This article introduces a theoretical framework model examining the effectiveness of pre-kindergarten Montessori programs in preparing children for kindergarten. The framework shows how effectiveness will be measured by comparing Kindergarten Texas Primary Reading Inventory test scores between children who attended a pre-k Montessori program and those who did not. The framework outlines how Montessori education philosophy, concepts, pedagogy, materials, and environment relate to kindergarten development, purpose, and outcomes assessment. It also discusses the history of Montessori education, pre-kindergarten and kindergarten in Texas.

1. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
VOLUME 17, NUMBER 3, 2007
Melody Ann Wilson’s Theoretical Framework Model on
The Effectiveness of Pre-Kindergarten Montessori
Programs on Preparedness of Children for
Kindergarten
Melody A. Wilson Dr. William Allan Kritsonis, PhD
Assistant Principal Professor
Keeble Early Childhood/Pre-Kindergarten Center PhD Program in Educational Leadership
Aldine Indpendent School District Whitlowe R. Green College of Education
Houston, Texas Prairie View A&M University
PhD Student in Educational Leadership Member of the Texas A&M University System
The Whitlowe R. Green College of Education Visiting Lecturer (2005)
Prairie View A&M University Oxford Round Table
University of Oxford, Oxford England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
ABSTRACT
Author Melody Ann Wilson introduces her Theoretical Framework Model: The
Effectiveness of Pre-Kindergarten Montessori Programs on Preparedness of
Children for Kindergarten. The framework emphasizes the connectedness and the
effectiveness of preparing children for the challenges of kindergarten.
Introduction
The Montessori Method requires that children learn directly from the environment
and from other children, rather than from the teacher (International Montessori Index,
2007). “Montessori is about taking what is best for the child and making it available in
the environment in a way that promotes the optimal development of each child’s
potential” (The Montessori Approach to Education, 2007).
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2. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
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Purpose of the Article
The framework below was developed to show the connectedness of a Pre-
Kindergarten Montessori Program and its’ effectiveness on preparing children for
kindergarten. The framework shows that effectiveness will be measured by using the
Kindergarten Texas Primary Reading Inventory as the instrument.
Melody Ann Wilson’s Theoretical Framework Model:
The Effectiveness of Pre-Kindergarten Montessori Programs on
Preparedness of Children for Kindergarten
A Theoretical Framework
II. I.
Montessori
Kindergarten Education
TPRI History
Development Philosophy
Purpose Concepts
Pedagogy
Notification of Materials
Student Outcomes Environment
Teacher Training
Research Support
The Effectiveness
of
Pre-Kindergarten
Montessori
Programs on
Preparedness
of Children for
Kindergarten
III. IV.
Pre-
Pre- Kindergarten
Kindergarten in Texas
in Texas
History History
Principles
Guidelines Purpose

3. MELODY A. WILSON AND WILLIAM ALLAN KRITSONIS
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Concluding Remarks
Montessori Education has grown as a curriculum option in the public school
sector. The framework showed an organized approach of examining Kindergarten Texas
Primary Reading Inventory (TPRI) Test scores of pre-kindergarten Montessori attendants
to those of pre-kindergarten Montessori non-attendants.
References
International Montessori Index, 2007; www.montessori.edu
The Montessori Approach to Education, 2007; www.montessori.ws/faqs_mont.shtml
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation
Editor, NATIONAL FORUM JOURNALS, Houston, TX www.nationalforum.com