The Compatibility of Teaching and Learning Strategies for Emergent Literacy in the Montessori Approach with Early Learning Developmental Standards in the Kingdom of Saudi Arabia

This study aimed to examine the compatibility of teaching and learning strategies for emergent literacy in the Montessori approach with the Early Learning Developmental Standards (ELDS) in the Kingdom of Saudi Arabia, focusing on linguistic development and early literacy skills among five-year-old children. To achieve this, the study employed a descriptive-analytical methodology. A content analysis rubric was developed to assess the Montessori curriculum considering the ELDS, and a set of Montessori instructional videos was analyzed. the findings indicated that the emergent reading and writing strategies in the Montessori approach align with the ELDS in Saudi Arabia. Specifically, all indicators under the "Concepts of Print" and "Alphabetic Awareness" standards in the reading strand were met. Likewise, all indicators under the "Pre-Writing Skills" standard in the writing strand were fulfilled. However, within the "Purpose of Writing" standard most indicators were achieved, except for the ability to distinguish between a story and a song. Based on these findings, the study recommends designing specialized educational activities that enhance children’s ability to distinguish the three forms of letters (initial, medial, and final) using Montessori-based methods that emphasize repetition and self-directed practice. Additionally, it suggests incorporating practical exercises to gradually develop children’s ability to write their names using Montessori tools that support fine motor coordination.
Keywords: Montessori Approach, Early Learning Developmental Standards, emergent literacy Strategies.