The Difference between Montessori Curriculum and Malaysia National Preschool Curriculum on Developmental Skills of Preschool Children in Kuala Lumpur

Badiei, Mina; Sulaiman, Tajularipin

doi:10.9734/bjesbs/2014/9853

Cited by 5 publications

(4 citation statements)

References 23 publications

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“…However, it is essential to consider potential factors such as participant compliance, feasibility, and potential dropout rates over an extended period. Although, it should be noted that in a large number of studies, when cognitive abilities were observed through a single variable representing the overall factor of cognitive abilities, positive effects were achieved in the majority of studies [53][54][55][56]. Contrary to this, there were studies in which physical exercise interventions did not yield significant effects on cognitive abilities [57,58].…”

Section: Discussionmentioning

confidence: 96%

How Does a 12-Week Physical Exercise Program Affect the Motor Proficiency and Cognitive Abilities of Overweight and Normal-Weight Preschool Children?

Katanic,

Aleksic Veljkovic,

Radakovic

et al. 2024

Children

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The objective of this research was to examine a 12-week exercise program and its impact on the motor proficiency and cognitive abilities of preschool children with overweight and normal weight. The study involved a total of 71 participants who were preschool children enrolled in a longitudinal study. Body mass index (BMI) was determined by measuring body height and weight, and the nutritional status of the children was assessed using the World Health Organization’s (WHO) criteria. Motor proficiency encompasses both motor abilities and motor skills, and the assessment of motor abilities was conducted using subtests from the Bruininks–Oseretsky Test of Motor Proficiency (BOT-2). These subtests measured fine motor integration, manual dexterity, balance, and bilateral coordination. The evaluation of motor skills involved the utilization of the Test of Gross Motor Development (TGMD-2), which examines both locomotor skills and manipulative skills. Cognitive abilities were assessed using the School Maturity Test (TZS). All participants, regardless of weight status, took part in a 12-week physical exercise program. According to the World Health Organization’s criteria, 52 children (73.2%) were categorized as having a normal weight, while 19 children (26.8%) were classified as overweight. These findings indicate that every fourth child in the study was overweight. Using a statistical analysis called SPANOVA (2 × 2, group × time), differences were observed in three out of eleven variables. Specifically, there were significant differences in two motor skill variables: manipulative skills (p = 0.006) and total movement skills (p = 0.014). Additionally, there was a significant difference in one cognitive ability variable: visual memory (p = 0.010). No significant differences were found in the remaining variables. The findings of this study aimed to contribute to the understanding of the potential benefits of regular exercise on motor and cognitive development in preschool children, specifically examining the differences between overweight and normal-weight children. By investigating these effects, the study could provide valuable insights for educators, parents, and health professionals involved in promoting the overall well-being of preschool-aged children. Regular physical exercise has been found to have positive effects on motor and cognitive abilities in both overweight and normal-weight preschool children.

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Section: Discussionmentioning

confidence: 96%

How Does a 12-Week Physical Exercise Program Affect the Motor Proficiency and Cognitive Abilities of Overweight and Normal-Weight Preschool Children?

Katanic,

Aleksic Veljkovic,

Radakovic

et al. 2024

Children

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show abstract

“…This finding could be due to differences in curriculum and teaching & learning approaches between the two preschool types, where Malaysian public preschools emphasize social and emotional development, while Malaysian private preschools emphasize cognitive development [ 17 ]. A recent study reported that Malaysian preschoolers who followed the international Montessori Curriculum performed better in their cognitive, social, and language skills than their peers who followed the Malaysia National Preschool Curriculum [ 45 ]. Public and private preschools in Malaysia also differ in several other aspects.…”

Section: Discussionmentioning

confidence: 99%

Association between reduced visual-motor integration performance and socioeconomic factors among preschool children in Malaysia: A cross-sectional study

et al. 2021

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Visual-motor integration (VMI) is related to children’s academic performance and school readiness. VMI scores measured using the Beery-Bucktenicka Developmental Test of Visual-Motor Integration (Beery-VMI) can differ due to differences in cultural and socioeconomic backgrounds. This study compared the VMI scores of Malaysian preschoolers with the corresponding US norms and determined the association between their VMI scores and socioeconomic factors. A cross-sectional study was conducted among 435 preschoolers (mean age: 5.95±0.47 years; age range: 5.08–6.83 years) from randomly selected public and private preschools. VMI scores were measured using Beery-VMI in the preschools’ classrooms. Information on the socioeconomic characteristics of the preschoolers was obtained using a parent-report questionnaire. One sample t-test was used to compare their VMI scores with the corresponding US norms. Multivariate logistic regression models were used to explore the influence of socioeconomic factors on the preschoolers’ VMI scores. Overall, Malaysian preschoolers’ VMI performance was similar to the US standardized norms (p>0.05). Children from low-income families were twice likely to obtain lower than average VMI scores than those from higher-income families (OR = 2.47, 95%CI 1.05, 5.86). Children enrolled at public preschools were more likely to obtain a lower than average VMI score than those who enrolled at private preschools (OR = 2.60, 95%CI 1.12, 6.06). Children who started preschool at the age of six were more likely to obtain lower than average VMI scores than those who started at an earlier age (OR = 4.66, 95%CI 1.97, 11.04). Low maternal education level was also associated with lower than average VMI score (OR = 2.60, 95%CI 1.12, 6.06). Malaysian preschoolers’ Beery-VMI performance compared well to their US counterparts. Some socioeconomic factors were associated with reduced VMI scores. Those from disadvantaged socioeconomic backgrounds are more likely to have reduced VMI performance, potentially adversely affecting their school readiness, cognitive performance, and future academic achievements.

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“…Thus, Marsh and Yeung (1997) concluded that the research "supports the usefulness of ... self-concept not only as an important outcome variable in its own right but also as a mediating variable that facilitates the attainment of their desirable outcomes" (Chapman, 1988). The study conducted by Badiei and Sulaiman (2014) revealed that children in Montessori curriculum have a higher score in cognitive, social and language development than children in public kindergarten with National Preschool Curriculum. Other studies have yielded similar results that there is a difference between Montessori and traditional kindergartens in cognitive, language and social skill development (Jones, 2005;Singh, 2005;Lillard and Else-Quest, 2006;Bell and Wolfe, 2004;Centofanti, 2010;Crain, 2003;Murray, 2008) results favouring the Montessori kindergarten students.…”

Section: Self-conceptmentioning

confidence: 99%

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2016

IJEPRR

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Montessori is a method of education started by Maria Montessori in 1903 for the educationally backward children; after finding its efficacy on them it was thought that it even well suits for the normal children. It became very popular throughout the world in the 20 th century and has been implemented both in private and public institutions. Based on certain principles it is evident in many of the researches conducted so far that the Montessori education is conducive for the overall development in social, emotional and cognitive components of children. With this background the present study was conducted to explore the effect of Montessori education on social development in terms of self-concept of the children as compared to the children of traditional method of education. Using descriptive and parametric tests for the obtained data it was found that the Montessori children have very high self-concept than the traditional children. Percentage result shows that the traditional children's self-concept ranges from low to high category and the Montessori children's self-concept ranges from high and very high, which indicated marked difference between them in self-concept. According to independent samples t-test results there was a statistical significant difference between the Montessori children group and the traditional children group, the Montessori children are found to have higher self-concept.

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The Difference between Montessori Curriculum and Malaysia National Preschool Curriculum on Developmental Skills of Preschool Children in Kuala Lumpur

Cited by 5 publications

References 23 publications

How Does a 12-Week Physical Exercise Program Affect the Motor Proficiency and Cognitive Abilities of Overweight and Normal-Weight Preschool Children?

How Does a 12-Week Physical Exercise Program Affect the Motor Proficiency and Cognitive Abilities of Overweight and Normal-Weight Preschool Children?

Association between reduced visual-motor integration performance and socioeconomic factors among preschool children in Malaysia: A cross-sectional study

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