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Doctoral Dissertation

A Comparison of the Place Value Understanding of Montessori and Non-Montessori Elementary School Students

Available from: National Center for Montessori in the Public Sector (NCMPS)

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Abstract/Notes: Schools following the Montessori method use individual and small-group teaching methods and hands-on, concrete materials to provide a basis for deep learning of mathematical concepts. Schools with a mostly traditional approach to mathematics teaching mainly use large-group lecture methods with little use of manipulative materials. This study investigated the understanding of place value concepts and abilities of Montessori students by comparing task responses of 93 students in grades 1-3 in a Montessori school (n=47) and in a mostly traditional comparison school (n=46). Data collection included clinical interviews with each student. The theoretical framework used in the study was taken from Zoltan Dienes, a mathematician, who believed that mathematics is learned and created by forming layers of abstract generalizations. Interview tasks were both gathered from the literature and created by the researcher. Procedural tasks included those that asked students to count, to identify the value of digits in a number, and to use the standard addition algorithm for multidigit numbers. Conceptual tasks included those that required students to solve two-digit addition and missing addend questions with and without materials and to solve word problems involving three- and four-digit numbers. Some tasks included large numbers into the thousands because Dienes' framework calls for increasingly abstract generalizations, which for place value means larger and larger numbers.

Language: English

Published: Columbus, Ohio, 2000

Video Recording

Corso Montessori per insegnanti di ruolo [Maria Montessori e i nuovi Orientamenti]

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Abstract/Notes: Video fuori commercio a cura dell'Opera Nazionale Montessori; Nella prima parte Maria Montessori e i nuovi orientamenti, la scuola di oggi e l'educazione come aiuto alla vita. Confronto tra il bambino Montessori e il bambino della scuola comune, Il bambino come soggetto di diritti. Nella seconda parte la signora Ferrati descrive la preparazione dell'ambiente e presenta i materiali, dagli incastri solidi al secondo piano della numerazione. Panoramica completa di quasi tutti i materiali che dovrebbero essere messi a disposizione dei bambini.

Runtime: 120 minutes

Language: Italian

Published: [Italy], 1996

Thesis

Método Montessori: Estudio Cualitativo de la Implementación del Método Montessori, en las Niñas y Niños de la Sala de Clases Heterogénea de la Sala Cuna y Jardín Infantil El Roble de la Comuna de La Pintana

Available from: Universidad Academia de Humanismo Cristiano

Americas, Chile, Latin America and the Caribbean, Montessori method of education, South America

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Abstract/Notes: La investigación propuesta a continuación se enmarca en el ámbito de la educación preescolar, donde se investigó una alternativa a la educación tradicional existente en Chile, adentrándose en la propuesta Montessori que tiene la Sala Cuna y Jardín Infantil El Roble, ubicado en la comuna de la Pintana, donde se trabajó con las niñas y niños de la sala heterogénea (3 a 5 años), con sus guías y directivos. Para conocer la implementación del método, en un contexto como este. En el marco teórico se presentan los antecedentes fundamentales de la creación de la educación preescolar en nuestro país, haciendo un recorrido histórico respecto a su implementación, además se indagan las políticas publicas en esta materia. La primera concepción teórica que se revisa es el Método Montessori, donde se describe su metodología, principios y conceptos fundamentales. Luego se profundiza en la teoría constructivista, revisando algunos de sus principales autores como Jean Piaget y Jerome Bruner. La metodología utilizada para la investigación fue el enfoque cualitativo, el cual se caracteriza por ser flexible, ya que lo relevante es el contexto en el cual ocurre el fenómeno a investigar. Las técnicas utilizadas para la recolección de información fue la entrevista en profundidad y la observación participante. El análisis de resultados se hizo a través del análisis de contenido por categoría.

Language: Spanish

Published: Santiago, Chile, 2011

Article

✓ Peer Reviewed

An Association Between Montessori Education in Childhood and Adult Wellbeing

Available from: Frontiers in Psychology

Publication: Frontiers in Psychology, vol. 12

Pages: 721943

Developmental psychology, Early childhood care and education, Early childhood education, Early childhood education, Montessori method of education, Wellbeing, Wellbeing

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Abstract/Notes: Wellbeing, or how people think and feel about their lives, predicts important life outcomes from happiness to health to longevity. Montessori pedagogy has features that enhance wellbeing contemporaneously and predictively, including self-determination, meaningful activities, and social stability. Here, 1905 adults, ages 18-81 (M = 36), filled out a large set of wellbeing scales followed by demographic information including type of school attended each year from 2 to 17. About half the sample had only attended conventional schools and the rest had attended Montessori for between 2 and 16 years (M = 8 years). To reduce the variable set, we first developed a measurement model of wellbeing using the survey data with exploratory then confirmatory factor analyses, arriving at four factors: general wellbeing, engagement, social trust, and self-confidence. A structural equation model that accounted for age, gender, race, childhood SES, and years in private school revealed that attending Montessori for at least two childhood years was associated with significantly higher adult wellbeing on all four factors. A second analysis found that the difference in wellbeing between Montessori and conventional schools existed even among the subsample that had exclusively attended private schools. A third analysis found that the more years one attended Montessori, the higher one's wellbeing as an adult. Unmeasured selection effects could explain the results, in which case research should determine what third variable associated with Montessori schooling causes adult wellbeing. Several other limitations to the study are also discussed. Although some of these limitations need to be addressed, coupled with other research, including studies in which children were randomly assigned to Montessori schools, this study suggests that attending Montessori as a child might plausibly cause higher adult wellbeing.

Language: English

DOI: 10.3389/fpsyg.2021.721943

ISSN: 1664-1078

Article

Renilde Montessori, Karin Schneider-Henn, Uns drückt keine Schulbank: Montessori-Erziehung im Bild [review]

Publication: Montessori-Werkbrief (Montessori-Vereinigung e.V.), vol. 22, no. 2

Pages: 59-61

Book reviews, Renilde Montessori - Biographic sources

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Language: German

ISSN: 0722-2513

Doctoral Dissertation

Adaptación, ansiedad y autoestima en niños: comparación entre escuelas tradicional y Montessori [Adaptation, anxiety and self-esteem in children: comparison between traditional and Montessori schools]

Available from: Universidad de las Américas Puebla - Institutional Repository

Americas, Child development, Comparative education, Latin America and the Caribbean, Mexico, Montessori method of education, Normalization, Wellbeing

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Abstract/Notes: En el presente trabajo se describen y comparan los niveles de adaptación, ansiedad y autoestima registrados en 72 alumnos de escuela tradicional y 65 de escuela Montessori de la ciudad de Puebla, de entre 9 y 12 años de edad. No habiendo encontrado diferencias estadísticamente significativas en las tres variables estudiadas entre estas dos escuelas, es dado concluir que tanto la adaptación, como la ansiedad y la autoestima son fenómenos determinados por una multiplicidad de factores tanto internos (inteligencia, personalidad, maduración, aptitudes, actitudes, entre otros.), como externos (familia, escuela, sociedad, cultura), que actúan interrelacionados. Así mismo se establecen las correlaciones existentes entre adaptación, ansiedad y autoestima. Se describen, además, los análisis factoriales aplicados a los tres instrumentos psicométricos utilizados en esta investigación, ya que dos fueron generados en España y otro en Estados Unidos de América. Se recomienda que, ante la escasez de instrumentos psicométricos construidos y validados en nuestro país, se promuevan investigaciones que tengan como fin la producción y difusión de tests en México, lo que permitirá realizar estudios confiables y válidos en el campo de la Psicología. [In this work, the levels of adaptation, anxiety and self-esteem registered in 72 students from a traditional school and 65 from a Montessori school in the city of Puebla, between 9 and 12 years of age, are described and compared. Not having found statistically significant differences in the three variables studied between these two schools, it is possible to conclude that both adaptation, anxiety and self-esteem are phenomena determined by a multiplicity of internal factors (intelligence, personality, maturation, aptitudes, attitudes , among others.), and external (family, school, society, culture), which act interrelated. Likewise, the existing correlations between adaptation, anxiety and self-esteem are established. The factor analyzes applied to the three psychometric instruments used in this research are also described, since two were generated in Spain and another in the United States of America. It is recommended that, given the shortage of psychometric instruments built and validated in our country, research is promoted aimed at the production and dissemination of tests in Mexico, which will allow reliable and valid studies in the field of Psychology.]

Language: Spanish

Published: Cholula, Mexico, 2010

Article

Acceptance of the Montessori Method in Taisho Era: Focusing on the Material Tools of Montessori

Publication: Hoikugaku kenkyu / 保育学研究 / Research on Early Childhood Care and Education in Japan, vol. 38, no. 2

Pages: 144-152

Asia, East Asia, Japan, Montessori materials, Montessori method of education, Montessori schools

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Language: Japanese

ISSN: 1340-9808, 2424-1679

Doctoral Dissertation

A Comparison of Traditional vs. Montessori Education in Relation to Children's Self-Esteem, Self-Efficacy, and Prosocial Behavior

Available from: ProQuest Dissertations and Theses

Academic achievement, Americas, Caribbean, Comparative education, Elementary education, Latin America and the Caribbean, Montessori schools, Puerto Rico, Student attitudes

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Abstract/Notes: The present study compares elementary school children from Traditional and Montessori programs. The purpose is to investigate how different educational philosophies and teaching methods affect perceived levels of self-esteem, self-efficacy, prosocial behavior and aggressive behavior in children. The participants in this study consisted of second through sixth grade students who were attending Montessori and Traditional schools since the age of five, or earlier. All children completed the Washington Self-Description Questionnaire (WSDQ), three subscales of the Children's Multi-dimensional Self-Efficacy Scales (i.e., academic achievement, self-regulated learning, & social), the Physical and Verbal Aggression Scale, and the Prosocial Behavior Scale. No significant differences were revealed between the Montessori and Traditional programs in relation to the children's perceived levels of self-esteem, self-efficacy for academic achievement, self-efficacy for self-regulated learning, social self-efficacy, or prosocial behavior. However, the Montessori children reported significantly lower levels of physical/verbal aggression than the Traditional children. Moreover, as Montessori children develop a heightened ability to work within a group of peers, they seem to develop lower levels of physical/verbal aggression, which was not found among Traditional children. Furthermore, Montessori children's perceived ability to make and keep friends of the same gender was found to significantly improve with increased years in the program, which was not found in the Traditional method. For Montessori children, their perceived ability to work together in a group was found to be positively associated with heightened levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Furthermore, the Montessori children's levels of self-esteem were correlated significantly with their perceived levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Although Traditional children were also found to gain self-efficacy for self-regulated learning through working together at young ages, as they proceed to higher grade levels, their self-efficacy for self-regulated learning decreased.

Language: English

Published: San Juan, Puerto Rico, 2002

Book Section

Montessori-Pädagogik und die kindliche Entwicklung [Montessori pedagogy and child development]

Book Title: Montessori-Pädagogik und die Erziehungsprobleme der Gegenwart [Montessori Pedagogy and Current Educational Problems]

Pages: 96-105

Child development, Developmental psychology, Montessori method of education

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Language: German

Published: Würzburg, Germany: Königshausen und Neumann, 1990

ISBN: 3-88479-423-X

Book Section

La scuola Montessori di religione. Dio e i bambini se la intendono [The Montessori school of religion. God and children understand each other]

Book Title: Maria Montessori, oggi: 1870-1970 [Maria Montessori, today: 1870-1970]

Pages: 176-180

Europe, Italy, Montessori method of education, Religious education, Sofia Cavalletti - Writings, Southern Europe

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Language: Italian

Published: Firenze: Giunti-Bemporad Marzocco, 1970

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