Montessori Principles Research Articles

Use of Montessori Education for Therapeutic Purposes in Individuals with Special Needs

Introductıon. The main idea of Montessori Pedagogy and Montessori Therapy based on it is to contribute to the development of the child by accepting them with their own personality and providing special 'sensory development tools' and activities suitable for the child’s ‘structure plan’. Purpose. This study will focus on the therapeutic use of the Montessori method in infants and young children with special needs. Also, it is aimed to explain Montessori Therapy and its usage in the education of children with special needs in-depth and to evaluate the perspectives of parents of children with special needs on Montessori Therapy.Method. The research is a descriptive study and includes compiling information on Montessori therapy and the results of interviews conducted with the families of five children with special needs. The research data consists of a literature review and family interviews. Results. As a result of the research, parents of children with special needs stated that alternative preschool education (Montessori education) approaches for their children could be effective in helping children acquire basic life skills.Conclusion. Montessori principles such as individualized learning, manipulative materials, freedom and discipline, natural environment, and continuous observation can help maximize the potential of these children. However, every child is unique, and the therapy may need to be constantly adapted to be effective. Therefore, practitioners of Montessori therapy should carefully observe and assess the needs of the children, and continuously update themselves with current research and best practices.

Validation of the Teacher Questionnaire of Montessori Practice for Early Childhood in the Dutch Context

Montessori education has existed for more than 100 years and counts almost 16,000 schools worldwide (Debs et al., 2022). Still, little is known about the implementation and fidelity of Montessori principles. Measuring implementations holds significant importance as it provides insight into current Montessori practices and because it is assumed that implementation might influence its effectiveness. In the Netherlands, it is especially important to measure fidelity because of the country’s history of flexible implementation of Montessori principles. No instruments currently exist that are specifically designed to measure Montessori implementation in the Dutch context. This study aims to validate a translated version of the Teacher Questionnaire for Montessori Practices, developed by Murray et al. (2019), within the Dutch early childhood education context. Additionally, it seeks to investigate the extent to which Montessori principles are implemented in Dutch early childhood schools. Data were collected from 131 early childhood Montessori teachers. Confirmatory factor analysis revealed that the Dutch dataset did not align with the factor structure proposed by Murray et al. (2019). Subsequent exploratory factor analysis led to the identification of a 3-factor solution, encompassing dimensions related to Children’s Freedom, Teacher Guidance, and Curriculum, which shows some similarities with Murray et al.’s (2019) factors. Implementation levels in the Netherlands varied, with the highest level of implementation observed in Children’s Freedom and the lowest in Curriculum.

Applying Montessori Education Philosophy in preschool education in Vietnam

The Montessori educational philosophy, founded by Maria Montessori, emphasizes the holistic development of preschool children, focusing on their innate abilities and fostering independence and self-regulation. In Vietnam, the application of Montessori principles in preschool education has gained traction, albeit with several challenges. This paper assesses the implementation of Montessori education in Vietnamese preschools, examining successful cases and existing hurdles. Drawing from a range of sources, including scholarly articles, books, and dissertations, the analysis highlights the shortage of adequately trained Montessori teachers, high tuition fees, and misconceptions about the Montessori approach. The study proposes solutions such as enhancing teacher training, international collaboration, and improving infrastructure and financial support for Montessori preschools. Furthermore, the paper underscores the significance of applying Montessori principles in Vietnamese early childhood education and suggests future directions for development. By adhering to Montessori's core principles and addressing the identified challenges, this approach has the potential to optimize preschool children's capacities and contribute to the nation's future development.

Critique of Montessori's Method of Early Childhood

This paper critically examines Maria Montessori's method of early childhood education through the lens of Vedic psychology. While Montessori's approach emphasizes child-centered learning and hands-on activities, this study explores its compatibility with Vedic psychology, which includes ancient Indian philosophical and psychological insights. Through an analysis of Montessori's principles alongside Vedic psychology concepts such as the holistic nature of the self and the importance of spiritual development, potential areas of misalignment or improvement within Montessori's framework are identified. By offering a nuanced critique, this paper contributes to the discourse surrounding early childhood education, aiming to enrich educational practices by integrating insights from diverse philosophical perspectives.

NURSING HOME STAFF UNDERSTANDING AND CONFIDENCE IMPLEMENTING MONTESSORI APPROACHES AFTER TRAINING

Abstract Staff understanding and confidence delivering non-pharmacological interventions are critical for improving outcomes related to behavioral distress in dementia. We conducted a mixed methods evaluation with frontline staff (nursing, recreation therapists, etc.) at 8 VA Community Living Centers enrolled in a stepped-wedge cluster randomized trial of Montessori-based approaches. Training and data collection were conducted remotely and surveys were shortened to reduce participant burden. Normalization Process Theory (NPT, May et al., 2022) guided questions and analysis. Staff completed N=21 qualitative interviews, N=307 surveys (1-month pre-training and during baseline), and N=906 post-training evaluations. Results revealed 83%-87% passed post-training knowledge exams. NPT surveys reflected Montessori was not a normal part of staff work currently (M=5.58 and 6.35 on a 10-point scale); though they believed it would become a normal part of their work in the future (M=7.11 and 7.68). After training, Montessori was rated as more familiar (M=5.15 to M=6.55, t=-3.12, p=.002), and significantly more staff reported that their role included Montessori delivery/oversight X2=13.26(2), p=.001. Content analysis was used to examine qualitative transcripts for the NPT domain Coherence (e.g., comprehension, self-efficacy, internalization). Three themes emerged: 1) ability to describe Montessori principles, 2) familiarity with Montessori approach, and 3) willingness to try it. All participants were able to describe Montessori, though some reported conditional self-efficacy/confidence. Representative quotes reflect challenges and successes in understanding and early application of the intervention in VA CLC environments. Considerations for pragmatic trial designs amid fluctuating COVID precautions are also discussed (e.g., nursing shortages, implementation and evaluation discrepancies, and site-level variability).

Maria Montessori: A Visionary Whose Insights Align With Neuroscience

Maria Montessori’s approach, based on observation of and experimentation with children’s learning processes, remains one of the longest-standing and widely embraced forms of alternative education. Contemporary neuroscience research increasingly validates Montessori’s principles, yet a robust bridge between these two fields remains elusive. Factors such as differing goals, terminology and the lack of a collaborative framework hinder their synergy. This literature review explores the intersection between neuroscience findings and Montessori’s educational philosophy, structured into five key areas. The Perspective first presents various neuroscience insights: an exploration of aspects related to learning, brain development and cognition. Second, a brief background on Maria Montessori’s contributions: a historical overview of Maria Montessori's life, work and educational methodology. Third is the identification of the areas where neuroscience and Montessori principles intersect, including the importance of movement, emotional development, social learning, the role of the prepared environment, the transition from concrete to abstract concepts, self-regulation, sensitive periods and memory. Finally, while acknowledging the challenges and limitations in researching Montessori education, this review emphasises the growing evidence that supports the alignment of Montessori principles with neuroscience findings. This underscores the enduring relevance of Montessori’s holistic education approach and highlights the potential benefits of a deeper collaboration between these fields, to enhance educational practices and promote comprehensive learning experiences for children.

Implementing the Montessori approach in an undergraduate marketing course: A case study

The objective of this case study is to offer a new perspective on innovation in higher education pedagogy by exploring how Montessori principles can be applied in an elective upper-level undergraduate marketing analytics course. Innovation in higher education is crucial for preparing students for the ever-changing challenges they will face in the workplace and in society. Montessori education offers a unique perspective for addressing many of the shortcomings identified in current approaches to undergraduate instruction. This study involved designing a course that incorporated well-established principles of Montessori education—which has demonstrated success in fostering deep learning, engagement, intrinsic motivation, and adaptability particularly among adolescents. The methodology leverages the naturalistic approach to gathering real world evidence using an inductive design based on data from instructor field notes, weekly student response submissions, and an end-of-semester student survey. In conclusion, results of the study suggest Montessori education, particularly experiential learning elements and direct connections to industry, should continue to be explored for its potential to inspire innovation in higher education. However, successfully changing the instructional paradigm requires efforts beyond a single course. Truly shaping undergraduate education for the 21st century involves broad and integrated change across departments and even universities to empower students to take control of their own learning, to be inspired and motivated by their own intrinsic values, and to expand their thinking beyond narrow expectations of textbook learning.

Implementing Fitness and Nutrition Education in Urban, Underserved, Community-Based Montessori Schools: Challenges and Lessons Learned.

Few studies have discussed school-based health programs in Montessori education. Lumin has a network of Montessori elementary schools serving mainly lower income families in Dallas, Texas. Since 2015, our medical school has partnered with Lumin to design and implement fitness and nutrition curricula adherent to Montessori principles. To describe a novel Montessori school-based health program and determine avenues for improvement based on lessons learned. Led by medical students with guidance from faculty mentors, the program was developed collaboratively with Lumin leaders based on a critical need in their community and shaped with results from a cross-sectional health needs assessment among Lumin families. Data were collected to measure the impact of the program and a program evaluation was conducted after 5 years of operation to explore curriculum refinement.Results and Lessons Learned: The greatest challenges were recruitment of student volunteers, scheduling and coordination, and garnering community interest for secondary activities (e.g., health fairs). Despite challenges, this partnership has resulted in a successful program that relies on faculty and student volunteers, incorporates community-based participatory research and service learning concepts, and follows Montessori principles.

Prinsip-Prinsip Montessori dalam Pembelajaran Anak Usia Dini di Ra Shazia Palembang

The purpose of this study was to find out how Montessori principles were applied in the learning of group B children at RA Shazia, and to find out what obstacles were encountered in applying Montessori principles to the learning of group B children at RA Shazia Palembang. This research was conducted at RA Shazia Palembang. Informants in this study consisted of principals, homeroom teachers, teachers and parents of students of RA Shazia Palembang. The type of research in this thesis is qualitative research. Data collection techniques in the form of observation, interviews, and documentation. This research is based on the results of problem identification through interview, observation and documentation methods. Based on the data obtained from interviews and observations, it shows that the application of the principles of the Montessori Method in early childhood learning has not gone well, in the field application there are still many obstacles. From the three informants who have been interviewed and the observation stage carried out in each class at RA Shazia Palembang, RA Shazia's teachers have not fully adopted the teaching procedures from the principles of the Montessori method so that the learning process is still conventional.

Analysing the Montessori Principles from the Perspectives of Schools, Teachers, and Families

Education, especially early childhood education, is a responsibility that both families and schools share, so much so that children find themselves in two differentiated learning environments. Educational and parenting styles may join forces, sharing values and behaviours that enhance children’s development, just as the Montessori Pedagogy has shown. It is for this reason that the present study will attempt to analyse the relations established between the opinions and the application of the principles of such pedagogy focusing on the first six years of life, both in educational and family environments, considering the degree of commitment the school has towards the Montessori Pedagogy.

Montessori Education at a Distance, Part 1

The transition to distance learning in the spring of 2020 caused by COVID-19 was particularly challenging for Montessori educators and students because key elements of the Method were not directly transferable to this new and hastily designed format. Hands-on learning with Montessori materials and learning in a community, as well as careful teacher observation, could not be easily replicated when children were learning from home. To understand how educators applied Montessori principles to serve children and families in these highly unusual circumstances, we surveyed Early Childhood and Elementary Montessori teachers about how they translated core elements of Montessori education to a distance-learning environment. The overall results suggest that Montessori distance-learning arrangements balanced live videoconference experiences for children with offline hands-on activities, while also relying on parents’ and caregivers’ involvement. Teachers reported that they largely designed learning experiences themselves, without significant support or guidance from school leaders. Still, teachers reported that they were able to uphold Montessori principles to only a moderate degree under the circumstances. While teachers understandably hunger for support, professional connections, and a return to the classroom experiences that drew them to the field of Montessori education, this study highlights factors that may affect the transition back to school for teachers, parents and caregivers, and students when face-to-face instruction resumes for all children.

Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers

This study sought to investigate the identity construction of Indonesian Montessori teachers. The research was done in two Montessori schools in Yogyakarta: Cosmic School and Universe School (pseudonyms). The participants involved in this research were eight teachers in total. The data gathering process employed questionnaire, classroom observation, interview, and written reflections. The findings have shed a light on the ways teachers develop their identities within Montessori’s values and principles that they reflect and implement in their daily teaching practice. The findings of the research portrayed that there were four major salient principles influencing the identity formation of becoming Montessori teachers. They were movement and cognition, choice, interest, and teacher ways and child ways. Those principles and values were becoming teachers’ guidance of creating professional working ethos. Montessori principles also influenced the teachers in the ways they perceived and treated the students. This study also revealed the undertaken agencies to hold identity as Montessori teachers. There were three broad themes to explain their agencies. They entailed the essence of building communication between teacher and parents, the significance of community support, and the importance of being well-prepared teachers. Based on the findings and discussion, some recommendations for future studies are also presented.

Applying Montessori Principles in China: The Impact of Being a Situational Minority in a Particularistic Jewish Heritage School

ABSTRACTThe aim of the research is to investigate a Montessori pedagogic approach, enabling a Jewish school to be part of the Chinese international-school system, while fostering Jewish identity. We conducted semistructured interviews with principals (2), teachers (8), parents (12), and students (10) and recorded class observations (8) over two visits. The analysis employed a grounded theory approach using a constant comparative method. The main result was that Montessori principles enabled the school to foster a strong particularistic Jewish identity for this situational minority while also developing a broad understanding of the host (Chinese) culture.

Positive Interactive Engagement (PIE): A pilot qualitative case study evaluation of a person-centred dementia care programme based on Montessori principles.

Altered behaviour associated with dementia can present a number of challenges in the provision of care within both community and residential aged care settings. This paper presents a qualitative case study investigation of the implementation of the Positive Interactive Engagement programme within a residential aged care setting. The Positive Interactive Engagement programme incorporates non-pharmacological sensory techniques that have been informed by a person-centred, Montessori approach. Face-to-face semi-structured interviews with workers at a residential aged care facility in South Australia yielded seven case studies. Data were thematically analysed both within and between cases. Our data indicate the programme demonstrates underlying Montessori principles and supports participant behaviour change, with a noted reduction in 'disruptive' behaviours and increased social connection amongst participants. Programme staff report increased job satisfaction. The Positive Interactive Engagement programme offers a model that demonstrates encouraging outcomes, and further research would be useful in ascertaining whether these outcomes translate to quantifiable improvements in the quality of life for people with dementia in a residential aged care setting.

To What Extent Do Parents of Montessori-Educated Children “Do Montessori” at Home? Preliminary Findings and Future Directions

Few, if any, empirical studies have explicitly examined the home environments of Montessori-educated children, and specifically whether or not Montessori parents reinforce or undermine their children’s Montessori education at home. With a sample of 30 parents of Montessori-educated toddlers and preschoolers attending a private Montessori school in the Midwest, this cross-sectional study examined Montessori parents’ knowledge of Montessori methods and their parenting beliefs and behaviors at home. Results suggested that Montessori parents from the targeted school were knowledgeable about and valued Montessori methods, even though few had a Montessori education themselves. Parents in this sample varied in their parenting behaviors and choices at home, with some parents who intentionally reinforced Montessori principles and others whose behaviors were inconsistent with a Montessori approach. Findings from this preliminary study provide a first glimpse into the beliefs and behaviors of Montessori parents from which future studies can build upon. Montessori educators and administrators will benefit from future research involving Montessori parents, particularly for those who offer Montessori-based parent education sessions to the families they serve.

The Effects of a Montessori-Based Activity on Affect and Engagement in Persons with Dementia

Developing stimulating and engaging group-based activities for persons with dementia can be challenging. A small body of literature has shown that activities based on Montessori principles may be superior to activities typically offered to persons with dementia in terms of increasing engagement and positive affect. The purpose of the current study was to add to this existing literature by comparing the effects of a Montessori-based group activity to typically-offered group activities in a sample of eight individuals with dementia living in a memory-care unit of a long-term care facility. The study used an A-B-A-B experimental design where baseline (A) involved observing activities typically offered in the facility and the intervention (B) involved participants playing a Montessori-based activity called “Memory Bingo”. During both phases, participant’s affect and engagement were recorded through direct observation. The Montessori-based activity appeared to yield greater levels of active engagement compared to typically-offered activities whereas positive affect remained relatively stable throughout all phases. Montessori-based activities, such as the one implemented in this study, may offer a promising alternative approach to activity programming that may result in increased enjoyment and participation in activities for persons with dementia.

We in Our Turmoil: Theological Anthropology through Maria Montessori and the Lives of Children

Previous articleNext article No AccessWe in Our Turmoil: Theological Anthropology through Maria Montessori and the Lives of Children*Natalie CarnesNatalie CarnesBaylor University Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Journal of Religion Volume 95, Number 3July 2015 Article DOIhttps://doi.org/10.1086/681109 Views: 211Total views on this site Citations: 4Citations are reported from Crossref © 2015 by The University of Chicago. All rights reserved.PDF download Crossref reports the following articles citing this article:Aida Macià-Gual, Laura Domingo-Peñafiel* The Bases of Montessori Pedagogy as a Facilitating factor for Child Development in Burkina Faso and Spain, European Journal of Educational Research 10, no.11 (Jan 2021): 175–186.https://doi.org/10.12973/eu-jer.10.1.175Zehavit Gross, Suzanne D. Rutland Spirituality, Health and Wellbeing, (Feb 2021): 127–151.https://doi.org/10.1007/978-3-030-67969-9_6Jaeuk Jeong Montessori as a School Reform Alternative Reflecting Biblical Anthropology, Journal of Research on Christian Education 29, no.33 (Nov 2020): 307–327.https://doi.org/10.1080/10656219.2020.1841049Zehavit Gross, Suzanne D. Rutland Applying Montessori Principles in China: The Impact of Being a Situational Minority in a Particularistic Jewish Heritage School, Journal of Jewish Education 85, no.11 (Feb 2019): 27–52.https://doi.org/10.1080/15244113.2019.1559433

Caring for people with dementia in residential aged care: Successes with a composite person-centered care model featuring Montessori-based activities

Person-centered models of dementia care commonly merge aspects of existing models with additional influences from published and unpublished evidence and existing government policy. This study reports on the development and evaluation of one such composite model of person-centered dementia care, the ABLE model. The model was based on building the capacity and ability of residents living with dementia, using environmental changes, staff education and organizational and community engagement. Montessori principles were also used. The evaluation of the model employed mixed methods. Significant behavior changes were evident among residents of the dementia care Unit after the model was introduced, as were reductions in anti-psychotic and sedative medication. Staff reported increased knowledge about meeting the needs of people with dementia, and experienced organizational culture change that supported the ABLE model of care. Families were very satisfied with the changes.

A randomized crossover trial to study the effect of personalized, one-to-one interaction using Montessori-based activities on agitation, affect, and engagement in nursing home residents with Dementia

Increasingly more attention has been paid to non-pharmacological interventions as treatment of agitated behaviors that accompany dementia. The aim of the current study is to test if personalized one-to-one interaction activities based on Montessori principles will improve agitation, affect, and engagement more than a relevant control condition. We conducted a randomized crossover trial in nine residential facilities in metropolitan Melbourne, Australia (n = 44). Personalized one-to-one activities that were delivered using Montessori principles were compared with a non-personalized activity to control for the non-specific benefits of one-to-one interaction. Participants were observed 30 minutes before, during, and after the sessions. The presence or absence of a selected physically non-aggressive behavior was noted in every minute, together with the predominant type of affect and engagement. Behavior counts fell considerably during both the Montessori and control sessions relative to beforehand. During Montessori activities, the amount of time spend actively engaged was double compared to during the control condition and participants displayed more positive affect and interest as well. Participants with no fluency in English (all from non-English speaking backgrounds) showed a significantly larger reduction in agitation during the Montessori than control sessions. Our results show that even non-personalized social contact can assist in settling agitated residents. Tailoring activities to residents' needs and capabilities elicit more positive interactions and are especially suitable for people who have lost fluency in the language spoken predominantly in their residential facility. Future studies could explore implementation by family members and volunteers to avoid demands on facilities' resources. Australian New Zealand Clinical Trials Registry - ACTRN12609000564257.

Bridging the Intergenerational Gap in Therapeutic Activity Delivery Between Younger Professional Caregivers and Older Adults Living With Dementia

Many older individuals have cohort-specific knowledge that may not be known by young caregivers. By providing familiar information, using Montessori principles that key into the remaining abilities of those with dementia, it is possible for the younger caregivers to successfully facilitate satisfying, interactive programs. Forty activity directors and staff, age 25–50, in long-term care settings interacted with residents age 56–100 in groups of 10 or more in both an activity intervention and standard activities. The younger caregivers indicated positive responses to the activity intervention and demonstrated increases in positive attitudes toward cognitively impaired, elderly residents, which was due to the intervention that provides the structure and materials to overcome both the skills gap and intergenerational knowledge gap for those staff that have them.