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Doctoral Dissertation (Ph.D.)
A Comparison of Cognitive and Social Development in British Infant and Montessori Preschools
Cognition, Comparative education, England, Europe, Great Britain, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Northern Europe, Social development, United Kingdom
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Abstract/Notes: British Infant vs Montessori preschool programs, logical structure & number comprehension & cognitive development & social interaction, male vs female, 3 vs 4 yr olds
Language: English
Published: Philadelphia, Pennsylvania, 1977
Doctoral Dissertation (Ph.D.)
A Comparison of Social and Cognitive Development in British Infant and Montessori Preschools
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Language: English
Published: Philadelphia, Pennsylvania, 1977
Doctoral Dissertation (D.S.W.)
Evidence Based Social Skills Interventions for Young Children with Asperger's Syndrome and the Montessori Educational Method: An Integrative Review
Available from: University of Pennsylvania Libraries
Asperger's syndrome in children, Autism in children, Children with disabilities, Montessori method of education - Evaluation, People with disabilities
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Abstract/Notes: Asperger’s Syndrome (AS) is a medically recognized disorder on the Autism Spectrum. One in 88 children age eight are diagnosed with AS (National Institute of Neurological Disorders and Stroke, 2014). A key feature of AS is a deficiency in social skills. In the past ten years five main types of social skills interventions have been researched for their impact on young children with AS. Data suggest these treatments help children with AS acquire social skills. More research is needed on the types of learning environments that incorporate or lend themselves to utilizing these types of social skills interventions. One potential model, the Montessori Method of education was initially designed to teach children with significant developmental, social, and educational disabilities, with an intentional focus on individualized learning and socialization. To date, the potential overlap between empirically supported interventions to teach social skills to children with AS and the Montessori Method of education has not been researched. A comprehensive literature review was conducted to compare five researched interventions for social skill acquisition in children with AS with the Montessori Method of education. Findings suggest that of these five interventions, three bear significant resemblance to the Montessori Method of education while the other two do not. Implications and recommendations for parents, teachers, educational administrators, and social workers and other mental health practitioners who assist children with AS are provided.
Language: English
Published: Philadelphia, Pennsylvania, 2014
Research Report (Master's)
Educators on Social Media: A Look Into What Montessori Teachers and Other Educators Believe About Intrinsic Motivation and Rewards
Available from: American Montessori Society
Intrinsic motivation, Montessori method of education - Teachers, Social media in education, Teachers
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Language: English
Published: Cincinnati, Ohio, 2013
Master's Thesis (Curriculum And Instruction)
Montessori Education & Social Justice: Overlap, Potential & Areas for Growth
Available from: American Montessori Society
Maria Montessori - Philosophy, Montessori method of education, Social justice
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Abstract/Notes: Montessori education is aligned with Culturally Relevant Pedagogy (CRP), yet poor students and students of color are not attending Montessori schools. In this research, narrative inquiry is used to unpack how well Montessori education is serving poor students and students of color. Results show great potential, while also display a complex web of history, perception, and current practices that need to be addressed in order for Montessori education to best serve poor students and students of color.
Language: English
Published: Madison, Wisconsin, 2016
Doctoral Dissertation
Executive Function, Social-Emotional Skills, and Academic Competence in Three Preschool Programmes: Pathways to School Readiness
Available from: British Library - EthOS
Academic achievement, Comparative education, Executive function, Preschool education, Social emotional learning
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Abstract/Notes: Research findings indicate that executive function (EF), social-emotional skills, and pre-academic competence significantly promote children's school readiness and later success. School readiness broadly refers to a combination of skills necessary to function successfully in school and lack thereof may increase the risk of children's school problems. Therefore, it is essential for school systems to provide appropriate and timely support to the development of these fundamental skills. The present study focused on three particular preschool programmes: Montessori, Reggio Emilia, and the traditional play-based (British Columbia Early Learning Framework: BCEFL) programmes in Western Canada. Although they are popular, there is little empirical research that examines and compares the benefits of these programmes to the development of school readiness skills. As such, the present study aimed to 1) determine the effectiveness of these three preschool programmes in Western Canada on the development of children's school readiness; and 2) examine other sources of influences in the child, family and school in relation to the development of school readiness skills. Overall, 119 preschool children (48 Montessori, 42 Reggio Emilia, 29 BCELF) participated in the study. Observation was conducted once in the autumn of 2015 for each classroom using the CLASS observation tool. Teachers and parents of participating children filled in a series of questionnaires regarding the quality of their relationship with their child and their perceptions of daily EF and social-emotional skills of their child. The researcher also assessed individual children's fluid intelligence, EF, and pre-academic competence. The results showed that 1) although Montessori education appeared to be the most effective in facilitating numeracy skills, no curriculum stood out as notably more effective than any of the others at improving other areas of school readiness skills; 2) well-run classrooms where teachers were effective in time, behavioural, and attention management were most effective in promoting children's numeracy skills; 3) EF, social-emotional skills, and pre-academic competence exhibited an overlapping developmental process over time; 4) relational quality in both home and school environments significantly affected the development of school readiness skills, especially social-emotional skills; and 5) adults' perceptions of children's EF and social-emotional skills had a significant consequence for how teachers and parents formed their relationships with their children.
Language: English
Published: Oxford, England, 2018
Article
Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public-School System
Available from: Wiley Online Library
Publication: Child Development, vol. 92, no. 5
Date: Sep/Oct 2021
Pages: 2069-2088
Academic achievement, Cognitive development, Europe, France, Montessori method of education, Montessori method of education - Evaluation, Montessori schools, Public Montessori, Social development, Western Europe, Work periods
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Abstract/Notes: Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; Mage = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; Mage = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.
Language: English
DOI: 10.1111/cdev.13575
ISSN: 0009-3920, 1467-8624
Article
Performance of Montessori and Traditionally Schooled Nursery Children on Social Cognitive Tasks and Memory Problems
Available from: ScienceDirect
Publication: Contemporary Educational Psychology, vol. 5, no. 2
Date: Apr 1980
Pages: 124-137
Americas, Cognition, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: In two independent experiments, the performance of 4-year-old children drawn from Montessori classrooms was compared with that of children attending traditional preschools. It was speculated that the Montessori children might excel in social cognitive reasoning and in memory—both indirect consequences of the cognitive skills targeted by the curriculum. In Experiment 1, there were three social cognitive tasks—referential communication, speech differentiation, and identifying emotions. In Experiment 2, there were two memory problems—recognition of logically related objects, and free recall. There was no evidence of a difference in the level of performance of children from the two types of schools on social cognitive tasks, and both groups recoded messages more effectively to explicit requests from the listener than to implicit ones. For memory, the Montessori children excelled on the recognition problem, but there was no difference between groups on free recall. It was concluded that the Montessori curriculum does influence cognitive development beyond the narrow bounds of the cognitive skills ostensibly taught in the classroom, but the impact is greatest where there is a close relation between the specific concepts learned in class and the skill in question.
Language: English
DOI: 10.1016/0361-476X(80)90033-8
ISSN: 0361-476X
Book Section
Maria Montessori e l'educazione come rimedio ai mali sociali dell'infanzia
Book Title: L'infanzia svantaggiata e Maria Montessori: esperienze psicopedagogiche, educative e sociali dal '900 ad oggi
Pages: 24-59
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Language: Italian
Published: Roma, Italy: Fefè Editore, 2013
ISBN: 978-88-95988-36-8
Series: Pagine Vere , 19
Book Section
Le donne, le questioni sociali, l'infanzia
Book Title: Il mondo al femminile di Maria Montessori. Regine, dame e altre donne [The female world of Maria Montessori. Queens, ladies and other women]
Pages: 51-88
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Language: Italian
Published: Roma, Italy: Fefè Editore, 2015
ISBN: 978-88-95988-62-7
Series: Pagine Vere , 27