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Journal Article 1: Vettiveloo, R. (2008). A critical enquiry into the implementation of the Montessori teaching method as a first step towards inclusive practice in early childhood settings specifically in developing countries. Contemporary Issues in Early Childhood, 9, 178–181.

Abstract: The analysis was carried out as part of a master's thesis and it aimed to analyse the extent to which the Montessori educational philosophy and teaching method incorporated inclusive educational qualities. The Montessori Method was first developed for children who were disadvantaged and considered ‘idiots’, in the slums of Italy's San Lorenzo. With the usage of her didactic materials, Maria Montessori proved that the children in question were indeed educable given the correct type of instruction. The focus of this article is on the inclusive qualities embedded within the Montessori philosophy and teaching method, which can be reason enough for it to be adopted by developing countries that have limited budgets/funding for the purpose of special education. This method could prove to be an easy alternative for the immediate implementation of early childhood inclusive education for countries such as Malaysia which do not yet possess specific legislation governing special education.

Journal Article 2: Chun, E. J., Hertzog, N. B., Gaffney, J. S., & Dymond, S. K. (2011). When service learning meets the project approach: Incorporating service learning in an early childhood program. Journal of Early Childhood Research, 10, 232–245.

Abstract: The researchers described in this case study how Service Learning was incorporated within the context of an early childhood program where the teachers used the Project Approach. The Service Learning project was embedded in an investigation about water and was designed to help tsunami victims in Asia. Participants included two teachers and 12 children age five to seven in a kindergarten/first grade classroom. Data were collected over one month through observations and interviews. This investigation revealed common features shared by Service Learning and the Project Approach. Findings illustrated how the Project Approach facilitated the implementation of Service Learning.