Asia Pacific Journal of Advanced Education and Technology

Special Issue, September 2022 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

Montessori Approach to Preschool Education: The Case of Educare Program in

Naga City

Jeovanie D. Tariman Ph.D1, Ma. Verna D. Agrado MAEd2

https://orcid.org/0000-0003-4265-6174
[email protected], [email protected]
Ateneo de Naga University, Ateneo Avenue, Naga City 4400, Camarines Sur, Philippines1,
Hamoraon Elementary School, Minalabac, Camarines Sur, Philippines2

DOI: https://doi.org/10.54476/apjaet/73962

Abstract

The study was conducted to describe the Montessori approach to preschool education in the case of the
Educare program in Naga City. It was geared towards determining the extent of compliance of the
Educare program to the Montessori standards in terms of the prepared environment, methods, outcomes,
and institutional support. Mixed methods were employed to describe and analyze the compliance of the
Educare program with the standards of the Montessori approach. The respondents were the 42 Educare
teachers in Naga City and were determined through Random Sampling. The main instruments used were
the survey questionnaire, observation tool, checklist, and interview guide in data gathering and analyzed
through frequency counting, getting the percentage, and weighted mean. The findings of the study show
that the compliance of the Educare program of Naga City was in a “Standard” of the Montessori
approach in the prepared environment. The observation in methods garnered a rating of “Satisfactorily,”
and the outcomes of Montessori education in sensorial and culture education obtained a “Highest
percentage.” The institutional support mainly affected the performance of the Educare program, and it
was aligned with the Montessori approach. It is recommended that collaboration from all stakeholders
and the school personnel be sustained and strengthened to provide full support by allocating budget funds
to improve the existing Educare program that would encourage the support of the community,
stakeholders, and parents to achieve optimum success not just in terms of academic but building the social
aspect of the learners.

Keywords: Early childhood education, Montessori standards, Educare compliance, Mixed method,
Philippines

Introduction

Early childhood education is an essential foundation for lifelong learning; thus, various approaches
have been introduced to preschool education. However, the Montessori method continued to be popular
and utilized in the country. In Naga City, for instance, this approach has been adopted by the Educare
program for several years to address the need for quality early childhood education.
The word “Montessori” is already a familiar term in education based on empirical studies on
medicine, anthropology, and pedagogy, as introduced by Dr. Montessori, a world-renowned pioneer in
early childhood education (Albarico, n.d.). However, Montessori did not become a household name
overnight and was initially obscured by leading educational and philosophical ideas influenced by well-

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tariman, J.D., Agrado, M.V.D., Montessori Approach to Preschool Education: The Case of Educare Program in Naga City,
pp. 161-171
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known American educators (Justice, 2017). Montessori introduced this method to low-income children
despite children suffering from high deprivation. She continued testing her child-centered educational
theories on the children inside the classroom and focused on teaching the child according to their level of
development (Pickering, 2017). Meanwhile, the late Mayor Jesse M. Robredo implemented a systematic
approach to address the need for quality early education for children from disadvantaged families
(Republic Act No. 6972). Under former mayor John G. Bongat, the city government of Naga pursued and
established an Educare program that operates educational centers for children from three to five years old
using the Montessori method (Executive Order No. 2011-014).
As a result, the 12th Sangguniang Panlungsod of Naga City has approved an ordinance expanding
the Quality Universal Education Empowerment in Naga (QUEEN) Program to Educare or E-QUEEN
Ordinance. With this amendment, children shall be given equal opportunity to be accepted and included
in the Educare program, regardless of their status in life (Ordinance No. 2014-009).
The study then hoped to contribute to the effectiveness of the Educare program as an important
initiative to address the need for quality preschool education by determining how well it functions to
achieve its goals and identifying areas for improvement. The outcome of this study would be beneficial
to the program’s stakeholders, as it would give feedback on the instructional method that makes positive
learning outcomes possible.

Objectives of the Study

This study aimed to describe the Montessori approach to preschool education in the case of the
Educare program in Naga City. Specifically, it sought to fulfill the following specific objectives:
1. Describe the extent of compliance of the Educare program to the Montessori standards in terms of
the prepared environment, methods, and outcomes.
2. Find out if institutional supports affect the performance of the Educare program.
3. Determine the improvement of the Educare program to better align with the Montessori approach.

Methodology

Research Design. The study employed qualitative and quantitative research designs. The qualitative
design was employed to describe the extent of compliance of the Educare program to the Montessori
standards in terms of the prepared environment, methods, outcomes, and institutional supports. The
quantitative design was used in analyzing and calculating the data obtained from the standards of the
Montessori approach.

Respondents of the Study. The respondents were 42 Educare teachers from 76 Educare centers in Naga
City. The teachers were determined through Random Sampling using Slovin Formula with an error
tolerance of five percent (5%). The respondents' selection was also directly proportional to the number of
Educare centers in every barangay. From the 42 Educare teachers, ten were randomly selected for the
interview and ten Educare teachers for observation.

Data Gathering Procedure. The study sought approval by submitting a request letter to the City
Government of Naga. The research instruments were validated by experts in the field, including the
Educare Program Supervisor and selected Private Montessori School teachers. The survey instrument was
adapted from the Montessori Rating Scale Early Childhood Environment (MRS ECE) and used to gather

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tariman, J.D., Agrado, M.V.D., Montessori Approach to Preschool Education: The Case of Educare Program in Naga City,
pp. 161-171
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data for the Montessori-prepared environment. An observation tool was utilized to record the Montessori
methods, and an interview was conducted on the Montessori outcomes and institutional support. Since the
study had human participants, the teachers' names were deleted during data analysis to ensure the
confidentiality and anonymity of their responses.

Statistical Treatment of Data. The study used the percentage to present and compare the data to the
survey results for the different items under the prepared environment and was used to determine the
number of teachers who find the indicators of outcomes evident among the students. A weighted mean
was obtained to describe the quality of services in the prepared environment and was used to determine
the number of characteristics observed by Educare teachers under methods along structural, instructional,
and lesson. The ratings were used for the quality of the Montessori education services and the
characteristics observed in the methods. Correspondingly, the data gathered through the qualitative
method were transcribed and given codes to generate different themes relevant to the inquiry on
institutional support.

Results and Discussion

1. Compliance of the Educare Program with the Montessori Standards in the Prepared
Environment
Table 1
Compliance with the Educare program in the prepared environment along with the different learning areas
Description OM I R
Zoology 1.82 S 1
Language Arts 1.79 S 2.5
Botany 1.79 S 2.5
Sensorial 1.77 S 4.5
Mathematics 1.77 S 4.5
Music and Movement 1.77 S 4.5
Furnishing 1.75 S 7.5
Practical-life 1.75 S 7.5
Geography 1.74 S 9
Interior-space 1.73 S 10
History 1.68 S 11
Over-all Mean (OM) 1.76 S
Interpretation (I) S

Table 1 presents the compliance of the Educare program with the Montessori standards in the
prepared environment along with the different learning areas. The result showed that materials in all
learning areas under the prepared environment were interpreted as “Standard” (S), with the topmost items
of Zoology (1.82), which obtained the highest score, followed by the Language Arts (1.79) as well as
Botany (1.79). However, the top least items were identified as Geography (1.74), Interior-space (1.73),
and History (1.68).
Zoology materials were helpful and observed in the Educare program as they played an essential
role in improving the imagination and creativity of Educare learners. In a Montessori setting, zoology
materials are necessary for the learners to develop a responsibility to care for animals (Hegseth, 2017). It
is the same way for language arts materials which aided the development of phonemic awareness and
sound recognition of the Educare learners. However, other sets of materials were rarely complete and did

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tariman, J.D., Agrado, M.V.D., Montessori Approach to Preschool Education: The Case of Educare Program in Naga City,
pp. 161-171
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not exceed expectations in terms of quality. This finding counters the proposition of Almeda et al. (2010)
that the materials in language arts should be provided because the activities in these materials may develop
other related developmental domains.
Likewise, botany materials are considered tangible objects that will significantly help master and
familiarize the things around them. Most of the materials in botany were provided in the Educare centers
in Naga City. In support of the Montessori principle, there should always be a live plant and animal to
raise awareness of nature in the learning environment (Durakoglu, 2014).
On the other hand, Educare centers in Naga City need geographical materials that adhere to the
Montessori curriculum. These materials are of great help in providing opportunities for Educare learners
to develop their skills in geography.
Moreover, Educare centers have generally complied with the interior-space requirements of a
Montessori school. There are no prescribed shapes for the environment of Montessori, but the size is a
consideration in licensing and organizing children into a group. It maps how the children interact with
other children to navigate comfortably, and some children may find what they consider “safe” (Brown &
Lewis, 2017).
Lastly, the history area was found to have relevant materials but not entirely adequate to achieve the
learning goals in this area. In history, Educare teachers must be creative in presenting the activity in a
class because some centers have a deficiency in the provision of History materials per the standard level
of the Montessori method.
2. Observation from the Structural Aspect of the Montessori Approach under Methods
Table 2
Observation from the Structural aspect of the Montessori approach under Methods
Nine Areas of the Structural Aspect Average Rating
Tables/Chairs 3.8 ≈4
Furniture/Fixture 3.7 ≈4
Children’s Workspace 3
Art/Décor 3.8 ≈4
References 3.7 ≈ 4
Restrooms 3.1 ≈3
Environment 3.8 ≈4
Montessori Materials 3.2 ≈3
Playground 2.4 ≈2
Legend:

5 fully meets the requirements/characteristics

4 meets only 4 out of 5 requirements/characteristics
3 meets only 3 out of 5 requirements/characteristics
2 meets only 2 out of 5 requirements/characteristics
1 meets only 1 out of 5 requirements/characteristics

Table 2 presents the observation from the Structural aspect of the Montessori approach along with
nine areas with corresponding characteristics under Methods. The result showed that areas like
tables/chairs, furniture/fixture, art/decor, references, and environment (4) got the highest rating followed
by children's workspace, restrooms, Montessori materials (3), and playground (2).
It was observed that some of the materials did not meet the standards and were at a low level,
especially on safety measures. Furthermore, Educare centers need improvement in terms of furniture and

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tariman, J.D., Agrado, M.V.D., Montessori Approach to Preschool Education: The Case of Educare Program in Naga City,
pp. 161-171
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fixture, most especially in children's workspace since size and space under interior space affect the
children's movement in the Montessori environment.

3. Observation from the Instructional Aspect of the Montessori Approach under Methods
Table 3
Observation from the Instructional aspect of the Montessori approach under Methods
Seven Areas of the Instructional Aspect Average Rating
Teacher’s Training 1
Knowledge of the Subject Matter 3.6 ≈4
Skills in Handling Class 3.8 ≈4
Demeanor 4.5 ≈5
Language 3.6 ≈4
Neatness 4.1 ≈4
Individual Reports 4.4≈4

Table 3 presents the observation from the Instructional aspect of the Montessori approach along
with seven areas with corresponding characteristics under Methods. The result showed that the area of
Teacher’s Demeanor (5) got the highest rating, followed by Knowledge of Subject Matter, Skills in
Handling Class, Language, Neatness, Individual Reports (4), and Training (1). It was observed that the
Educare program provided only one seminar or training in a year on the Montessori approach under
teacher's training. The objective of the training is to update and refresh the teachers’ skills and knowledge
in line with the new trends in the Montessori curriculum. According to Barbieru (2016), if the teachers
know their role in the Montessori school, not just the program will benefit but also the children enrolled.

4. Observation from the Lesson Aspect of the Montessori Approach under Methods
Table 4
Observation from the Lesson aspect of the Montessori approach under Methods
Three Areas of the Lesson Aspect Average Rating
Teacher-Pupil Interaction 3.7 ≈4
Pupil-Materials Interaction 2.5 ≈3
Pupil-Pupil Interaction 2.9≈3

Table 4 presents the observation from the Lesson aspect of the Montessori approach along with
three areas with corresponding characteristics under Methods. The result showed that the area of Teacher-
Pupil Interaction (4) got the highest rating, followed by the Pupil-Materials Interaction and Pupil-Pupil
Interaction (3).
Teachers have also used the traditional way of teaching. The pupil-material engagement in the
classroom only happened during playtime but not during the lesson since the teachers mostly used the
traditional approach. The findings suggest that pupil-pupil interaction is not very evident since the Educare
teachers follow the Montessori Approach and combine it with the traditional teaching approach depending
on their perceived characteristics and the level of the children.

5. Compliance of the Educare Program with the Montessori Approach in the practical-life
education

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
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Table 5 presents the compliance of the Educare program with the Montessori approach under outcomes
in practical-life education. The result showed that under the practical-life education area, two indicators
(70 percent) got the highest percentage of Montessori outcomes while six (30 percent) got the lowest
percentage of school outcomes.

Table 5
Compliance with the Educare program under Outcomes in the practical-life education
Montessori Outcomes in Practical-Life Education Evident (%)
Voices are quiet/peaceful 60
Speak carefully/calmly 60
Use steps of peaceful resolution 60
Use a respectful tone 60
Use please/thanks to each other 60
Speak next to each other quietly 50
Pour solids/liquids into the container 50
Fold the cloth in different sizes 70
Manipulate dressing frames 70
Polish materials properly 30
Wash hands properly 30
Cut different shapes through scissors 40
Open/close jars 30
Arrange flowers beautifully 30
Lock/unlock different boxes 50
Weave a sewing sequence 30
Manipulate simple carpentry tools 30
Water plants/feed animals properly 60
Maintain a room appropriate to age 60
Read/write three-letter simple words 60
Average 47%

It implies that even though the practical-life materials attained the Montessori standard, the materials'
availability still affects the children's outcomes. If some of the materials are not present in the
environment, children may encounter difficulty learning practical-life skills; thus, the learner’s outcomes
will be affected (Bhatia, 2015).

6. Compliance of the Educare Program with the Montessori Approach in sensorial education
Table 6
Compliance with the Educare program under Outcomes in sensorial education
Montessori Outcomes in Sensorial Education Evident (%)
Follow directions cooperatively 70
Respond to signals 60
Identify objects-sense of sight 70
Identify smell-sense of smell 70
Identify objects-sense of hearing 70
Identify objects-sense of touch 70
Identify the taste of food-sense of taste 70
Open/close the door quietly 30
Classify sensory experiences 70
Express feelings 70
Average 63%

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
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Table 6 presents the compliance of the Educare program with the Montessori approach under outcomes
in sensorial education. The result showed that under the sensorial education area, eight indicators (70
percent) obtained the highest percentage of Montessori outcomes, while one indicator (30 percent)
obtained the lowest percentage of school outcomes.
It implies that children can achieve the highest learning performance when exposed to materials
designed for sensory activities. The Educare program provided much of the materials to each center in
Naga City that the learners can use for sensory activities. Higher performance, greater development, and
sensorial activity are evident in the Educare centers.

7. Compliance of the Educare Program with the Montessori Approach in language education
Table 7
Compliance of the Educare program under Outcomes in language education
Montessori Outcomes in Language Education Evident (%)
Sound the letters of the alphabet 70
Identify small/big letters 70
Compose simple words 60
Identify different objects 70
Read the work of others 30
Communicate using language/feelings 70
Identify consonant/vowel sounds 70
Read simple short stories 30
Identify simple grammar 40
Understand words/objects 40
Average 52%

Table 7 presents the compliance of the Educare program with the Montessori approach under
outcomes in language education. The result showed that five indicators (70 percent) obtained the highest
percentage of Montessori outcomes under the language education area. In comparison, two indicators (30
percent) obtained the lowest percentage of student outcomes.
It implies that among the developments listed in language education, students have difficulty reading
simple short stories. This finding supports Javier's (2012) study that the cause of students’ poor reading
comprehension is the lack of context knowledge in the structural usage of the language. Likewise,
teachers' lack of reading instructional materials hindered practical teaching communication skills
(Albesher, 2012).

8. Compliance of the Educare Program with the Montessori Approach in mathematics education
Table 8
Compliance of the Educare program under Outcomes in mathematics education
Montessori Outcomes in Mathematics Education Evident (%)
Recognize 1-100 70
Count 1-10-50-100 70
Know the number sequence 70
Add one-digit number 60
Divide one-digit number 30
Multiply one-digit number 30
Subtract one-digit number 30
Identify more than/less than/equal sign 70
Average 50%

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
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Table 8 presents the compliance of the Educare program with the Montessori approach under
outcomes in mathematics education. The result showed that four indicators (70 percent) got the highest
percentage observed in students' performance in the mathematics education area. However, three
indicators (30 percent) got the lowest percentage in students’ outcomes.
It implies that the learners have gained knowledge and skills from the basic mathematics concepts
but need to focus more on other learning competencies expected in the Montessori curriculum, which go
beyond recognizing the number concepts. Furthermore, the availability of materials in mathematics affects
how the learners understand and apply mathematical equations (Atli et al., 2016).

9. Compliance of the Educare Program with the Montessori Approach in culture education
Table 9
Compliance of the Educare program under Outcomes in culture education
Montessori Outcomes in Culture Education Evident (%)
Sing/memorize songs 50
Read stories 70
Identify colors 70
Color/draw accurately 60
Know the different weather 70
Name living/non-living things 70
Name plants/animals 70
Identify the things living in the air/land/water 70
Identify the parts of our flag 40
Identify places in the country 60
Know the days of the week 70
Name months in a year 70
Average 63%

Table 9 presents the compliance of the Educare program with the Montessori approach under
outcomes in culture education. The result showed that under the culture education area, eight indicators
(70 percent) obtained the highest percentage, while one indicator (40 percent) obtained the lowest
percentage.
It implies that cultural education has the most substantial evidence of achievement in the different
learning areas assessed in the Educare program. Cultural education in the Montessori program allows
children to explore the larger world. As part of a rich exploration of the world's different cultures, the
children learn about the continents' people, weather, environment, and animals (Ungerer, 2017).

10. Institutional Support in Prepared Environment

Table 10
Institutional support in Prepared Environment
Sample Quotes Subtheme
‘The children easily break some of the given materials’ Quality of the materials
‘There is no enough space/place of the materials and some of the materials
Space of the classrooms
lost’
‘The materials are not in proper order because of the size of the room’ Size of the classrooms
‘The government provides only sensorial materials’ Lack of materials

Table 10 shows how logistical supports in the quality of the materials, size, and space of the
classrooms, and lack of Montessori materials generally affect the performance of the Educare centers in
Naga City. One of the core components of the Montessori approach is the prepared environment where

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tariman, J.D., Agrado, M.V.D., Montessori Approach to Preschool Education: The Case of Educare Program in Naga City,
pp. 161-171
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the materials they prefer to explore should be prepared and provided. Without logistical support, not just
the prepared environment will be affected, but also the methods and outcomes of the children enrolled in
the program (Crain, 2016).

11. Institutional Support in Methods

Table 11
Institutional support in Methods
Sample Quotes Subtheme
‘We teach children depending on their abilities and characteristics’ Developmentally appropriate practices/methods
'We used traditional methods, not just Montessori approach' The approach to teaching the children
‘They use Montessori materials during their playtime’ Alignment of methods to instructional materials
‘The language I used is Bikol because of mother tongue curriculum’ Medium of instruction

Table 11 reveals how institutional supports in teaching methods primarily affect the performance of
the Educare centers in Naga City. The teacher has a significant role not just in the prepared environment
but also in teaching the learners. The prepared environment and methods of the teacher are interconnected;
if one of the aspects of the Montessori approach has low performance, it also affects the other factors,
especially the outcomes (Prowant, 2018).

12. Institutional Support in Outcomes

Table 12
Institutional support in Outcomes
Sample Quotes Subtheme
‘Some of the parents lied to the skills of their child’ Lack of parent’s support
‘Some can already write their names, but some did not know yet how to write their
names’ Lack of skill’s practice

‘Some children have difficulty in learning the lessons’ Lack of knowledge retention
‘Sometimes we need to repeat our lesson for the children to remember it’ Lack of study strategies

Table 12 confirms how parents' support dramatically affects the Educare program's performance,
especially for the children enrolled in the centers. The children's attention focused previously on their
parents, who had already disregarded their activities. The parent's role in the child's learning is one factor
in determining a child's educational progress. Sometimes most parents give all the responsibility to the
teachers. Support coming from the parents is essential because it can substantially impact the Educare
program's performance in Naga City.

Conclusions

Generally, the Educare Program of Naga City complied with the Montessori teaching standards in
the prepared environment, methods, and outcomes. Most of the areas mentioned have complied with and
met the standard level in addressing the concerns of using the Montessori Approach in teaching and
learning.
The institutional support greatly affected the performance of the Educare Program; thus, effort and
evident support were observed. The aid of the Local Government was visible in meeting the needs of the

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tariman, J.D., Agrado, M.V.D., Montessori Approach to Preschool Education: The Case of Educare Program in Naga City,
pp. 161-171
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Educare pupils. However, human support from parents is a major problem for the Educare teachers of
Naga City.
The Educare program was aligned with the Montessori Approach regarding subject matter delivery
and interactive discussion with almost complete materials, mode, and teaching approach that affect the
learners’ academic performance.

Recommendations

To achieve an effective and efficient Educare program in Naga City with the Montessori approach,
the Local Government Unit (LGU) may allocate more budget for the prepared environment and methods
both in structural and instructional aspects.
The administrators of Educare may collaborate with the parents and stakeholders by providing specific
activities like regular conduct of the Parent-Teacher Association (PTA) meeting and other capacity
building to achieve a supportive learning environment in the Montessori Education process.
The Educare program may revisit the Montessori curriculum to help ensure that the Local Government
Unit (LGU) provides proper budget allocation to the standards of Montessori to achieve quality Educare
teachers and higher academic performance among Educare learners.

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Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tariman, J.D., Agrado, M.V.D., Montessori Approach to Preschool Education: The Case of Educare Program in Naga City,
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