An exploration of values education within the Reggio Emilia, Waldorf, and Montessori approaches through teachers' perspectives

The aim of this study is to determine values education in the Reggio Emilia, Waldorf, and Montessori approaches based on teachers' perspectives. Within this scope, the place and importance of values education, the supported values, the strategies employed, the effects on children's developmental domains, and the strengths and weaknesses of practices in these approaches were examined. The study group consisted of 14 preschool teachers practicing the Reggio Emilia (4), Waldorf (6), and Montessori (4) approaches. A qualitative research design was adopted, and the data were collected through semi-structured interviews. As data collection tools, the "Teacher Personal Information Form," used to gather the demographic information of teachers, and the "Teacher Interview Form," developed to determine their views and experiences regarding values education, were employed. The results revealed that in the Reggio Emilia approach, values such as cooperation, empathy, responsibility, respect, self-confidence, and helpfulness are fostered through project-based learning, Socratic questioning, inquiry-based practices, collaborative learning, drama, play, and nature activities. In this process, the teacher's role and the classroom environment were found to be crucial; however, challenges such as time management, lack of motivation, and overcrowded classrooms were reported. According to teachers adopting the Waldorf approach, values such as love, respect, empathy, responsibility, cooperation, compassion, inner peace, and harmony with nature are conveyed through play, rituals, fairy tales, interaction with nature, art, rhythm, and movement. In this approach, teachers acting as role models, fostering a sense of community, and encouraging family involvement are emphasized, whereas challenges were observed in aligning with academic standards, integrating national values, and adapting to local culture. In the Montessori approach, children are reported to acquire values such as cooperation, empathy, respect, helpfulness, politeness, self-discipline, self-awareness, justice, equality, and tolerance naturally through daily life activities. This process is supported by teachers serving as role models, group activities, and rich materials, while importance is also given to environmental awareness and love of nature. However, challenges such as indirect instruction, incompatibility with mainstream education, and cultural ambiguities were noted. According to teachers' perspectives, all three approaches contribute positively to children's social, emotional, and personality development and are effective in instilling core values. The findings were discussed in relation to the relevant literature.