A Comparative Study of Montessori and Loris Malaguzzi’s View on Early Childhood Education

The purpose of this study is to compare the Montessori and Loris Malaguzzi’s View in the field of early childhood education. This qualitative research utilized a transcendental analytic method. The study field, all the national and international written and non-written references in the field of the research’s subject. For selecting the sample among the existing references and documents, theoretical sampling method was used. Also, electronic note taking was used for gathering the data. Data analysis was conducted by qualitative content analysis with deductive categorical system type and in three stages of open, central and selective coding. Results of the research suggested the presence of high similarities between the views of Montessori and Loris Malaguzzi. Emphasis on comprehensive growth of children, integrative organization of curriculum, utilizing various learning activities, considering individual differences between children, using active teaching methods, and employing alternative or original assessment methods are among the most important similarities between these two views. However, there are some differences between the views of Montessori and Loris Malaguzzi on curriculum, including goal, teaching methods, teacher’s role and assessment methods. Finally, the most important implications of Montessori and Loris Malaguzzi’s views on pre-school education were discussed.