Analysis of Early Childhood Learning Planning Based on Montessori Play Theory in Al-Ittifaqiah Islamic Kindergarten

Abstract

Learning planning is a fundamental component in early childhood education that directly determines the quality of classroom processes and the achievement of children’s developmental goals, especially during the golden age period of 4–6 years. Montessori play theory emphasizes a child-centered approach in which children are given broad opportunities to choose activities, explore concrete materials, and learn independently within a carefully prepared environment. This study aims to analyze the learning planning implemented at TK Islam Al-Ittifaqiah based on the perspective of Montessori play theory, to identify the components of daily and weekly plans designed by teachers, and to examine the conformity of those plans with core Montessori principles such as prepared environment, freedom of choice, and hands-on learning. The research employed a descriptive qualitative approach with subjects consisting of fifteen children from group B, three classroom teachers, and the principal. Data were collected through participatory observation, in-depth interviews, and documentation of lesson plans and children’s progress records. The findings show that most Montessori planning components have been implemented and integrated with Islamic values to support children’s independence, concentration, and character building. The novelty of this research lies in the contextual adaptation of Montessori planning in an Islamic kindergarten setting. These results provide practical implications for developing more flexible and holistic play-based learning plans in similar educational institutions.