Research on early literacy in Reggio and Montessori classrooms: A scoping review.

This article presents a scoping review of 26 empirical studies investigating early literacy development in Reggio Emilia and Montessori early childhood classrooms. Using a five-stage framework and thematic content analysis, four main themes emerged: avenues for literacy learning (through arts, inquiry, and play), home-school connections, early literacy advantages associated with these approaches, and enriched literacy environments. The review found that Reggio Emilia classrooms typically integrate literacy organically within play and inquiry projects, emphasizing oral language and multimodal communication, while Montessori classrooms often employ more systematic, explicit instruction focusing on phonological awareness, letter-sound associations, and decoding skills. Most Reggio studies used qualitative methods, whereas Montessori studies frequently employed quantitative designs, with research conducted across diverse geographical contexts but predominantly in North America. The article highlights the need for further empirical research using varied methodologies and including broader cultural contexts to deepen understanding of early literacy development within these non-traditional educational approaches.