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Doctoral Dissertation
When Pedagogy Matters: Insights from Montessori Education on the Development of Performance Monitoring
Available from: Université of Lausanne
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Abstract/Notes: The rapid pace of changes faced by todays young people calls for pedagogical practices that equip them not only with knowledge but also with the ability to think effectively, flexibly, and independently. This process rely on performance monitoring, a fundamental function of learning. When individuals notice something unexpected, such as an error, they tend to pause. In learning from this discrepant event, they adapt their behavior accordingly. Although performance monitoring is essential for academic learning and improves throughout childhood, its susceptibility to educational influences has not been studied. Pedagogical traditions differ on how they teach children to learn from feedback and errors. Traditional education provides children from one age group with opportunities to engage in work, and then to learn about and correct their performance later based on a teachers feedback and evaluation. By contrast, Montessori education focuses on supporting children in self-correcting in real time. It utilizes specialized materials that encourage childrens self-discovery of relevant concepts, and multi-age classes in which children discuss answers as they work. Here, we compared performance monitoring in children aged 4-15 years attending traditional or Montessori classes. Our multimodal approach (behavior, EEG, and MRI) revealed that 1) cortical regions related to performance monitoring un- dergo significant changes between the ages of 5 and 13 years; 2) children of that age do not process errors as adults do, and 3) pedagogical practices modulate both be- havior and neural responses. More specifically, the behavioral, morphometric and EEG neural data reveal significant differences in how students notice and react to errors, and in how they self-correct. fMRI analyses reveal difference in brain net- work connectivity between students from the two groups, and suggest differences in error correction strategies. Finally, higher academic performances were not at- tributable to higher executive functions, but rather differences in creativity abilities. Our work suggests that how students learn from errors reflects childhood schooling experience. Performance monitoring styles are also likely associated with youths cognitive flexibility more broadly, influencing how they react to novel or unex- pected outcomes. [Au vu du rythme effréné des changements auxquels sont confrontés les jeunes, il est essentiel que les pratiques pédagogiques ne se concentrent pas uniquement sur la transmission de connaissances, mais également sur leur capacité dapprendre de manière efficace, flexible et indépendante. L’élément central à cette entreprise est de favoriser une approche autodirigée et orientée sur les processus, dans laque- lle les élèves développent la capacité d’apprendre de leurs erreurs. Ce processus est appelé la gestion de la performance. Bien que la gestion de la performance soit essentielle aux apprentissages scolaires et se développe durant l’enfance, sa sus- ceptibilité aux influences pédagogiques n’a pas encore été étudiée. Ici, nous avons comparé la gestion de la performance chez des enfants âgés de 4 à 15 ans, issus de classes traditionnelles ou Montessori. Alors que les pratiques pédagogiques traditionnelles mettent l’accent sur le fait que les élèves apprennent à partir des commentaires des enseignants, les pratiques pédagogiques Montessori encouragent les élèves à travailler de manière autonome avec du matériel spéciale- ment conçu pour permettre de faire et dapprendre de leurs erreurs. Notre approche multimodale (comportement, EEG, IRM) nous a permis de dévoiler que 1) les ré- gions corticales liées à la gestion de la performance subissent des changements im- portants entre 5 et 13 ans; 2) les enfants de cet âge ne traitent pas l'erreur de la même manière que les adultes, et que 3) les pratiques pédagogiques modulent à la fois le comportement et les réponses cérébrales. Ce travail constitue une première étape connectant la recherche sur la gestion de la performance avec l’émergence des habitudes mentales chez les enfants dans leurs environnements scolaires, avec des implications directes pour la recherche en développement, les professionnels de l’enfance, et les politiques.]
Language: English
Published: Lausanne, Switzerland, 2020
Article
History as a Means of Development
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 10
Date: 1965-1966
Pages: 26-30
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Abstract/Notes: Based on a lecture to the Association of Montessorians Calcutta, April, 1965, by A.M. Joosten.
Language: English
ISSN: 0571-1142
Article
Development of Montessori Organizations in Eire [Ireland]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1956, no. 1/2
Date: 1956
Pages: 16–17
Europe, Ireland, Northern Europe
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Language: English
ISSN: 0519-0959
Article
HHCDA [Ho-Chunk Housing and Community Development Agency] Wins Grant for Childcare Center in Black River Fall
Publication: Hocak Worak, vol. 23, no. 1
Date: Jan 16, 2009
Pages: 3
Americas, Indigenous communities, Indigenous peoples, North America, United States of America
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Language: English
Article
On Observation and Development
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1978, no. 3-4
Date: 1978
Pages: 2-6
Child development, England, Europe, Great Britain, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Northern Europe, Observation (Educational method), United Kingdom
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Language: English
ISSN: 0519-0959
Article
To Help Life: An Overview of Montessori's Approach to the Child at Each Plane of Development
Publication: Family Life (AMI/USA), no. 2
Date: Winter 1982-1983
Pages: 6-9
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Language: English
Article
New Developments as We Enter the XXI [Twenty-first] Century!
Publication: El Boletin [Consejo Interamericano Montessori]
Date: Oct 1998
Pages: 9-10
Consejo Interamericano Montessori - History, Consejo Interamericano Montessori - Periodicals
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Language: English
Article
Fighting Poverty with Montessori Education: The Hilda Rothschild Foundation Community Development Program in El Salvador
Publication: El Boletin [Comité Hispano Montessori]
Date: Oct 1995
Pages: 5-9
Americas, Central America, Comité Hispano Montessori - Periodicals, El Salvador, Hilda Rothschild Foundation, Latin America and the Caribbean, Latin American community, Latino community, Montessori method of education - History
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Language: English
Article
The Physical and Psychological Development of the Adolescent
Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2011, no. 1-2
Date: 2011
Pages: 67–72
Adolescence, Adolescents, Europe, Italy, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Southern Europe, Teenagers, Trainings
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Abstract/Notes: In the 34th lecture given at the 23rd International Course Amsterdam, 1938, Montessori uses the term ‘psychic confusion’ to describe the unrest of adolescence, and suggests the adolescent’s courage as the means for finding the right path. As in the previous article, Montessori mentions sub-planes or stages of adolescent development.
Language: English
ISSN: 1877-539X
Article
Development and Education of the Adolescent: Essay from Kodaikanal (around 1942)
Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2011, no. 1-2
Date: 2011
Pages: 87–95
Adolescence, Adolescents, Asia, Child development, India, Maria Montessori - Writings, South Asia, Teenagers
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Abstract/Notes: Against the backdrop of a cosmic vision inspired by the beauty of the Kodaikanal lakes and mountains, and in the context of a period spent intensely studying the elementary years, Dr Montessori discusses rapid adolescent physical and psychical change, including new emotions and inner agitation, as the young adult seeks something more than study.
Language: English
ISSN: 1877-539X