Literacy in Montessori Schools: Perspectives from Canada, Mexico, and Italy

Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/

Y

12

Montessori Schools; Literacy; Foreign Countries; Early Childhood Teachers; Oral Language; Direct Instruction; Montessori Method

Canada; Mexico; Italy

10.1007/s10643-024-01821-7

1082-3301
1573-1707

This study explored how seven Montessori teachers from across three countries perceive and practice literacy. One-on-one semi-structured interviews were conducted with each participant over the 2022-23 school year. Qualitative analyses, in which interview transcripts were coded using an open-coding technique, revealed three themes about how Montessori teachers from Canada, Mexico, and Italy perceive and practice literacy: 1. Emphasis on oral language; 2. Explicit and systematic instruction; and 3. Literacy-rich environments. Understanding how Montessori teachers perceive and practice literacy can provide insight into the patterns of literacy learning across geographical contexts. In particular, findings from this study highlight the effectiveness of the Montessori approach across diverse settings and how literacy learning in Montessori classrooms can adapt to different cultural contexts and languages.

As Provided

2026

EJ1503798