Abstract
<p style="text-align:justify">In this study, it is aimed to examine the mathematical conceptual skills of 48-72-month-old children attending pre-school education institutions providing a Montessori Approach and Ministry of National Education Pre-school Program (MoNE PSP). The study group consisted of 20 children, who were trained by the Montessori Approach, and 20 children, who continued to attend pre-school education institutions applying the MoNE PSP. The research was carried out in accordance with the state study design of the qualitative research methods, and the data of the study was collected by the structured observation method at the free play/individual work time in the learning centers of the children constituting the study group. A structured observation form was used as the data gathering tool, and mathematical concept skills such as counting, matching, grouping, comparison, positioning, measurement, pattern, part-whole, transactions and creating a graphic were included. Research data were analyzed with descriptive analysis method, and the frequency and percentage values of the obtained data were calculated. As a result of the study, it was observed that the students trained with the Montessori Approach and MoNE PSP could not create graphics in both groups, while the rhythmic counting and patterning skills were the most observed skills in children. It has been determined that children trained with the Montessori Approach perform more studies, especially on matching, grouping, comparison/ranking, and part-whole skills, compared to the children trained with MoNE PSP. In the light of the results obtained in this research, it is suggested that the play materials that had to be in classes where MoNE PSP was applied should be standardized, and children should be able to get through these materials; also mathematics center should be established in the class level.</p>
Highlights
Mathematics, especially problem solving, creative thinking, and communication, which is one of the first experiences of children from early ages, is a crucial experience at every level
In the light of the results obtained in this research, it is suggested that the play materials that had to be in classes where Ministry of Education Pre-school Program (MoE PSP) was applied should be standardized, and children should be able to get through these materials; mathematics center should be established in the class level
Because of the limited number of studies on mathematical concepts in the pre-school education program of Moe updated in 2013, the gradual increase in the number of pre-school education organizations implementing the Montessori Approach which is presented as an alternative in pre-school education in Turkey increases the need for current studies related to this field
Summary
Mathematics, especially problem solving, creative thinking, and communication, which is one of the first experiences of children from early ages, is a crucial experience at every level. With the mathematical activities applied, the children should be able to recognize the patterns in their environment, develop hypotheses, communicate using problem-solving, reasoning, and mathematical concepts (Ministry of Education [MoE], 2013; Wilbrandt, 2009) For this reason, early childhood education programs should include activities considering knowledge, skills, and attitudes that children may need in life and higher education (Kandir, Can Yasar, Yazici, Turkoglu and Yaman-Bayindir, 2016). For the development of mathematical skills of children, pre-school teachers should provide active participation by organizing activities such as matching, classifying, comparing, ranking (Kandir et al, 2016; Unal, 2016) Within this scope, because of the limited number of studies on mathematical concepts in the pre-school education program of Moe updated in 2013, the gradual increase in the number of pre-school education organizations implementing the Montessori Approach which is presented as an alternative in pre-school education in Turkey increases the need for current studies related to this field. It is aimed to investigate the mathematical conceptual skills of children trained with Montessori Approach and Ministry of Education preschool education program in this research
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