This paper  was conducted to produce an effective learning model for developing literacy and numeracy in early childhood. Many teachers get locked out of the process of helping their students especially young learners to read , write  and count because our education system is not allowed the young children is learned to do those activities  at school. This really should not be so.Based on Dr.Maria  Montessori  who was a pioneer in teaching reading, writing and counting for young learners, the preparation for reading and writing begins long before formal school and teachers can do that at school as well as parents at home. The ability to read, write and count is not, in itself, a sufficient ambition. What is of supreme importance is bringing about, in a child, a desire to read , write, and count. In this paper we will find Montessori Activities which are the building literacy and numeracy skills.  This activities is presented by using the well designed Montessori apparatus, reviewed and age appropriate for children.Key Word : Literacy and Numeracy, Montessori, Montessori Activities, Montessori Apparatus, Age Appropriate.

No abstract

Purpose – This study aims to obtain information about the effect of using the Montessori cards and counters’ mathematics activity on learning the result of odd and even numbers of 1 to 10 to the kindergarten students at the age of 4 to 5 years.Design/methods/approach – Quantitative research with a quasi-experimental model of non-equivalent control group design was carried out by applying conventional methods (lectures and giving questions by worksheets) to the control group and applying the Montessori learning model through the use of Cards and Counters apparatus in the experimental group with 30 samples of students, divided into two classes (control class and experiment class) at Kalyca Azzahra School, West Java, Indonesia.Findings – The result showed that students who used the Montessori Mathematics cards and counters achieved higher mathematics odd and even numbers are learning results than those who were not taught with the Montessori approach.Research implications/limitations – This research design used pre-test and post-test. Thus, the treatment results can be more accurate because they can be compared before and after treatment.Practical implications – The use of the Montessori apparatus becomes necessary in introducing early mathematics to children and attracting children’s attention to learn and facilitate teachers in teaching mathematics. Displaying the concrete objects as a medium will help teachers in teaching early mathematics to children. The cards and counters allow children to verify their understanding of the concept by matching the qualitative, concrete, quantitative, or abstract before slowly removing the concrete altogether.Originality/value – This research contributes to understanding learning strategies used in Early Mathematics, Odd and Even Numbers. The Montessori apparatus becomes more natural to understand it by the child’s cognitive development effortlessly. Paper type Research paper

This research is based on the importance of developing Islamic Montessori model for religious education learning in Montessori Preschool. The aim of this research is to analyze Islamic religious Education in Montessori Preschool. This article is a preliminary research and development study that orchestrates ADDIE model which consists of analysis, design, development, implementation, and evaluation. For this preliminary research and development stage, this research focuses on need and context analysis, literature review, and conceptual theory development. The result of need and context analysis showed that most teachers tend to use conventional model in the learning process. Thus, students have never been involved in Islamic religious education learning activity using the Islamic Montessori model. To strengthen the research findings, the researchers decided to conduct a field research at the Kalyca Azzahra Montessori Preschool. The field research suggested that Islamic religious education is oriented towards the end result without being accompanied by a clear lesson plan process. Moreover, the teachers were not provided with a guidance book according to Islamic Montessori model.