International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

The Functionality of the Montessori Method: Preschool and Primary Greek School Teacher’s Attitudes
Athanasia Siaviki, Eleni Tympa, Vasiliki Karavida, Ioannis Fykaris, Despoina Grammatikou

In educational practice, the principal aim of the teacher is to enhance the all-round development of children and their active participation in the teaching and learning process. According to Montessori, children learn more effectively when they discover knowledge themselves, through self-exploratory learning and experiential approach to knowledge. In the context of the present small-scale research, the functionality of the Montessori Method in pre-school and primary school education was investigated through the distribution of a questionnaire to a sample of teachers in four prefectures of the country. More than half of the teachers are adequately acquainted with the basic principles of the teaching method, while only approximately 1/3 of them applies, to a great extent, methods related to the Montessori one. The majority of teachers considers, to a great extent, that the method is applicable in contemporary educational practice and constitutes a teaching innovation. Finally, they agree that the Montessori teaching method can enhance the students’ learning process.

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