The University of Southampton
University of Southampton Institutional Repository

How the use of Montessori sensorial material supports children’s creative problem solving in the pre-school classroom

How the use of Montessori sensorial material supports children’s creative problem solving in the pre-school classroom
How the use of Montessori sensorial material supports children’s creative problem solving in the pre-school classroom
Maria Montessori famously designed her own materials to support children’s development. Thus far, the literature which focuses on Montessori Sensorial education - and on creativity, problem solving and creative problem solving - has not investigated connections between these matters. This study investigated the effect of using the Montessori Method on children’s skills, especially in creative problem solving.
This research examines the integration of Montessori materials into a social context to develop children’s creative problem solving, and analyses these data using the Creative Problem Solving (CPS) framework [Isaksen et al., 2000] and Rogoff’s model [1990] of social interaction. The study provides a new way of using the CPS framework, for data analysis, rather than as a way of training an individual or a group in solving problems creatively.
The methodology combines a quasi-experimental design with a sample of qualitative cases. The research was conducted in one pre-school in Saudi Arabia, in the city of Riyadh, and involved twenty-four five-year-old children (12 boys, 12 girls) and four teachers. Six matched pairs of children were observed using Montessori sensorial materials (MSM) for one academic year. All the children were assessed on their problem solving capacities, in order to compare their development, using the British Ability Scale-II.
The results from the quantitative analysis reveal significant differences between the experimental and control groups in their capacity to solve problems, using a pre-post-test of the four subscales of the BAS II. The qualitative analysis shows social interaction assists children in the “understanding of the challenge” component of the creative problem solving process while individual differences were identified in relation to the three creative skills. The results revealed the children’s different ways of framing and solving their own problems creatively through exploring different positions of the materials and applying them in creative solutions. The research also found that children’s own individual experiences with, and interests in, the material affected their creative problem solving
University of Southampton
Bahatheg, Raja
b4506848-8710-4cd4-a37f-53291f1f8041
Bahatheg, Raja
b4506848-8710-4cd4-a37f-53291f1f8041
Jones, David
ea790452-883e-419b-87c1-cffad17f868f
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082

Bahatheg, Raja (2011) How the use of Montessori sensorial material supports children’s creative problem solving in the pre-school classroom. University of Southampton, Education, Doctoral Thesis, 444pp.

Record type: Thesis (Doctoral)

Abstract

Maria Montessori famously designed her own materials to support children’s development. Thus far, the literature which focuses on Montessori Sensorial education - and on creativity, problem solving and creative problem solving - has not investigated connections between these matters. This study investigated the effect of using the Montessori Method on children’s skills, especially in creative problem solving.
This research examines the integration of Montessori materials into a social context to develop children’s creative problem solving, and analyses these data using the Creative Problem Solving (CPS) framework [Isaksen et al., 2000] and Rogoff’s model [1990] of social interaction. The study provides a new way of using the CPS framework, for data analysis, rather than as a way of training an individual or a group in solving problems creatively.
The methodology combines a quasi-experimental design with a sample of qualitative cases. The research was conducted in one pre-school in Saudi Arabia, in the city of Riyadh, and involved twenty-four five-year-old children (12 boys, 12 girls) and four teachers. Six matched pairs of children were observed using Montessori sensorial materials (MSM) for one academic year. All the children were assessed on their problem solving capacities, in order to compare their development, using the British Ability Scale-II.
The results from the quantitative analysis reveal significant differences between the experimental and control groups in their capacity to solve problems, using a pre-post-test of the four subscales of the BAS II. The qualitative analysis shows social interaction assists children in the “understanding of the challenge” component of the creative problem solving process while individual differences were identified in relation to the three creative skills. The results revealed the children’s different ways of framing and solving their own problems creatively through exploring different positions of the materials and applying them in creative solutions. The research also found that children’s own individual experiences with, and interests in, the material affected their creative problem solving

PDF
Raja-Thesis-Final_Draft-25th-June-2011-new..pdf - Other
Download (9MB)

More information

Published date: July 2011
Organisations: University of Southampton

Identifiers

Local EPrints ID: 193317
URI: https://eprints.soton.ac.uk/id/eprint/193317
PURE UUID: ccbe8240-4af2-46b4-9e7f-2980ed946ed5
ORCID for David Jones: ORCID iD orcid.org/0000-0003-3677-8802
ORCID for Chronoula Voutsina: ORCID iD orcid.org/0000-0003-2196-5816

Catalogue record

Date deposited: 13 Jul 2011 10:29
Last modified: 29 Jan 2019 01:34

Export record

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of https://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×