Comparison of quality education characteristics in Montessori and public preprimary education in Kinondoni district, Dar es Salaam

This study compared characteristics of quality education in Montessori and Public pre-primary education in Kinondoni district, Dar es Salaam. Objectives of this study included the following: To examine characteristics of quality reflected in pre-primary education in Public and Montessori system; To examine the quality of teaching methods used in pre-primary education and how they promote children's learning; To describe the characteristics of pre-primary teachers education qualifications and professional experience in Montessori and Public pre-primary education; To explore the quality of teaching and learning materials being used to promote quality children's learning; To examine strength and weakness of both early childhood education systems and how quality can be maintained. The study employed qualitative approach. Seventy-two (72) respondents participated in this study. Qualitative data were analysed through content analysis technique, which involved grouping data into various themes, correcting errors, coding and arranging them accordingly before presentation. Findings from this study revealed that teachers' qualifications in Montessori and Public pre-primary education varied much whereby Public pre-primary teachers were having certificate and diploma in education in general and hence they lacked basic skills and knowledge in early childhood education programme (ECE) compared to Montessori teachers who had certificate, diploma and degree in ECE. It was further noted that there was a wide disparity in characteristics of quality early childhood education in Montessori and Public preprimary education especially in terms of children's interests and needs, appropriateness of curriculum used and teaching and learning environment. The study also found out that there was variation in teaching methods between Montessori and Public pre-primary education, where some of the methods used in Public pre-primary differ from those employed by Montessori. Moreover, the study found out that teaching and learning materials, used in Montessori and Public preprimary education were different. It was noted further that Public pre-primary had inadequate teaching and learning materials such as text books unlike Montessori who had enough text books, objects, drawings and number charts among others. The study findings also showed that both Montessori and Public pre-primary had strengths and weaknesses determined by the curriculum used; teacher- to pupils ratio; teaching and learning materials used; teaching methods used; children's and teachers working environment and teachers qualifications. Therefore, it is recommended that another similar study covering several districts should be conducted to compare characteristics of quality education in Montessori and Public pre-primary schools. Thus, the results from such a study will help generalise the patterns and give more suggestions on aspects to be done in order to get quality education in pre-primary schools in Tanzania.