FFECT OF MONTESSORI MATHEMATICS INSTRUCTIONAL DELIVERY ON THE DEVELOPMENT OF EARLY CHILDHOOD NUMERACY SKILLS
Keywords:
Early Childhood Education, Mathematics Instruction, Montessori, Numeracy Skills, Preschool LearnersAbstract
This study examined the effect of montessori mathematics instructional delivery on the development of early childhood numeracy skills in Edo State, Nigeria. The study employed a mixed-methods design, combining quantitative data from a quasi-experimental approach with qualitative insights from classroom observations. A sample of 120 children aged three to five years and 10 early childhood educators were purposively selected from both Montessori and non-Montessori preschools across Esan West Local Government Area. Findings revealed that children exposed to Montessori instruction demonstrated significantly higher proficiency in number recognition, counting, sorting, patterning, and basic problem-solving compared to those in conventional classrooms. Moreover, qualitative data indicated that Montessori-trained teachers employed individualized teaching, concrete learning materials, and structured environments that encouraged active exploration, independence, and critical thinking. The results underscore the effectiveness of the Montessori Method in fostering foundational mathematical competencies during the early years of cognitive development. It recommends increased teacher training, curriculum reforms, and policy frameworks that support hands-on learning in the preschool setting
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