This article presents the findings of a scoping review of 26 empirical studies that examined early literacy in Reggio Emilia and Montessori classrooms. A five-stage framework for conducting scoping reviews was used and led to the review of the selected studies. In addition, a thematic content analysis was conducted resulting in four main themes associated with the studies: 1. avenues for literacy learning, 2. home-school connection, 3. early literacy advantages, and 4. enriched literacy environments. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the research that has been conducted on early literacy in Reggio and Montessori environments. In addition, patterns across the two contexts are discussed and suggestions about future research are offered.
AydoğanY (2016) Examination of the effect of Montessori education on language development of pre-school children. Academic Research International7(5): 112–119.
4.
BailetLLRepperKMurphyS, et al. (2013) Emergent literacy intervention for prekindergarteners at risk for reading failure: Years 2 and 3 of a multiyear study. Journal of Learning Disabilities46(2): 133–153.
5.
BeltchenkoL (2016) Intellectual pursuits of young children through picture book literacy, focusing on Italian preschools. Gifted Child Today39(3): 145–153.
6.
BraunVClarkeV (2006) Using thematic analysis in psychology. Qualitative Research in Psychology3(2): 77–101.
7.
Bryan-SilvaKSanders-SmithSC (2021) H is for Hurricane, M is for Maria: Supporting literacy in Vieques. Journal of Early Childhood Literacy. Online ahead of print. DOI: 10.1177/14687984211044196.
8.
BuldurAGokkusİ (2021) The effect of Montessori education on the development of phonological awareness and print awareness. Research in Pedagogy11(1): 264–277.
9.
ChavarríaR (2021) Second language corner for children’s house: A practitioner–researcher journey into bilingualism in Montessori education. Journal of Montessori Research7(1): 67–82.
10.
CourtierPGardesMLVan der HenstJB, et al. (2021) Effects of Montessori education on the academic, cognitive, and social development of disadvantaged preschoolers: A randomized controlled study in the French public-school system. Child Development92(5): 2069–2088.
11.
Del GrandeV (1976) The teaching of reading and Montessori education. The Teacher Educator12(2): 19–22.
12.
DeklerkK (2020) Multimodality in early childhood education. International Journal of Literacy, Culture, and Language Education1: 73–87.
13.
ElbenJNicholsonT (2017) Does learning the alphabet in kindergarten give children a head start in the first year of school? A comparison of children’s reading progress in two first grade classes in state and Montessori schools in Switzerland. Australian Journal of Learning Difficulties22(2): 95–108.
14.
FeezS (2009) Montessori and Early Childhood: A Guide for Students. Sage.
15.
FreireP (2010) Pedagogy of the Oppressed. Continuum.
16.
GandiniL (2012) History, ideas, and basic principles: An interview with Loris Malaguzzi. In: EdwardsCGandiniLFormanG (eds), The Hundred Languages of Childrens: The Reggio Emilia Experience in Transformation. ABC-CLIO, pp. 27–71.
17.
GoughPTunmerE (1986) Decoding, reading, and reading disability. Remedial and Special Education7(1): 6–10.
18.
HendiNAsmawiA (2018) Preschool English teachers’ practices and early literacy instruction: Montessori vs. International Preschool Curriculum. Malaysian Online Journal of Educational Sciences6(2): 29–36.
19.
HenningsenM (2013) Making sense of experience in preschool: Children's encounters with numeracy and literacy through inquiry. South African Journal of Childhood Education3(2): 41–55.
20.
HughesEWinemanK (2009) Learning language: Listening and writing with diverse young children. Dimensions of Early Childhood37(2): 3–9.
21.
İnanHZ (2021) Understanding the Reggio Emilia-inspired literacy education: A meta-ethnographic study: Reggio Emilia-inspired literacy education. International Journal of Curriculum and Instruction13(1): 68–92.
22.
KimBDarlingL (2012) Shades of pink: Preschoolers make meaning in a Reggio-inspired classroom. Young Children67(2): 44–50.
23.
LernerMDLoniganCJ (2016) Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills. Journal of Experimental Child Psychology144: 166–183.
24.
LillardP (1996) Montessori Today: A Comprehensive Approach to Education from Birth to Adulthood. Schocken Books.
25.
LillardAS (2012) Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology50(3): 379–401.
LoniganCJShanahanT (2009) Developing Early Literacy: Report of the national early literacy panel. In Executive Summary. A Scientific Synthesis of Early Literacy Development and Implications for Intervention. National Institute for Literacy. https://files.eric.ed.gov/fulltext/ED508381.pdf
28.
LopataCWallaceNVFinnKV (2005) Comparison of academic achievement between Montessori and traditional education programs. Journal of Research in Early Childhood Education20(1): 5–13.
29.
MagnussonLO (2021) ‘Look, my name! I can write’–Literacy events and digital technology in the preschool atelier. Journal of Early Childhood Literacy. Online ahead of print. DOI: 10.1177/14687984211058943.
30.
MalaguzziL (2012) No way. The hundred is there. In: EdwardsCGandiniLFormanG (eds), The Hundred Languages of Children: The Reggio Emilia Experience in Transformation. ABC-CLIO, p. 3.
31.
McWilliamsMVaughnsAO'HaraA, et al. (2014) Art play: Stories of engaging families, inspiring learning, and exploring emotions. Young Children69(2): 32–39.
32.
MontessoriM (2013) The Montessori Method. Transaction Publishers.
33.
MusaRAdeyinkaA (2021) School environment and methods of teaching as correlates of language skills achievement of pre–primary school pupils in Edo State Nigeria. Education Quarterly Review4(3): 243–251.
NilssonMFerholtBLecusayR (2018) ‘The playing-exploring child’: Reconceptualizing the relationship between play and learning in early childhood education. Contemporary Issues in Early Childhood19(3): 231–245.
36.
Pérez-PérezJRCabielles-HernándezDSánchez-SantillánM, et al. (2021) Interaction of children with and without communication disorders using Montessori activities for the tablet. Personal and Ubiquitous Computing25(3): 495–507.
37.
PiagetJ (1972) The Psychology of the Child. Basic Books.
38.
PiastaSBPurpuraDJWagnerRK (2010) Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing23(6): 607–626.
39.
PyleAPriolettaAPoliszczukD (2018) The play-literacy interface in full-day kindergarten classrooms. Early Childhood Education Journal46: 117–127.
40.
RandMMorrowL (2021) The contribution of play experiences in early literacy: Expanding the science of reading. Reading Research Quarterly56: S239–S248.
41.
RhoadesM (2016) Little pig, little pig, yet me come in!” Animating the three little pigs with preschoolers. Early Childhood Education Journal44: 595–603.
42.
RubizziLBonilauriS (2012) From messages to writing: Experiences in literacy. In: EdwardsCGandiniLFormanG (eds), The Hundred Languages of Children: The Reggio Emilia Experience in Transformation. ABC-CLIO, pp. 213–231.
43.
RuleABarreraM (2003) Using objects to teach vocabulary words with multiple meanings. Montessori Life15(3): 14–17.
44.
SchueleCMJusticeLMCabellSQ, et al. (2008) Field-based evaluation of two-tiered instruction for enhancing kindergarten phonological awareness. Early Education and Development19(5): 726–752.
45.
SnowCE (2017) Early Literacy Development and Instruction: An Overview. The Routledge International Handbook of Early Literacy Education, pp. 5–13.
46.
SparksRLPattonJMurdochA (2014) Early reading success and its relationship to reading achievement and reading volume: Replication of ‘10 years later. Reading and Writing27(1): 189–211.
47.
SoundyCS (2003) Portraits of exemplary Montessori practice for all literacy teachers. Early Childhood Education Journal31(2): 127–131.
48.
Souto-ManningMJamesN (2008) A multi-arts approach to early literacy and learning. Journal of Research in Childhood Education23(1): 82–95.
49.
StanleyC TPetscherYCattsH (2018) A longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade. Reading and Writing31(1): 133–153.
50.
SuorttiOLipponenL (2016) Phonological awareness and emerging reading skills of two-to five-year-old children. Early Child Development and Care186(11): 1703–1721.
51.
TealeWHoffmanJPacigaK (2010) Where is NELP leading preschool literacy instruction? Potential positives and pitfalls. Educational Researcher39(4): 311–315.
52.
The New London Group (1996) A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review66(1): 60–93.
53.
VeerannaKRajalakshmiMSureshK (2011) Approaches adopted by preschools to foster literary skills among preschoolers. Language in India11(10): 150–170.
54.
WohlwendK (2015) One screen, many fingers: Young children’s collaborative literacy play with digital puppetry apps and touchscreen technologies. Theory Into Practice54(2): 154–162.
55.
ZhangJFallonMKimE J (2010) The Reggio Emilia curricular approach for enhancing play development of young children. Curriculum and Teaching Dialogue12(1/2): 85–99.
