Teacher Supervision Strategy in Maintaining Learning Quality in Kindergarten using the Montessori Method

Alya Nur Fadhilah¹, Achmad Supriyanto²

^1,2 Education Management, State University of Malang, Malang City, Indonesia

ABSTRACT: The quality of ECE (Early Childhood Education) implementation determines the quality of the processes within it, teachers have an important role in education, teacher professionalism and the quality of learning will increase if supervision is carried out with a clear structure and direction. In kindergarten, many schools label the name Montessori even though the education is far from the Montessori education method. The aim of this research is to analyze ECE teacher supervision strategies, implementation of learning using the Montessori method, and supervision strategies using the Montessori method. This research uses a qualitative approach of the SLR type, the PRISMA model. The process involves: (1) Searching for articles using the Google Scholar search engine, (2) Determining inclusion and exclusion criteria, (3) Screening until inclusion articles that meet the criteria are collected, (4) Synthesis of relevant literature to get a comprehensive picture of the related issues. Teacher supervision strategies to maintain the quality of learning using the Montessori method in PAUD/ECE. Teachers are child educators who provide stimulation, so that “Montessori Schools” must be given supervision regarding teacher supervision. The results of this research: In Indonesia, educational evaluation is carried out through monitoring and evaluation activities (Monev) or supervision carried out by education and evaluation supervisors who are accredited by the National Accreditation Agency (BAN), then learning using the Montessori Method has 4 pillar concepts and 9 elements, and The supervision strategy using the Montessori method for teachers is that the prerequisites are supervision with knowledge, interpersonal skills and technical skills.

KEYWORDS: Strategy, Supervision, Teacher, Quality of Learning, Early Childhood education,  Montessori.

INTRODUCTION

Creating a learning environment and procedure that allows students to develop their potential—including their religious and spiritual power, self-control, personality, intelligence, and noble morals—as well as the skills they will need for both themselves and society is what education is all about (UU SISDIKNAS No.20, 2003). Early childhood education (PAUD) is the phase of education given to children from birth until they enter formal education such as kindergarten.

In a stimulating setting, early childhood education focuses on children’s social, emotional, cognitive, linguistic, artistic, and physical motor development. Since each of these  factors is connected to the others and plays a crucial part in stimulating the brain, none of them should be disregarded. With the correct guidance, young children may lay a solid foundation for lifelong learning. Government Regulation 17 Article 61 of 2010 regulating the Management and Implementation of Early Childhood Education, functions, and objectives, explains the goals of early childhood education: (1) laying the groundwork for students’ future development as human beings with faith in God Almighty, noble, healthy, knowledgeable, capable, creative, innovative, independent, self-confident morals, and the ability to become responsible, democratic citizens; and (2) fostering children’s potential in terms of their spiritual, intellectual, emotional, kinesthetic, and social intelligence during their formative years/golden years in an environment that is both stimulating and educational.

The execution of Indonesia’s early childhood education program determines its overall excellence. A strong curriculum, instructors, literature, media, parental support, and community involvement are all necessary to promote learning. Nevertheless, a lot of Indonesian early childhood education facilities haven’t actually implemented these changes (Herlina et al., 2023).

Teachers play a significant role in formal education by providing stimulus for components of early childhood development. Teachers hold a critical position in preparing the nation’s future by successfully educating children with the necessary knowledge to shape children’s character into noble individuals with high teaching ethics who are prepared to compete with the rest of the world  (Belan & Niron, 2021). Teachers serve as learning facilitators, motivators, role models, mentors, collaborators, inventors, and assessors as a kind of evaluation for pupils. Teachers are an important resource for meeting one of the ideal components of early childhood education implementation. According to Minister of National Education Regulation No. 16 of 2007 about Academic Qualification Standards and Teacher Competency, teacher competency includes personality, pedagogical, professional, and social competence.

Organized and directed supervision improves teacher’s professional qualities and the quality of learning (Ali & May, 2023). Supervisors in the Indonesian education system perform administrative tasks such as educational supervision, managerial oversight, professional guidance, and teacher and principal training (Basuki & Perdinanto, 2023). Education in schools must have clear and realistic planning, be effective and efficient in organizing, providing direction and motivation for all school personnel so that the quality of their performance always improves, and be monitored to ensure that school goals are achieved and carried out in a long-term manner (Marhawati, 2018).

The challenge is that research on academic monitoring for kindergarten is still insufficient (Herlina et al., 2023). There are schools that use unstructured supervision with no systematic implementation by the principal, and teachers do not receive direction to develop their talents in controlling the learning process (Babo & Syamsuddin, 2022). Some teachers focus on theory rather than  (Puroila et al., 2021). Many schools describe themselves as “Montessori,” despite the fact that Montessori has its own curriculum. Schools that label themselves as “Montessori” must grasp the Montessori method, and teachers are trained to convey knowledge about the Montessori method. Because of the free use of the name Montessori, numerous institutions are using it, even if they have nothing to do with Montessori education (Turos, 2024). Not all ‘Montessori’ schools properly adhere to Montessori principles, have trained Montessori teachers, or are accredited by professional bodies (Marshall, 2017). Many Montessori schools use the term but do not follow AMI (Association Montessori Internationale) guidelines.

This study investigates teacher supervision options for sustaining the quality of learning in kindergarten using the Montessori Method, employing a systematic literature review (SLR) to address the challenges that have been identified. The purpose of this systematic literature review (SLR) is to examine kindergarten teacher supervision tactics, Montessori-based learning implementation, and Montessori-based supervision strategies.

METHOD

Research Approach

This research uses a qualitative approach of the SLR (Systematic Literature Review) type by synthesizing relevant literature in order to obtain a comprehensive picture regarding teacher supervision strategies to maintain the quality of learning using the Montessori method in PAUD. The data source was obtained through Google Scholar and a search strategy using the keywords “strategy, PAUD teacher supervision, Montessori method”.

Inclusion and Exclusion Criteria

Literature search using the Google Scholar search engine. The inclusion criteria sought were: (1) Specific topics discussing teacher supervision, PAUD teacher supervision, PAUD supervision strategies, Montessori teacher training, (2) Using certain journals that have Sinta and Scopus indexation, (3) Articles spanning the last 10 years. The exclusion criteria are: (1) Articles with irrelevant topics, (2) Journals that do not have indexation, (3) Time period 2017-2024.

Systematic Mapping

This research uses the Systematic Literature Review Prisma flow, starting by searching for articles using the Google Scholar search engine, then determining inclusion and exclusion criteria, the prism flow starts from identification, screening until inclusion articles that meet the collected criteria.

III.  RESULTS

  See in  Pdf File

 Fig. 1 (Prisma Diagram)

Table Data found during identification from databases (n = 30,381) and registers (n = 100), then removed before screening (n = 11,326), then screening was carried out, when screening the remaining data from identification (n = 17,155), screening records were carried out excluded (n = 16,855), reports sought for retrieval (n = 300), reports not retrieved (n = 250), reports assessed for eligibility (n = 50). The explanation for the excluded data is due to the long period (n = 14,321) and irrelevant topics (n = 16,200). So, the number of articles or data included for the review study is (n = 50).

Based on the included articles produced through PRISMA, the main contents can be summarized as presented in Table 1.

Based on the results in Table 1, a model of the findings of this research can be formulated in Table 2.

Table 2. Supervision using the Montessori Method

DISCUSSION

Kindergarten Teacher Supervision Strategy

Supervision is a strategy that teachers can use to improve both their teaching abilities and their students’ learning. In Indonesia, education assessment is carried out by monitoring and evaluation activities (Monev) or by education and evaluation supervisors accredited by the National Accreditation Board (BAN). Effective coordination between institutions and associated supervisors is required since supervision is one method for evaluating education and learning management and improving quality (Utami et al., 2020). School principals are responsible for educating, managing, administering, supervising, leading, innovating, and motivating. They must also ensure that early childhood education is delivered effectively by ongoing and systematic planning, organization, direction, and supervision (Pujiyati, 2021). The process in which assessments are conducted determines how teachers perceive their feedback and how it inspires (or does not motivate) adjustments in practice (Ford & Lavigne, 2023).

The principal serves as supervisor for teacher evaluations. In recent years, the role of principal has become increasingly difficult (Ford & Lavigne, 2023). Academic supervision provided by the school principal is internal academic supervision. Educational supervision is the process of establishing and enhancing educational processes with the goal of improving teachers’ abilities, performance, and expertise (Herlina et al., 2023). Academic supervision provided by school principals has a substantial impact on pedagogy and professional competency teacher performance (Belan & Niron, 2021). Teacher supervision is concerned with learning preparation, implementation, and evaluation (Babo & Syamsuddin, 2022).

Teachers must be pedagogically competent, which involves comprehending all elements of their students: physical, moral, social, cultural, emotional, and intellectual  (Heni et al., 2023). Supervision can begin with a pre-supervision process, planning, and implementation, which may involve workshops, assessments, and follow-up plans. School principals and senior instructors can help implement supervision (Firman & Ali, 2023). Motivation (the teacher feels he can accomplish more, receives support, and has the children’s trust), creativity (the teacher has fresh ideas, actively develops new learning ideas, and has new ways to teach), and innovation (the teacher works with different parties to develop learning models, takes the school environment into consideration, and has access to enough resources to do so) are all influenced by supervision (Basuki & Perdinanto, 2023). Based on learning, supervision—which can be done in a collaborative or collegial setting—affects how well teacher’s function. Improving teacher talents is more successful in a supervision procedure that prioritizes equality of position between supervisors and teachers; this is because balancing the responsibilities of supervisor and teacher will improve slowness, feedback, mutual aid, and idea expression. Objectives for supervision can be met and effectively bridged (Wiyono et al., 2021).

Process requirements, subject standards (Bachelor of Early Childhood Education), and teaching are all included in academic supervision. Under the supervision of the principle, the Daily Learning Implementation Plan (RPPH) material’s suitability for use with learning media is evaluated, together with the instructor’s capacity to adapt the lesson to the student’s age, class mastery, and teacher evaluation (Herlina et al., 2023).

In addition to providing space for children to be creative, teachers also need to be aware of the requirements of the students regarding learning strategies, resources, and media. Subsequently, the educator needs to design a lesson plan that satisfies the following early childhood education requirements: (1) perception; (2) concreteness; (3) motivation; (4) working independently; (5) working collaboratively; (6) individualization; (7) correlation; and (8) elements of lifelong learning concepts. Teachers also have a responsibility to attend to the needs and safety of the students  (Utami et al., 2020). All teachers must establish a social environment that supports effective teaching and learning processes and be aware about potential hazards to promote school safety (Fosu-Ayarkwah et al., 2022). Pedagogy, child stimulation educational material, and teacher modification are all things that teachers need to know. Because student behavior affects the teacher’s ability to manage the classroom climate and because the emotional environment of the classroom influences student learning and teacher vitality, it is crucial for teachers to strengthen their relationships with their students and pay attention to students who are experiencing particular emotional states, according to Opiola’s research, CTRT (Child-Teacher Relationship Training) interventions can help with this. Teachers who consistently have positive experiences in the classroom and feel good about themselves will be more resilient, motivated, and able to handle a variety of demands that come at once (Opiola et al., 2020). According to Yang et al., teachers frequently observe that students struggle to control their emotions and express their thoughts. Some students even have tantrums, crying, screaming, biting, and hitting. For this reason, teachers must provide resources for emotional management, such as behavioral self-regulation, conflict resolution skills, and the ability to recognize emotions in their students (Yang et al., 2021).

It is stated that strong leaders and supervisors are essential for educators. Strong leaders who cultivate a positive classroom/team culture and practice clear communication, goal setting, learning evidence-based practices, frequent observation, coaching with feedback, and building a community that promotes accountability are the key to effective supervision (Bagawan et al., 2023).

Teacher management indicators consist of: (1) technical competency in educational planning for ECE managers and teachers; (2) coaching competency through personality, attitudes, behaviour of ECE managers and teachers; (3) competence in processing and analyzing academic data; ECE social, religious and psychological competencies for the learning process and administration of ECE managers and teachers; and (4) scientific guidance for the development of the ECE curriculum for ECE managers and teachers (Botutihe, 2020).

Teacher competency includes both intellectual and soft skills. Soft skills include communication, time management, negotiation, writing, listening, reading, and decision making, as well as self-regulation, self-awareness, and the ability to create and sustain strong and healthy connections with peers (Rasmani et al., 2021). Sağlam et al. define teacher professional development as collaborative networks, mentoring, and continual development (Sağlam et al., 2023).

The strategy focuses on high-quality early childhood care and education, a healthy professional culture, and the empowerment of early childhood educators. One crucial strategy for achieving these goals is to recruit, support, and retain high-quality teachers. This process entails coaching and mentoring teachers, demonstrating high-quality classroom practice modules, managing children’s behaviour, and using technology. Other strategies to achieve these goals include increasing living wages and professional benefits for the workforce, professionalizing the role of early childhood educators, strengthening, and diversifying the teacher workforce, retaining effective teachers, and expanding quality improvement initiatives. Strategies employed include educating staff/teachers in childcare/early education settings to support children with disabilities, evaluating program regulations in accepting children with disabilities, and providing appropriate environments and supports (D’Amico et al., 2023).

Early childhood teachers play a significant role in classroom organization (Schriever, 2021). Teaching methods in early childhood education refer to the National Standards for Early Childhood Education (SN PAUD), namely Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 137 of 2014. Learning methods can be by storytelling, demonstrations to improve cognitive and fine motor skills, field trips to stimulate abilities. children’s storytelling and gross motor skills (Pujiyati, 2021). Early childhood teachers must manage parents’ expectations about the role of ICT in kindergarten, namely the extent to which their children will be exposed to and use digital devices (Schriever, 2021).

Implementation of Learning using the Montessori Method

Montessori views learning as a holistic process in which all children grow physically, cognitively, socially, and emotionally. The Montessori method is based on the notion that children should learn in a pleasant setting that gives them freedom of movement, choice, and personal responsibility. Teacher guides and curriculum materials on the Montessori approach have been developed to assist teachers and school administrators in establishing Montessori schools and executing the curriculum (Beach, 2023). According to Montessori, children are spiritual embryos whose psychological and biological development occur concurrently throughout sensitive periods in which children are interested in and willing to accept particular areas and acquire a variety of special skills and abilities. Montessori’s theory holds that the environment influences the microenvironment of the brain in children and can even extend the key period of brain plasticity into adulthood. Another notable observation is the importance of manipulating fine objects in neuropsychological development, which led Montessori to state that “the hand is the organ of the brain,” This intuition has also been verified. Brain mapping studies have revealed that the motor and sensory cortical regions utilized to represent the hand are larger than the hand itself, indicating that a high number of neurons are involved in directing movement and processing sensory information. Hand mobility is so vital that its restrictions can have serious consequences, such as the discovery that children who use tablets from a young age have delayed language development (Fabri & Fortuna, 2020).

The Montessori model also incorporates Abraham Maslow’s psychology, which emphasizes the significance of addressing a child’s total developmental requirements through experiences in a natural learning environment. Montessori serves as a guide, assisting children in developing relationships with one another, developing discipline and self-control, independently focusing on the child’s interests and using materials, and being guided in the fields of practical life, sensory, mathematics, language, science and geography, art, and music (Aljabreen, 2020).

Montessori maintained that children go through sensitive learning periods and phases of development, and that engaging in independent activities in carefully prepared environments might help them form their own identities (Marshall, 2017). The atmosphere is designed to allow children to act freely and independently of adults (within a reasonable framework), enhancing their autonomy, initiative, and ability to achieve profound concentration. The utilization of equipment not only allows for mobility, but it also helps kids channel their movement requirements. Then, because the materials used by children are self-correcting, kids receive rapid feedback on their progress, with no adult interference (Gentaz & Richard, 2022).

Across conditions, Montessori students had higher brain activity than traditionally schooled students in regions involved in visual and mathematical processing, as well as regions associated with attentional/executive control, indicating a more exploratory, self-correcting, and multisensory approach to mathematical cognitive processes (Denervaud et al., 2020). Montessori education has a positive effect on growth and learning, ranging from moderate to high levels (Demangeon et al., 2023).

Montessori ideas aim to help children develop individually (Macià-Gual & Domingo-Peñafiel, 2023). Montessori’s method is based on four conceptual pillars: (1) sensitive periods, (2) sensory education, (3) environmental preparation, and (4) spontaneous activities (Catherine et al., 2020). Montessori emphasizes that her technique is scientific in terms of its goals and substance; if science is utilized to improve children’s physical growth, then facilities for children’s emotional development must also use scientific and rational methods. Montessori classifies the functions that must be identified into motor functions and sensory functions (Montessori, 2020).

Montessori has nine elements: (1) direct learning, cognition, and movement, using materials. (2) Montessori pupils can explore what interests them, resulting in a happy feeling or sense of well-being at school. (3) Montessori children select what they want. According to study, children who live in an atmosphere that allows them to make their own decisions will perform better in school. (4) Montessori also prioritizes focused attention and the development of executive functions. (5) Learning stems from intrinsic drive. (6) Montessori learning uses concrete objects. (7) Children can work with their peers, learning imitation and collaboration, (8) Montessori teachers are directed to interact with children in specific ways and give resources for children to stimulate creativity in problem solving, (9) The Montessori environment is strictly organized, with everything in its place and order (Randolph et al., 2023).

In a Montessori classroom, the first learning materials a child may meet are those that comprise a curriculum centered on real life. This involves pouring different materials, cleaning and polishing, making snacks, setting the table and washing dishes, arranging flowers, gardening, straightening and untying garments, and so on. To introduce children to the cycle of choosing, starting, finishing, and tidying up an activity, in addition to improving their independent living skills, the goal is to improve hand-eye coordination and gross and fine motor control (which will be explained further in the following section), and to establish rules that allow them to operate within the class’s social environment (Marshall, 2017).

Montessori education has a direct impact on children’s intellectual development beginning in kindergarten. For Montessori, work and play are inextricably linked, providing a natural and enjoyable approach for children to learn by touching and moving solid objects rather than simply memorizing them (Lillard, 2021). Learning is divided into sensory stimulation using knobbed cylinders, pink towers, brown stairs, numbers rods, touch boards, baric tablets, colour tablets, geometric tablets, geometric cabinets, geometric cards, etc., preparatory learning for writing and arithmetic using sandpaper letters and sandpaper numbers, learning to care for yourself, learning to care for the environment, gardening, fostering creativity, learning body coordination, rhythmic movements (Montessori, 2020). The Montessori system divides learning into three stages (naming, recognizing, and recalling) (Paramita, 2020).

A Montessori school teacher’s professional identity is primarily impacted by: (1) approach to children’s education; in the classroom, children play while learning and tidying up their work. (2) Personal experience, a person’s professional identity is established in reference to their own experience over many years as a student. (3) Definition in relation to the unknown, many teachers’ responses have a very lengthy view of experience (Jurčík, 2023).

The quality of Montessori schools is determined by the Association Montessori Internationale (AMI), based on research explanations that children who take part in the Montessori program are superior in tests of reading, mathematics, executive function, social understanding and moral reasoning, in the playground playing effectively and not aggressively, one of the aspects What is surprising is that children concentrate on their work for periods of time often exceeding 30 minutes (Lillard, 2018).

Teacher Supervision Strategies to Maintain Learning Quality using the Montessori Method

Supervision prerequisites are knowledge, interpersonal skills, and technical skills (Glickman, Carl D, Stephen P. Gordon, 2013). Supervision can begin with a pre-supervision process, followed by planning, implementation (sometimes including workshop activities), evaluation, and follow-up plans. School principals and senior teachers can help implement supervision (Firman & Ali, 2023). So, if the school adopts the Montessori method, teachers can participate in Montessori-related workshops or training, beginning with an overview of the Montessori method’s four pillars, three stages of learning, and Montessori’s media.

Teacher management indicators include: (1) technical competency in educational planning for PAUD managers and teachers; (2) coaching competency through personality, attitudes, and behaviour of PAUD managers and teachers; (3) competence in processing and analysing academic data; PAUD social, religious, and psychological competencies for the learning process and administration of PAUD managers and teachers; and (4) scientific guidance for the development of PAUD curricula (Botutihe, 2020). Teachers should prioritize the needs of their students by reorienting their teaching approach to include more possibilities for students to participate actively in their education (Thompson & Stanković-Ramirez, 2021).

According to Montessori, children’s development can be impeded if there is no stimulus since they are in a sensitive stage that cannot be reached in the following stage. Yi-Huang Shih outlined the necessity of a love-based relationship between educators and students, then made a connection between this approach and Montessori’s theory of children’s sensitive periods and the concentration that occurs when children make their own decisions. The following are the techniques: PAUD teachers’ hearts should be filled with love; (2) preschool teachers and early childhood students should have a loving relationship; (3) opportunities should be provided for young children to practice affectionate behaviour; (4) young children should be given freedom; (5) open dialogue should be maintained; (6) emphasize democratic participation; (7) avoid indoctrination; (8) respecting young children’s experiences and discoveries; (9) letting young children make choices and (10) understanding young children as individuals (Shih, 2022).

The application of Montessori materials in education is the main focus of Montessori teacher training programs, schools play a significant role in supplying the knowledge, skills, attitudes, and values that enable society to contribute to a sustainable future. Montessori emphasizes that teachers have a responsibility to gain in-depth knowledge of subjects that may go beyond the requirements of the curriculum in order to engage students by drawing on their imaginations, she highlighted that teaching must make the most of students’ capacity for imagination and visualization (Gynther & Ahlquist, 2022). Organizations need to employ education and training as one of the most effective strategies for developing their human resources. Gradually altering an individual’s knowledge, abilities, attitudes, and conduct, education and training enable educators to attain peak performance(Astutik & Roesminingsih, 2021).

Supervision of Montessori schools and Montessori school teachers must be carried out and supervision must be provided to teachers who have the label “Montessori School”. It has been explained that Montessori created a special association to check whether the quality of Montessori schools is appropriate or not, therefore, to give the label “Montessori School” it must comply with AMI standards and teachers must be given training with AMI. AMI has a website. The website explains that the training is divided into several categories starting from Assistant to Infancy for children 0-3 years, Casa dei Bambini/Children’s House 3-6 years, elementary for children 6-12 years, adolescent children 12-18 years and there is a sports program category, dementia, disability and aging, Montessori administrators and parent engagement. So kindergarten schools must choose the Casa dei Bambini/Children’s House program. Montessori teacher training in Indonesia, some of which are recognized by DIKNAS, include: (1) Sunshine Teacher’s Training, (2) Modern Montessori International Indonesia (MMI Indonesia), (3) Cosmic Montessori Institute, (4) Montessori HAUS Asia, (5) Asia Montessori Institute (AMI).

CONCLUSION

Research found that many schools label themselves as “Montessori Schools” but many do not meet the standards. Meanwhile, early childhood education is a crucial age for implementing stimulus because it is a sensitive period and a golden age. Teachers are child educators who provide stimulation, so that “Montessori Schools” must be given supervision regarding teacher supervision. The results of this research: In Indonesia, educational evaluation is carried out through monitoring and evaluation activities (Monev) or supervision carried out by education and evaluation supervisors who are accredited by the National Accreditation Agency (BAN), then learning using the Montessori Method has 4 pillar concepts and 9 elements, and The supervision strategy using the Montessori method for teachers is that the prerequisites are supervision with knowledge, interpersonal skills and technical skills.

The research recommendation is to carry out research in the field and use SLR as a reference and can be used as evidence, because the limitations of SLR are theoretical so empirical evidence is needed to dig deeper into research in the field.

ACKNOWLEDGMENTS

Thank you for the author’s supervisor at Malang State University, Prof. Dr. H. Achmad Supriyanto, M.Pd, M.Si. Thank you for the guidance and knowledge you have provided for writing this Systematic Literature Review (SLR).

VII.  DISCLOSURE

The author reports no conflicts of interest in this work.

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