Does Montessori education in the preschool years lead to higher levels of intrinsic motivation, impacting socio-emotional development and cognitive development compared to peers educated in traditional CAPS settings? A mixed-methods study of education in South Africa

A basic principle of Montessori education is the development of intrinsic motivation within the child. This study explores whether Montessori education in the preschool years promotes higher levels of intrinsic motivation compared to traditional CAPS classrooms, and how this may influence socio-emotional and cognitive development. The research draws on historical Montessori principles alongside contemporary theories such as the Self-Determination Theory of Ryan & Deci (2000). The study is a mixed-methods study, comprising standardized quantitative measures, including the Mastery Motivation Questionnaire, Scale of Intrinsic versus Extrinsic Orientation, and the DECA-P2 with qualitative interviews and observations. Further, cognitive development is assessed through teacher reports compared to age-appropriate developmental checklists. Focusing on children aged 3–6 years from a range of socio-economic and cultural backgrounds within South Africa, this study aims to provide evidence for the role of intrinsic motivation in early childhood education and inform recommendations for preschool practices.