complexity as the child gains more experience and judgment (Impart, 2012). 39
Isolation of a single difficulty in clearly intended to produce children's learning
experience and focus the child's attention on a key concept (Boerger, 2009). The concept of error control is often misunderstood. Montessori held that the error was an inherent and structural element of all learning. Mistakes are seen as tools essential for cognitive self, since the child's perception about errors stimulates his careful observation and analysis of the experiences of everyday learning (Ganea, 2006).
Montessori designed controls bug (or design cues) in their materials that offered
feedback that children could read and interpret, freeing them from relying on Adult
feedback.
Montessori Teaching materials generally range from the simple to the complex, adding
a degree of difficulty as the child moves to the next experience, the goal being success
and independence, and not the end of a predetermined resume (Gaskins, and Artin,
1992). Montessori materials in general were designed as a scaffold or indirect
preparation for further learning.
f) The development of community life
It is a mistake to believe that the push for independence and individual development
promoted in classrooms (Hirsh-Pasek, 2009). Montessori reveals poor socialization,
what actions are performed for socialization?
Grouping children in three different age groups, covering three years (which is very
common in almost all Montessori environments) helps also to the development of
community life (Mihart, 2012). Children older are encouraged to provide assistance to
smaller and serve as leaders and role models provides long uninterrupted periods to 40
allow children to repeat activities as often as they wish, extend their attention span by
working on one activity and socializing, rest, reflect and take a whole wide range of
possible career options within the daily routine.
2.9 The Areas of the Montessori Curriculum
Four basic areas: practical life (daily life), sensory (material used to one or more of the senses), language and mathematics, also included music, painting in the curriculum, movement and theatre (Lillard, and David, 2004).
2.9.1 Practical life
By participating in practical experiences of daily life, the child begins to develop skills and trends that will support targeted instruction in all other classroom tasks (Clements,
2012). Through their participation in family home based experiences. The activities of practical life invite the child to participate in the surrounding culture versions to offer child - size – of activities that are commonly made at home, thereby allowing a smooth transition from home to the classroom (Mihart, 2012).
Some specific activities include caring for one. Since few practical life activities are standardized, teachers create almost all materials for this part of the curriculum. Several different from one classroom to the other, as each teacher responds to the needs, interests and cultural training of its kind (Anon, 2013).
41
2.9.2 Sensory life
Sensory materials were designed, which originated in the drawings of Mary herself
Sensory materials are a series of exercises in sequence, and aesthetically pleasing design simple in appearance, offered for the child to “catalogue and classify (Mihart,
2012)." prints sensory refine and sharpen the senses and create a sensory basis for further intellectual development. "The preparation and sharpening of the senses has the obvious advantage of widening the field of perception and provide a solid foundation for further intellectual growth.”In series, nice to have visual, muscular - tactile, auditory, and gustatory senses, each of which isolates a specific concept or sensory perception. Each set comes moving from the simple to the complex. These exercises also advance past the immediate and concrete experience of the child to the more abstract concept awareness or quality relevant (Richert, and Erin, 2011).
Using sensorial materials, the child is initially encouraged to follow a pattern of comparison or gradation given by the teacher, but then is asked to experiment with other possibilities discover variations (various provisions of item) and extensions
(discovery of the relationship that keep two different materials or the extent of activity in the environment) (Ervin, Wash, & Mecca, 2010).
2.9.3 Language
There is a material, it is a process. “Language Process as” the language area extends to include much more: the entire learning environment and, indeed, around the world. 42
The curriculum Language becomes a context, not content at a banquet and not on a diet carefully prescribed, and the key of the pantry is the language spoken by the child himself. The development of language in a Montessori classroom is encouraged throughout the environment: the social environment community and the free exchange of children, the exact terminology offered by the teacher in their specific lessons, songs, rhymes and shared conversation during meetings group; selection of quality books that are in the library, in the corner, and materials specific training created to promote language development and reading. In the spoken and written language are corollaries, as a means of self-expression, so that the child learns to write, students must first acquire the motor skills of writing. The development of what Montessori called the mechanics of writing is also achieved by manipulation of wooden letters, individual as well as the outline of forms of sandpaper letters (Ervin, Wash, & Mecca, 2010).
The Montessori Method of familiarizing very young children with alphabetic symbols can give impression of being “forced“earlyreading (DeLoache, 1998). But , on the contrary , their intentions are to familiarize children with the tools of written language in the key period of its sensitivity , so that later, the "explosion " of the child in the written language is experienced as spontaneous and as the product uninspired drudgery , attached to the rules.
2.9.4 Mathematics
Mathematical thinking originates in many seemingly unrelated activities, presented prior experience in the area of the actual math. Montessori believed that the order accuracy 43 and attention to detail as well as the meaning of the sequence promoted by using sensory materials and practical life laid the groundwork for what he called the
“mathematical mind ". The mathematical proper sequence begins as a logical extension of a sensory experience familiar (Ervin, Wash, & Mecca, 2010).
The Montessori math materials are grouped into four categories: a) numbers and quantification from 0 to 10 , b ) linear account ( account systematically increasing ) numbers c) the decimal system (using the classical gold beads to represent the value of your position : Accounts unit 10 bars , 100 tables and 1000 cubes) , and d ) operations
(addition, subtraction , etc.).
2.9.5 Artistic expression
"Along with the emphasis on the development of cognitive skills should be attention to the emotional life child, their inner thoughts and feelings and ways of expression ".
Maria Montessori was a pioneer of aesthetic environmental education and noted the profound effect that aesthetic quality and the overall balance of the environment may have on the development of young children. Proposed an indirect environmental approach to aesthetic education in the early years. A whole vast and rich array of sensory experiences (Richert, 2009).
2.9.6 Music 44
The musical awareness and expression and preparation of the basic elements of music are inherent. Exercises that prepare the ear for distinguishing sounds (Renninger,
1992).
Rhythmic activities (in line with different rhythms movements), listening to classical music and other types, group singing, experimenting with musical instruments and simple musical notation (Lonigan, 2012).
2.9.7 Cultural issues: Geography and Science
A cosmic vision of the systematic interrelatedness is of all living and non- living things.
This philosophical view underlies his approach to life and physical sciences. Considered universal needs of human beings, and the study of the diverse cultures of the land is an approach to how humans interact with nature to meet these needs.
For preschoolers, scientific exploration includes “direct observation (which provides the basis for generating and testing hypotheses informal). The role of the senses in observing direct nature provides the basis for further experimental abstract thought ".
For the young child, this is a direct daily contact with the world naturally, the opportunity to experience, catalogue and start cataloguing natural phenomena; occasion ask what, and how?
2.9.8 Teacher's Role 45
The main roles of the teacher, apart from this central role of keen observer ( or tongue
vernacular today : observer of children ) should carefully prepare and maintain the
environment teaching children face through redirection disordered and attention to the
difficulties perceive them , and present lessons with educational materials to children in
this show interest (Mayer, 2004).
It has often been confused with the Montessori Method a standard set of teaching
materials, many of which were designed by her and bear his name. Regarding the
voluntary participation of the child, the teacher must judiciously second witness term
active child's interaction with the material. The teacher prepared in Montessori should, in fact, specialize in observing the delicate balance between intervention and no intervention in the activity of a child. Error control, planned in the material, intended to help the investigate child successfully. The role of the teacher is to actively intervene and redirect whenever children show rudeness or disruptive, but instead conduct, observe sensitivity.
2.10 Montessori Education Differ from Playful Learning
Four approaches are there in which Montessori system varies from playful education:
The framework of the contents, the restriction on option, the details ofschool actions,
and the shortage of imaginarygame.
Materials Structure 46
Types of materials applied in playful education normally do not have the strengthof
structure that Montessori contents have. These normally comprise four or additional
styles of blocks with asmany as a dozen of every shape. Students apply the blocks to
make from theirobjects an infinite range of farms, castles, railroads, and other designs.
Choice Limits
There are some limits in free play. A student imagining to be a violent dog cannotin fact
bite his playmates without crossing the limit from game to violation. So, education by
game has its limitations. But Montessori system is more restricted.
Activity Description
A third variation between Montessori system and game education relates their semantic
position or how actions are explained. Teachers related in game education label the
children’s actions as game; in Montessori systems,they recognise it as work
(Montessori 1970, 67).
Pretend Play
Despite the structured educational contents, may be the important
comparisonbetweenMontessori system and game education relates their methods to
consider or pretend play. Imaginary has no position in Montessori system,and this 47
attracts different teachers as unusual given the well known view that pretendingsupports
student growth. Furthermore, childrenlove to imagine, and they perform it even in traditions that limit it.
2.11 Views of Teachers, Parents and Pupils
This perspective was gained through exploring how parents learnt about Montessori, how teachers learnt about it and why they became Montessori teachers. Also considered were how parents selected the Montessori centre, the importance of the location, the number of children per class, the teacher-child ratio, the Montessori philosophy, the structured environment and specialised materials, age of entry and their child's completion of the programme. The advantages and disadvantage of attending an alternative early childhood centre were also explored, along with teachers' and parents' perception of how successful Montessori education is for preparing children for state primary schools (Bates, 1980). Former pupils were interviewed to ensure that their voices were also heard in this study.
2.11.1 How Parents Learnt About Montessori
Parents whose children attended the case study centre learnt about Montessori
education in a variety of ways. The majority of parents found out through word-of-mouth by the recommendation of their friends, acquaintances or family. From its early beginnings advertising by satisfied parents seemed to be the best form of publicity. On 48
pupils' enrolment forms there was a space for parents to note how they learnt about the
centre (Aremu,&Bamiduro, 2012). Although very few filled this in, most stated they had
found out from other parents, listing the names of the families whom did the
recommending. This continued to be the major means for communicating the benefits of
Montessori education in the wider community.
According to Smith and Barraclough (1997) parents with more education and material
resources are better able to choose early childhood centres which demonstrate high
standards of quality.
Another factor was that the Montessori early childhood centre took children at age two-
and-a-half.
2.12 The Rapid Spread of Montessori's Educational Ideas in Macau
Press reports of the "new children" in the slums of Rome began to spreadto the rest of country and were picked up by the press in Europe, Great Britain, the United States and
Macau (Krafft, and Laura, 1998). The rise of the printed media ofcommunications during the early 1900s was responsible for the rapid spread ofMontessori's educational ideas on a global scale.
The English speaking world was initially quick to embrace Montessori'smethod of education. Her ideas came at the same time as others in theprogressive movement were seeking change in the education system. In September 1909 The London Journal of Education published a favourable account of Montessori's work, written by Maude J.
May.Her article, 'A New Method of Infant Education ', predates the first mention ofMontessori in print in the United States by a few months (Bateson, 1972). 49
2.13 Endorsement of the Montessori System in Macau
Three years after the first article of her work was published in England,Montessori received a fervent endorsement in an official publication, TheMontessori System of
Education (1912), written by Edmond G. A. Holmes, aformer Chief Inspector of
Elementary Schools. No ordinary inspector, Homesdescribed himself as a “neo-
Froebelian" and had a “profound distaste for theregimentation and routinisation that he saw in the public elementary schools". He was sent by the Board of Education to investigate theRome experiment shortly before his retirement in 1911 (DeLoache,
2000).
Holmes believed that Montessori's system could be applied to children over theage of six or seven. Its principle is applicable to children of allages, and will bear its best fruit in the higher classes of the schools for olderchildren. He did, however, identify some defects inMontessori's system. First he thought that her curriculum was too narrow forthe English education system, as it did not include free drawing, claymodelling, and fairy tales and had limited games. Second, he felt that the methodwould have to be modified if introduced in English infant schools and, in particular, he was concerned
Montessori's dogmatism would make thisdifficult (Aremu,&Bamiduro, 2012).
2.14 World-Wide Interest
The rapid spread of the Montessori movement was recorded in June 1912 in the Time
Educational Supplement (Flynn, 1991). A year earlier the system had been established 50 by law in the public schools of Switzerland. Following thepublication of The Montessori
Method (1912) the Times Educational Supplementreported that interest in the
Montessori system increases every day.Montessori schools were being established in
Paris, New York and Boston, andothers were planned to open in India, China, Mexico,
Korea, Honolulu and Macau.
As interest in Montessori's ideas grew in Macau, conferences were heldwhere educators examined the advantages anddrawbacks of Montessori's system
(Kavanaugh, 2006). The
Montessori Society and the Child Study Society held a joint conference to discuss
Montessori's ideas.Information aboutMontessori started to dominate the educational press (Aremu,&Bamiduro, 2012). The journal Child Study,begun by the Child Study
Society and had until now mainly publishedarticles on a variety of educational innovationsearlier publish several articlesas well as reporting on meetings held. The discussion and debate that followedthese meetings were not totally uncritical of some aspects of Montessori's workand philosophy, with some prominent progressive educators highly critical. This and other indicators demonstrate that Montessori system of education had become what somecontemporaries referred to, a fad in educational circles.
2.15 Misconceptions about Montessori Education
Montessori is only for special children
Montessori schools are religious 51
Montessori is only good for the rich (or poor)
They are too structured (or too free)
The structure can be defined as limitation of elections in control of the child. Many teachers in Montessori classrooms feel that a child should receive a short lesson and demonstration given by the teacher with material before working alone with him, sometimes they give teachers met if the child has received an order given by another child or group of children lesson. Montessori Teachers generally way of hard work to ensure that each child can choose from many activities , introducing new materials and giving independent use as they see fit. Also, especially at the beginning of a new school year, provide materials that do not need presentation, such as Lego blocks and simple puzzles (Aremu,&Bamiduro, 2012).
The question of whether Montessori children can do what they please is easily
answered by simplyobserve any good Montessori classroom. Indeed, children have a
high degree of freedom. But hiselections have limits, as established by the teacher and
for the atmosphere. Children learn inMontessori classroom atmosphere at least as well
as children of other programs.Do people allow children to play? Montessori several very
specific types of fantasies opposed to thechildren less than six years of age, particularly
fantasy directed by the teacher, according to traditionFroebel. Whereas imitation of
characters as "something of littleimportance,” Montessori (1966)favoured instead the
activity in the real world, in your opinion,offer children a sensory basis for developing
their imagination. Although the game has not theatricalbeen particularly focused on the
Montessori classrooms or in teacher education programsMontessori , with the 52 increasing number of child care programs (as opposed to the classroompreschool part time ) , teachers increasingly more often raised the question of howaddress this legitimate need within the Montessori environment (Elkind, 2007).
The fact is that thousands of Montessori schools serving families of middle and upper class, and these families increasingly consider preschool as the first necessary step in the education of a child or even as a requirement to be accepted in the "best" private primary schools (Deci, Richard and Richard, 2001) . In a too many cases, administrators and teachers have buckled under the pressure of parents in the sense of producing Montessori graduates who have a high level of proficiency in reading and mathematics. Many children develop these skills as a result of their own choices in the classroom. And the Montessori materials have had great success allowing children to learn, even if the activity was chosen by the teacher, not the child. But this way of forcing children to take a certain level at a certain age has a marked contrast to the central ideas of Maria Montessori.
Montessori has expired. The idea that a program as old as theMontessori is based should have changed that since the emergence of the Montessori Methodpeople have learned a lot about the field of child development and early childhood education. The most important answer to this is that certain parts of the Montessori curriculum were planned to change according to the perceived needs of a particular group of children.
For example, the area of practical life must reflect the real world, in particular the culture or cultures of children in the classroom. 53
As mentioned, almost all materials and existing activities on the agenda of language, both programs for children three to six years old and in elementary classrooms were developed by Montessori, not own Maria Montessori. Basic materials are still there: the inserts metal, sandpaper letters and movable alphabet, but most of the other materials in this area, especially those made for children and teachers of English speakers had to be created later, and this area continues to grow and develop. The best schools and education programs, Montessori teachers hold to the empirical traditions of Maria
Montessori; constantly make small changes and adjustments and carefully observed the reactions of children.
2.16 The Importance of Teaching Materials in Montessori Education
Maria Montessori developed a specific educational material that is fundamental for the development and implementation of his method axis. It is not just a hobby, not a single source of information, it is more than that, is educational material for teaching. It is designed to capture the curiosity of children, guide through the desire to learn (Bodrova, and Deborah, 2007). To achieve this goal people have to be presented grouped according to their function, according to the innate needs of each student. These educational materials can be used individually or in groups to participate in storytelling, talks, discussions, cooperative work efforts, singing, outdoor play and free play activities. This ensures communication, exchange of ideas, learning the culture, ethics and morality. 54
In general all teaching materials have a degree more or less elaborate of the four values
: functional, experimental, structuring and relationship. Another feature is that almost all equipment is self-correcting, so that no task can be completed without the child incorrectly realize it himself. A task performed incorrectly find gaps or leftover pieces.
The child does things by itself, simple devices, and sees growing things (plants, animals), open mind to science (Humphryes, 1998). The colours, paint, paper of different textures, multiform objects and geometric figures in three-dimensional encourage creative expression.
2.17 Creating customer awareness through marketing mix for promotion of
Montessori education
Montessori system despite being an old system of early education is not accepted as significantly as should have been.This can be evident that developed countries like USA has accepted and implemented this early education system almost after a decade of its development. In the same way, there are many countries that do not utilize this early education system in their education system. We all know that Montessori system is the most effective and useful early education system which fortifies the cognitive as well as physical development of children through a productive learning environment.Therefore, it is necessary to create its customer awareness in those countries that are not using this Montessori system among teachers as well as parents. 55
There is a rapidly emergent and successful technique of marketing which emphasize on creating customer awareness that is marketing mix. Thus, marketing mix can also be implemented to increase the customer awareness for Montessori education.Marketing mix is an effective business strategy that is considered crucial while determining a product or brand awareness.Strategically, marketing mix is based on four Ps. These Ps represent price, product, promotion and place. Although, this particular marketing strategy is more applicable on creating awareness for products or commodities, but we can also implement it on the services provided by companies (Diamond, 2007). Thus, the service in this case is Montessori education. Therefore, Montessori education is considered as product and we have to develop a marketing mix from Montessori education.
It is better to understand the importance of creating customer awareness through marketing mix before developing a marketing mix for Montessori education.There are many companies that have increased their product or service awareness through using marketing mix strategy. A marketing mix strategy focuses on 4 Ps of product or service.
After that the marketing mix enables producer to make use of certain marketing techniques that are suitable for particular product or service.Moreover, using different kind of marketing techniques such as advertising, personal selling, sales promotion and public relations.In order to choose specific marketing technique or techniques the producers have to identify the target market or customers such as in this case the target market will be educationist and parents.
In the same way, creating customer awareness the producers needs to focus on advertising, distribution, consumer support, customer loyalty, trade support and the 56 most recent active web support.Therefore, the marketing mix for creating customer awareness of Montessori education, we need to choose such marketing techniques that accomplish all factors of customer awareness.A marketing mix for Montessori education will has three marketing techniques that are advertising, sales promotion and public relations.
Advertising
Advertising is the most effective marketing technique that increases the familiarity of product or service. Therefore, this marketing technique will help in increasing familiarity of Montessori education system among every individual through electronic and print media.Moreover, the educationist can also develop a goodwill as well as favourable image for Montessori education system in the particular country (Alfieri, 2010). In the same way, using advertising marketing technique the Montessori education system will grab the attentions of more parents that are planning to enrol their children in formal schools.
Sales promotion
Sale promotion is technique of marketing that rely on short term incentives or activities in order to increase the brand awareness of product or service. This marketing technique is also very effective and result oriented.In this marketing activity, the educationist can utilize consumer promotion i.e. giving a school bag gift with brochure detailing about Montessori system. Educationists can also promote Montessori education through conducting seminars, conferences and workshops. 57
Public relations
Public relation is a planned or organized effort to develop customer awareness. This type of marketing technique is relatively new as compare to other two types of techniques. This can be done by maintaining profound relationship with stakeholders and customers. In this case, the stakeholders will be educationists, sociologists, teachers, schools principles or administrators and parents.Hence, by using this technique the Montessori education can be promoted with the help of creating an image in news, organizing special events like fun activities for children and parents, sponsoring education program as well as community activities (Karnes, 1983).
This marketing mix is only a suggested plan for increasing customer awareness for
Montessori education. This can include a lot of more activities like surveys from parents
(Carlson, Marjorie and Gerald, 1998). Moreover, educationist should also focus on training teachers for up to dated Montessori education programs so that the teachers can also spread words for the effectiveness and importance of Montessori education.
2.18 Starting a New Montessori School in Macau:
Promotion Strategy
Meetings
Publicity
Telephone Listing 58
Letterhead
Brochure
2.19 How Can Encourage Parent Participation in Montessori System in Macau?
Morning Gathering – Collect the school society each Friday morning to promise to the earth and sing songs of peace.
Talent Show – This gives the chance to relate further families across Macau.
Thanksgiving Feast – With the support of parents, every class makes a dish.
Throughout the event, people sing songs of Thanksgiving. Classrooms can play songs,
skits, or dances.
Class Quilts –every classroom picks a theme and makes a quilt around this theme
yearly.
Annual Science Fair – ask scientists to join and discuss students about being a
scientist.
Annual Art Show –every student decides 2 of his/her best performance to put on 59
display at the end of the year.
Literacy Night – Teachers and parents take turn reading stories to different age
groups. Some thematic projects are related there to the literature.
Math Night – Parents, children, and teachers collect to perform math-related games.
Movie Night – Eat popcorn and dress in pajamasas observing family movies.
School Potluck – The school comes together and families are motivated to bring local
dishes to their tradition. Children play songs and dances.
Carnival – Parents run a festival with carnival actions. The society is connected through
fire and police departments having demonstrations.
2.20 The "Failure" of the Montessori Method
One of the main reasons for the failure of the Montessori Method wasMontessori's
insistence that her method be delivered in its entirety (O’Donnell, 2008). Theprocess of
adaptation to society was something that she recognised happeningin young children
but not in her own work. Many reasons have been putforward including her position as a
woman asserting her views in the face ofdissent as well as her profession as a doctor 60 and an academic, whichencouraged a confidence that brooked no challenge.
Montessori was acharismatic personality who attracted supporters from around the world butshe was also a solo mother who gave up a promising academic career to pursue her dream and was subsequently required to defend her intellectual property inorder to maintain her independence.
According to Kramer (1988) many Americans did not think it appropriate thatan educational method should be fabricated into a closed system with theleader of the hierarchy having the sole power to determine who coulddisseminate it. To American educators this was unseemly and it was felt thatthe Montessori movement was more suggestive of a church than of what aMontessori school should be (Barsalou, and
Christine, 2003).
According to Goffin and Wilson (2001) another reason for Montessori's rapiddescent was her unwillingness to permit anyone other than herself to trainMontessori teachers and her insistence that her method be embraced as acomplete system. This was the situation in Europe, and was what Montessoriherself expected, and demanded. This effectively blocked the Montessorimovement from gaining entry within the early childhood profession (Cordova, and Mark, 1996).
2.21 Selecting a Montessori Centre in Macau
One problem for many of the case study parents is that they had limitedrelevant information! With only one centre established in the city there were nostandards for comparison. One former teacher, Morris, requested prospectiveparents come and 61 observe the programme before enrolling their child (Amabile, 1986). Duringher time at the centre there was huge pressure on the waitlist as parents couldenrol their child from birth. With limited spaces available she wanted toensure that they had “some understanding and commitment to the Montessoriphilosophy”. As Montessori became more established as an alternative early childhoodprogramme information became more readily available to both parents andteachers (Edwards, 2002). The focuswas on the primary sector with the point being made that evidence is stilllacking whether alternative schools compete effectively with the mainstreamsector.
Generally the perceptions of present and former Montessori teachers, andformer parents regarding the nature and value of Montessori education, andtheir understanding of the Montessori philosophy, appeared to broadlycoincide (Montessori, 1995). Their comments varied between aiding the development ofindependence and concentration to the strengths in early literacy and numeracy. The build-up of concentration in a
Montessori learning environmentis encouraged through repetitive use of the didactic materials and completingeach task before beginning another activity (Montessori,
1995). As noted above, study foundthat one significant factor in determining school performance was whether ornot children were allowed to complete activities in their early childhood centre.This had a considerable impact later on a child's perseverance at schoolactivities.
62
Chapter 3 Methodology
3.1 Introduction
The major aim of this research was to observe the awareness amongst Macau people
on private kindergarten Education. The researcher applied a phenomenological method
to recognising how people practise school option and its consequences– in this matter,
Kindergaretneducation. It is explained a phenomenological research as one that reveals
how individuals practise a phenomenon. For the aims of this research, the phenomenon
was Montessori education and school choice. Researcher has performed survey to
observe the consideration of people’ awareness as well as to confirm the outcomes of
the quantitative data.Individuals were inquired to recognise their motives for deciding preschool and/or elementary school. They were inquired to define the strengths of kindergarten and how they expected their children would support from having attended a system. The researcher also revealed some of the variations between individuals who sent their children to a public rather than a private kindergarten system.
3.2 Research Approach
A descriptive research method was used in this research through the use of respondent’s assessment on the kindergartens, unstructured interview with kindergarten principals, teachers and parents and a questionnaire on the used preschool P.E. curriculum. All the private kindergartens in Macau were participated in this research. To acquire enough data, a self-devised questionnaire was used.
63
3.3 Data Collection
Principals, teachers and parents of the private kindergartens were asked to fill in the questionnaire. To get a comprehensive consideration of the implementation of the applied P.E. curriculum in the kindergartens, unstructured interviews were performed with the private kindergartens’ principals, teachers and parents. Furthermore, respondents’assessment was used in this research through directly assessing plan implementation and physical activities related in the kindergartens.
3.4 Data Analysis
For data analysis in thisresearch, three optional methods were used - Instinct,
Qualitative and Quantitative assessment.
Assessment through instinct was used for the rich data gathered through respondents’ assessment. The data gathered from the interviews was recorded and assessed under different sections as explainedin the questionnaire.
In the last, the data collected from the questionnaire were assessed directly through description. Important approaches used in the assessment of information comprised frequency counts, sums and means.
64
3.5Protecting Participants’ Confidentiality and Informed Consent
Data about this research was provided to every family at the contributing schools.
People who contributed in this research read the informed consent and mailed the completed interviews directly to the researcher. The researcher considered that the
returned interview defined approval to contribute in this research.
3.6Data Storage
Any interview recordings and data were kept on a passwordsecured computer and/or in
a locked filing cabinet (Beilock, and Susan, 2010). The information will be kept through
the researcher for about three years after the research is completed earlier being
destroyed. The researcher transcribed every interview, and just the researcher and her
advisor had access to the interviews and data. Simply aggregated information was
defined in the outcomes.
3.7Reliability and Validity
The researcher explained views and comments regarding this interview with the people
to make sure the validity of the questions asked. Once they confirmed their
permissionof the interview data, the interview was provided to a pilot sample to observe
its reliability.
65
3.8 Procedure
Questionnaires will be given by phone & where applicable, by handing the questionnaires to people at random in order to gather information from Macau locals; the questionnaire will be quantitative in nature. The questionnaire will also help answer the level of awareness of Macau locals regarding the kindergarten & their acceptance level.Along with the questionnaire, secondary data such as official data (e.g. official data of Macau, Hong Kong & China) will be used for analysis & comparison.
The interview was performed through phone and every interview was kept with the
Participant’s approval and later defined through the researcher. The researcher established different questions meant to improve reflection and thinking regarding why the people decide Montessori system. As essentially, the researcher inquired feedback
questions to clear or probe deeper into something the people defined. Every interview
lasted between five and 45 minutes and was performed at the conclusion of data
analysis of the interview.The information from the interview wasapplied to recognise
approaches in the feedbacks from therespondents.
3.9Limitations
Note that there are limitations to the approach in conducting this research, as phone-
calling may be perceived as “sales call”&subjects would likely “hang up”. Also, some
respondents may be reluctant in participating because the call might be called at a time
where the respondent might be engaged in certain activities such as dinnertime, or after
work when the respondent is tired. 66
3.10Summary
The researcher used descriptive, phenomenology approach for this research.
Information gathered can be applied to assist future study and establish educational strategy at a domestic context and beyond. 67
Chapter 4 Result and Discussion
4.1 Purpose of Research
The major aim of this research was to reveal awareness of Montessori education in
Macau. The interview revealed which features of Montessori education appealed to the
individuals and elicited data regarding their decision to register their children in a
Montessori system. The names of people who were focused in contributing in
aninterview with the researcher were gathered on the last page of the survey. Once the quantitative information collection was complete, the researcher communicated the
200people who defined intention. The interview served as a chance to discuss with
people their views of Montessori systems in a more comprehensive approach and
permitted the researcher to make sure the outcomes from the research.
4.2 Result
The integrated outcomes of this research from the questionnaire, unstructured
interviews and assessment were defined in this Table:
A Study on the Preschool P.E. Curriculum in Macau Private Kindergartens
Background Macau
Establishment Year Since 1989
No. of PrivateKgs 3
Dept. Ed.& Youth Dept
Curriculum Centralized Preschool 68
P.E. Curriculum since
1995 for K1 & K3; 1996
for K2
Pupils Macau children of preschool age
Qualification of Teachers Diploma in ECE
No. of Teachers Total : 27
Average : 9
No. of Pupils Average :
K1 : 55
K2 : 38
K3 : 50
Teacher to Pupils Average :
Ratio K1: 1 : 27
K2: 1 : 25
K3: 1 :23
(1 : 25 )
One teacher
Curriculum Macau
Time-table Whole-day
9:00am-11:45am
Lunch & nap 69
2:15pm-3:30pm
Teaching Approach Activity Approach
Thematic Approach
Directed Teaching Method
Implementation Time-tabled
Free play & P.E.
Frequency & Time Daily:30-45 mins
Free Play
Activities Body Movement
Manipulative Exercises
Rhythmic Exercises
Curriculum Meeting Formal Meetings
Yearly plan Yes
P.E. uniform Yes
Evaluation Yes
Facilities& Equipment Macau
Indoor Playground Sufficient data
Outdoor Playground Sufficient data
Large Apparatus See-saws
Slides
Swing 70
Small Apparatus Rubber balls
Bean bags
Small ropes
Hoops
Maintenance & Checking Always
4.3 Discussion
Based on the outcomes, illuminate and sufficient data has been gathered from this research. Itpresents essential implications for the Kindergarten P.E. curriculum reform in
the private kindergartens in Macau. Defined below are the main outcomes and
suggestions: private kindergartens’support and role, P.E. curriculum reform, P.E.
equipment and facilities, P.E. teaching resources, and teachers.
The level of the eagerness to accept constructive recommendations from experts and
educators has a great impact on the provision of quality Montessorieducation. The
suggestions comprise:
* Provision of enough preschool P.E. in-service training plans for early childhood
teachers;
* providing extra expert staff in the kindergarten section for curriculum planning and
kindergarten assessments and inspectorate work;
* Providing additional financial support for running private kindergartens; 71
* Managing national and local workshops and symposiums in kindergartens and nurseries;
* Performing exchange programs for preschool teachers for peer assessments and visits
; And
* encouraging a better perception of private kindergartens which are high quality preschool
Preschool Physical Education Curriculum Reform
Both unstructured and structured P.Eisimportant for children’s well-balanced growth. An urgent demand is there for modification in the existing P.E. curriculum.
Thesesuggestions can be supposed:
* Making a P.E. curriculum reform team to manage with issues on innovation;
* compiling preschool P.E. teaching data, guidelines and syllabus for teachers;
Physical Education Facilities & Equipment
Enough equipment and facilities is one of the important aspects to a productive
Montessori program.
Suggestions can cover thesepoints:
* suggesting a standardized equipment list to kindergartens;
* making ainclusive method in the assessment and maintenance of equipment and facilities;
* Observing indoor games rooms and playgrounds in kindergartens;
* making latest kindergartens which are open and well-equipped with enough 72
Outdoor and indoor playgrounds; and
• giving enough financial support to kindergartens in the purchase of equipment in
Macau
Physical Education Teaching Resources
Since the accessibility of enough teaching resources is so important to teachers in
teaching, enough teaching resources can support the learning and teaching procedure;
and up-dating teachers’ knowledge and skills. Here are some suggestions:
* establishing a interconnected teaching resources centre in kindergartens, which are
the kindergarteninterconnected in network;
* suggesting a preschool teaching resource list covering audio-visual data, references
and periodicals etc. to kindergartens;
* inviting preschool teachers to prepare school-based and localized teaching kids,
teaching aid andmaterials to increase learning and teaching exercise; and
* giving additional funds to kindergartens in the purchase of teaching resources;
To review, the support and role to Montessori education in Macau can be observed as
active and adequate. Preschools require extra resources in expert staff and additional
resources to encourage functional costs. The establishment of a preschool P.E.
curriculum modification team with 73
Complete assistance from kindergarten officials as consultants will be a deciding aspect in curriculum development. With context to kindergarten lessons, frequency and duration must be enhanced in Macau.
Additionally, in Macau private kindergartens are lacking equipment and facilities, considerably large apparatus and outdoor playgrounds. So, people may think the potential actions finally. Moreover, Montessori teaching resources are not enough in private kindergartens. It is mainly suggested that people must implement practical and possible actions. Additionally, safety precautions are not enough in Macau private kindergartens. So, particular suggestions must be considered. In the last, though all
Montessori teachers are diploma holders in ECE, they are motivated to increase their
official performance in knowledge, skills, and approaches through the contribution in
Montessori education.
The formative years of preschool (3-6 ages) are essential since children obtain the essential
Skills, knowledge, attitudes and dispositions that will decide their future education and make the
Foundations for their following growth. Movement has been observed as the major
vehicle for
Educationin Montessori system.So, early childhood teachers must present
developmentally and enough suitable Montessori programs comprising free play and
structured P.E. for children. In
Kindergarten, illuminate and substantial information on the comparison of preschool
P.E. curriculum in Macau have been gathered in this research by different approaches. 74
In this research findings on insufficient Montessori lessons, facilities and equipment; and shortage of enough preschool P.E. teachingresources are line with previous
Wong’s studies (1992; 1993a; 1993b; 1996&1999); despite the weaknesses and strengths revealed in the current Montessori system in Macau, the constructive suggestions can perform as a direction for private kindergartens in carrying outpreschool reform.
75
Chapter 5 Conclusions and Future Research
5.1 Conclusion
This research focused to reveal awareness amongst Macau people on Montessori
Education. Secondary aims of the research included find the approach that could
promote the concept of Montessori Education.Supported by the results of this paper, these conclusions can be established: Parentsplaced the most value on discipline, academics, socialization, interaction with the classroom teacher, and individualized focus from the teacher. Participants from Montessori schools shared same knowledge in the data they had accessible to them as they were establishing the decision to
register their child in the system. The value that people placed on discipline, academics,
socialization, communication with the classroom teacher, and individualized focus from
the teacher were in line with the Montessori system in context of how teaching, learning,
and the classroom condition are established. The people were not inquired whether they were aware of their child’s school possessing any particular aspects or features;
just the value of each. Some parents’feedbacks were stable with the Montessori features. Montessori rated individual education, the student-teacher link, peer relationships, the student-teacher ratio, and the quality of educational programming as considerably important aspects of education. These features are all explaining pieces of the Montessori system, so it was anticipated that the people would rate them as important.
76
5.2 Implications for Future Research
Despite of whether they decide a private or public Montessori system, the people had same approaches they expected their children would support from the Montessori system;definesthat there can be some variation in the general implementation of
Montessori system– that Montessori systems can be effectual. The outcome was
outside the domain of considerable, future study can desire to focus the value of the student-teacher association in Montessori system. Concerns about peer relationships
with Montessori system and low student mobility must observed comprehensively.
Further studies can desire to take a more in-depth observation at the variations between
Montessori systems and whether one sort of school attracts particular styles of
students. To best perform this, it can be essential to locate private and public
Montessori systems either in the similar country or with cities/towns with same
demographic profiles.The development of the Montessori approach can prove to be a
new aspect inpublic education of Macau. This would support people the benefit of a
Montessori education at no cost.
Also in Montessori education, it is found a strong advocate for children's rights, fought
repression with the adult rectum hinders child development through social and family
environment. Finally, Montessori system reminds that an education that respects and
cultivates the inner activity of the child and their learning needs , should not be limited to
school or the teachers, but is also an issue that concerns the entire family and society,
which although within our practices can count on the support of parents , is not always
the case as this is denoted voluntarily , whereas in this system the support of parents is
an obligation that they found very important as if the traditionalist approach work the 77 same way the participation of parents, child development would be most favoured , self, and rescuing the important relationship that should exist between parents and children and what better way to do this by engaging parents in the Montessori classroom.
78
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