Montessori Homeschooling: A Proposal for Family Engagement in Preschool Child Educational Care

Gaytan-Reyna S.E.; Silva-Mercado Y.Y.; Rojas-Rios V.M.; Gaytan-Reyna K.L. · Journal of Educational and Social Research (2025) · DOI: 10.36941/jesr-2025-0034

Resumen

This study examines the effects of Montessori-based homeschooling on preschool children's educational outcomes, with a focus on enhancing family engagement. A quasi-experimental design was used, comparing an experimental group that received Montessori interventions with a control group that did not. The experimental group participated in 10 sessions, each lasting 60 minutes, which included strategies aimed at improving concentration, self-regulation, and self-directed learning. Educational attention levels were measured using a 16-item questionnaire validated for reliability, with a Cronbach’s alpha coefficient indicating satisfactory internal consistency. Statistical analyses showed a significant improvement in the experimental group's post-test scores, with a mean difference of 51 points and a Wilcoxon W value of 0.46 (p = 8.6e-06), highlighting a statistically significant impact of the Montessori intervention. The Mann-Whitney U test results indicated no significant differences between groups at pretest (p = 0.4081), but a significant difference at posttest (p < 0.0001), confirming the efficacy of the intervention. Visual data representations underscored these findings, showing a marked increase in educational attention scores and reduced score dispersion in the experimental group. The study supports the integration of Montessori methods in home settings as a viable approach to enhance early childhood educational outcomes through active family involvement.

Instituciones: Universidad Nacional de Trujillo; Universidad César Vallejo