Montessori Programs Research Articles

The Challenges and Opportunities of Implementing Montessori Education in the Public Sector

Over the past two decades, Montessori education in the United States has rapidly expanded from the private to the public sector. This expansion has created important questions about whether or not the Montessori approach can thrive alongside the education standards and accountability movement in the public sector. Questions also exist as to precisely who is benefiting from this expansion of and investment in public Montessori. To examine these topics, this study focused on South Carolina, the state with the highest number of public programs in the United States. We used implementation surveys, classroom observations, and teacher interview data collected by the research team and student record data collected by the state of South Carolina to conduct the analysis, which consisted of three parts. First, we investigated to what extent public programs in South Carolina are able to implement Montessori education with fidelity to the model. Second, we considered what program characteristics were related to higher levels of Montessori implementation fidelity. Third, we analyzed which children had access to higher-fidelity Montessori programs. Generally, findings indicated that, despite challenges created by the education standards and accountability movement and concerns expressed by educators about authenticity, most programs in South Carolina were implementing Montessori with fidelity. Several characteristics were associated with higher levels of fidelity, including the age of the program. Findings also indicated that Black, Hispanic, and students from low-income families were disproportionately participating in lower fidelity programs. Our study provides an in-depth analysis of the challenges and opportunities associated with government trying to implement successful private-sector education models in the public sector.

The effect of the Montessori program using physical activity games in enhancing the sensory-motor perception abilities of kindergarten children aged 5 to 6 years

The research aims to propose an educational approach inspired by Montessori's method using motor games to develop sensory motor skills in children aged (5-6) years, and to identify the impact of using Montessori's method with motor games in developing some cognitive sensory motor skills for children. The experimental method was used with the matched group design. The sample represented children from the Braum Al-Amal Nursery in Basra, who were selected to take the Haywood test to measure cognitive sensory motor abilities. It was concluded that Montessori's method using motor games contributed to the development of sensory motor skills and helped in enhancing overall and partial visual perception for children. The child learned about parts of the body, distinguished between body sides, and helped in enhancing balance and spatial awareness. The method also aided in teaching the child how to determine location. It was recommended to benefit from the Montessori method in developing motor and cognitive abilities, and to introduce specific courses for preschool teachers in teaching the Montessori method. Key words: Montessori method, motor games, sensory motor perception, preschool education, teaching methods

The Impact of the Montessori Education on Pupils Diagnosed with ADHD: the Analysis of the Perceived Level of Academic Performance, Behaviour, Reactivity, Self-Eficacity, and Social Integration by Reference to Traditional Education Programs

Abstract The research investigates the impact that Montessori alternative education programs have on alleviating the effects of the ADHD symptomatology in the classroom and globally.As a cross-sectional study aimed at the comparative analysis of the academic performance, behavior, reactivity, self-efficacy and social integration, the research intends to provide a deep understanding of how this pedagogical method can contribute to the academic and social development of these pupils, while emphasizing their specific needs. The detailed analysis of the results brings to light the practical implications and the theoretical implications of using the Montessori method in the context of education for children with ADHD nationwide. Data were collected from a group of parents (N=104) who have children enrolled in eithe Montessori or traditional education programs and the analysis was aimed at assessing the significant differences between the two groups, as they were perceived by the respondents. The overall results indicated that in the Montessori reference classroom, parents reported children’s better academic performance, a satisfactory classroom behavior, positive social interactions and greater overall improvement compared to respondents associated with the traditional type of educational program. However, no significant differences were identified in terms of emotional self-regulation and reported self-efficacy between the two types of programs. The interpretation of these results suggests that the Montessori programs can provide a beneficial educational environment for the children’s global development, improving important matters of their school and social life.

Exploring Public Montessori Education: Equity and Achievement in South Carolina

ABSTRACT This article examines the expansion of public Montessori education and its implications for student participation and outcomes. The study focuses on the state of South Carolina, which has the largest number of public Montessori programs in the United States. Through a comprehensive analysis of demographic characteristics and standardized test scores, we investigate the participation of different student groups in public Montessori programs and compare the academic achievement of public Montessori students to their peers in traditional public schools. The findings indicate that public Montessori attracts a diverse range of students, but there is an underrepresentation of less-resourced students and students of color in public Montessori programs. Using matching procedures, we find that Montessori students demonstrated higher achievement growth in ELA and math compared to similar traditional public school students. Subgroup analyses find that higher achievement growth for Montessori students is consistent across many student groups. This study provides a comprehensive analysis of public Montessori and highlights the importance of considering curriculum and educational philosophy when evaluating the impact of education policies and programs.

P148: Montessori as a tool to engage the elderly with dementia – literature review

Objective:The aim of this review was to describe the usage and efficacy of Montessori senior methods of engaging the elderly with dementia reported in the existing literature.Methods:Three databases were searched (PubMed, EMBASE, Scopus) using the key words “Montessori” “senior”. No date restrictions were placed. Inclusion criteria specified: language of the article (English), type of article (research) and the necessity of the Montessori intervention being directed at seniors.Results:The search initially identified 15 articles. After eliminating duplicates and evaluating titles and abstracts three studies were included in the review. One focused on staff-led Montessori interventions, and two analyzed the effectiveness and benefits of elderly-le interventions – residents of facilities who were screened using MMS and trained to provide activities for their less lower cognitive functioning peers were selected. The total number of participants from all studies was: 55 people (10 leaders and 45 participants). All three studies reported positive, statistically significant improvements in participants’ functioning. All studies used the MPES to asses psychological variables (constructive engagement (CE), passive engagement (PE), other engagement (OE), pleasure (P).In first study (Skrajner&Camp, 2007) (CE: p<0.01 and p<0.001); OE: p<0.001, p<0.01; NE: p<0.05, p<0.01; P: p<0.01, p<0.05) classes conducted using the Montessori method were significantly more effective than those conducted using the traditional method among the same group of seniors.Other two studies reported improvement among observations during Montessori classes scores vs scores during regular activities – Camp and Skrajner, 2004 - CE: p<0.01; OE: p<0.001; P: p<0.06); Orsulic-Jeras, Judge, Camp, 200 - CE: p<0.01, Affect Rating Scale: Pleasure: p<.001 (treatment), p<0.03 (time), Anxiety/Fear: p<0.003 (treatment), p<0.003 (time)).Conclusion:The research identified indicates the positive impact that Montessori-based programmes can have on elderly people with dementia. More studies need to be conducted, because the number of participants in the current study is relatively small. Further research with larger number of participants is needed to fully prove the effectiveness of Montessori programs implemented delivered to or by older people.

The Challenges and Opportunities of Implementing Montessori Education in the Public Sector

Over the past two decades, Montessori education in the United States has rapidly expanded from the private to the public sector. This expansion has created important questions about whether or not the Montessori approach can thrive alongside the education standards and accountability movement in the public sector. Questions also exist as to precisely who is benefitting from this expansion of and investment in public Montessori. To examine these topics, this study focused on South Carolina, the state with the highest number of public programs in the United States. We used implementation surveys, classroom observations, and teacher interview data collected by the research team and student record data collected by the state of South Carolina to conduct the analysis, which consisted of three parts. First, we investigated to what extent public programs in South Carolina are able to implement Montessori education with fidelity to the model. Second, we considered what program characteristics were related to higher levels of Montessori implementation fidelity. Third, we analyzed which children had access to higher-fidelity Montessori programs. Generally, findings indicated that, despite challenges created by the education standards and accountability movement and concerns expressed by educators about authenticity, most programs in South Carolina were implementing Montessori with fidelity. Several characteristics were associated with higher levels of fidelity, including the age of the program. Findings also indicated that Black, Hispanic, and students from low-income families were disproportionately participating in lower fidelity programs. Our study provides an in-depth analysis of the challenges and opportunities associated with government trying to implement successful private-sector education models in the public sector.

Stimulating the Development of Rhythmic Abilities in Preschool Children in Montessori Kindergartens with Music-Movement Activities: A Quasi-Experimental Study

AbstractThis article examines the effects of Montessori music-movement activities on the development of the rhythmic abilities of 59 children from Montessori preschools, aged between 3 and 6 years. Children were deployed into two experimental groups (EG 1 (n = 20) & EG 2 (n = 22)) and a control group (CG) (n = 17). Our intervention consisted of introducing 15 to 20 min of unstructured movement time, either accompanied by a piano (EG 1) or recording (EG 2), three times a week for four months, whereas the control group carried on the usual Montessori program. We used a quasi-experimental nonequivalent groups design with pretest–posttest. Three tests for measuring rhythmic abilities were used: auditory discrimination of the rhythmic patterns, imitation of spoken rhythmic phrases, and determining the synchronization of movement with the rhythm of the music. The interventions had a positive effect on the development of the rhythmic abilities of children included in the study. The most significant effect was noticed in EG 1, while no effect of non-activity was detected in the control group.

Personalisation in Montessori environments during mathematics lessons

This study examines personalization from a personal autonomy, responsibility, and flexibility point of view. It is determined that personalization is one of the approaches which is utilized in a Montessori program, its principles, teachers' beliefs, and practices in the teaching of mathematics at a selected elementary school in the Czech Republic. The work explores if and how teachers implement personalization principles and strategies in the Montessori approach. Why some principles of personalized learning are not well incorporated in the Montessori approach is also noted. The reaserch findings show that the kinds of activities of teachers using the Montessori approach are in accordance with personalization.

Children with Disabilities Attending Montessori Programs in the United States

Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education.

Global Diffusion of Montessori Schools

Montessori education is distinct for its implementation in 154 countries around the world. Lacking a Montessori trademark or comprehensive overseeing body, the expansion of the Montessori approach has often been diffuse and fragmented among competing organizations. The absence of centralized, accurate, and consistent accounting has made it difficult to document the scope, growth trends, and diverse populations of students served in Montessori schools. The primary objective of this study was to gather evidence to support a robust estimate of the number of Montessori schools worldwide. This estimate relies on national and regional organizations’ broadest definitions of what constitutes a Montessori program. The study included two components: a survey of regional and national Montessori organizations and supplemental sources, including other published estimates and direct inquiries within key countries. Multiple sources allowed for triangulating data to reach a more confident estimate for the number of schools in each country and for synthesizing global perspectives on significant elements of Montessori fidelity worldwide. Through these sources, we document a total of 15,763 Montessori schools around the globe, roughly 9% of which are government funded. Countries with the largest number of Montessori schools are the United States, China, Thailand, Germany, Canada, and Tanzania; the United States, Thailand, the Netherlands, and India have the largest number of government-funded or public Montessori programs. Results of the fidelity analysis identified six practices that emerge consistently as central pillars of Montessori implementation.

The effect of Montessori program in the elderly with dementia: a literature review

The elderly population of the world is growing fast. The aging phenomenon causes changes in the body’s systems, leading to mental and emotional disorders. Dementia is established as one of the most important challenges associated with the aging process. In this respect, the Montessori-based cognitive rehabilitation program is an increasingly popular choice in dementia care. Therefore, we decided to conduct a review study on the effect of Montessori therapy on different psychological aspects of the elderly with dementia. This narrative review was performed using narrative synthesis. An extensive literature search was performed in databases of ScienceDirect, Google Scholar, PubMed, and ISI Web of Knowledge using OR, AND, and NOT operators and the selected keywords. Only studies published in journals between March 2010 and March 2022 were used for this purpose. The articles chosen in this study were those that have studied the effect of a Montessori-based cognitive rehabilitation program on the elderly with dementia. Studies that involved the Montessori program on other neurological disorders were excluded. Finally, 32 articles were selected from the final evaluation. It can be concluded that the Montessori program effectively reduces anxiety, destructive behavior, and agitation, increases pleasure, hope, optimism, job satisfaction, social skills, and cognitive function, and improves the quality of life and feeding capacity.

Adapting Montessori Programming for Aging and Dementia With Implementation Strategies

There is a need to translate research findings to support the wider adoption of person-centered care into typical long-term care environments across the world. Montessori for Aging and Dementia is one mechanism to support person-centeredness, dignity and autonomy of older adults living in long-term care environments. In this presentation, strategies used to support the implementation of Montessori for Aging and Dementia in a long-term care community of 20 people living with severe dementia will be highlighted. Implementation support was provided through capturing and sharing local knowledge, ongoing training and consultation, and tailoring communication supports. Through the use of these iterative strategies, the program was successfully adapted to include people living with severe dementia. While key findings of the project included improvements on a variety of observational and staff administered measures, the focus of this presentation will be on the relationships between the Montessori program’s fidelity, local needs and implementation strategies.

Second Language Corner for Children’s House

This work reports, from a qualitative research perspective, the development of an English Corner project for a preschool Children’s House classroom in central Mexico over the course of a 3-year period. It shows the transition of a language specialist over six consecutive periods of work, from a traditional understanding and practice of teaching English as a second language to young learners into a more comprehensive one of the Montessori Method. The analysis of my own practice is used to recover insights through a reflective process with the intention to develop a second language (L2) Montessori program for 3- to 6-year-olds that aligns better with Montessori pedagogy. Variables such as instruction time, setting, group constitution, materials, and teaching and learning strategies allowed for certain aspects to arise as leading points of interest for the focus of the analysis and the methodological and pedagogical adaptations that followed each period. This paper is an attempt to fill the gap between the need to deliver a second language effectively in Montessori education and the lack of guidance for doing it the Montessori way; it is especially for practitioners who do not have a Montessori background but also for Montessori-trained teachers for whom more specific preparation would aid their practice. I also hope to stimulate further research in the field of second language acquisition and multilingualism in Montessori education at every level of education.

The Comparison of the Intuitive Mathematic Skills of Preschool Children Who Take Education According to Ministry of National Education Preschool Education Program and Montessori Approach

This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature. Keywords: Intuitive mathematics ability, National Preschool Education Program, Montessori approach Special Issue of Educational Sciences DOI: 10.7176/JSTR/6-06-12

Comparison of Sudoku Solving Skills of Preschool Children Enrolled in the Montessori Approach and the National Education Programs Yıldız Güven1, Cihat Gültekin1, A. Beyzanur Dedeoğlu1

According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study.The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.

A cluster-randomized crossover trial of Montessori activities delivered by family carers to nursing home residents with behavioral and psychological symptoms of dementia.

One-on-one structured Montessori-based activities conducted with people with dementia can improve agitation and enhance engagement. These activities may however not always be implemented by nursing home staff. Family members may present an untapped resource for enabling these activities. This study aimed to evaluate the impact of the Montessori activities implemented by family members on visitation experiences with people who have dementia. Cluster-randomized crossover design. General and psychogeriatric nursing homes in the state of Victoria, Australia. Forty participants (20 residents and 20 carers) were recruited. During visits, family members interacted with their relative either through engaging in Montessori-based activities or reading a newspaper (the control condition) for four 30-minute sessions over 2 weeks. Residents' predominant affect and engagement were rated for each 30-second interval using the Philadelphia Geriatric Center Affect Rating Scale and the Menorah Park Engagement Scale. The Pearlin Mastery Scale was used to rate carers satisfaction with visits. The 15-item Mutuality Scale measured the carers quality of their relationship with the resident. Carers' mood and overall quality of life were measured using the Center for Epidemiological Studies Depression Scale and Carer-QoL questionnaires, respectively. Linear regressions within the generalized estimating equations approach assessed residents' and carers' outcomes. Relative to the control condition, the Montessori condition resulted in more positive engagement (b = 13.0, 95%CI 6.3-19.7, p < 0.001) and affect (b = 0.4, 95%CI 0.2-0.6, p < 0.001) for the residents and higher satisfaction with visits for carers (b = 1.7, 95%CI 0.45-3.00, p = 0.008). No correction was applied to p-values for multiple comparisons. This study strengthens the evidence base for the use of the Montessori programs in increasing well-being in nursing home residents. The findings also provide evidence that family members are an additional valuable resource in implementing structured activities such as the Montessori program with residents.

The Montessori Preschool Landscape in the United States: History, Programmatic Inputs, Availability, and Effects

AbstractThe Day 1 Academies Fund aims to support a network of high‐quality, full‐scholarship, Montessori‐inspired preschools in underserved communities. To provide insight into the fund's pedagogical inspiration, in this report I provide a high‐level overview of the Montessori preschool landscape in the United States. This overview includes 5 key programmatic elements of a traditional Montessori approach to teaching and learning in classrooms serving preschool‐aged children, the reported availability of Montessori programs that enroll 3‐ and 4‐year‐old children, and what is known about enrollees' demographics. To situate this information in the larger, publicly financed, early education policy context, I also provide similar data for state‐funded pre‐K and federally funded Head Start programs for preschoolers. In addition, I review research on children's outcomes after participating in U.S.‐based Montessori preschool and elementary programs. This overview provides some context for understanding how the Day 1 Academies Fund eventually defines the constructs of high quality, Montessori inspired, and underserved. This review also suggests it could be useful for the Fund's stakeholders to undertake short‐term research examining the current early education options of families with low incomes living in low‐access‐to‐Montessori states as well as long‐term research aimed at expanding the research base on the effects of Montessori programs aimed at preschoolers.

3545 “Sofia Learns about Research”: an interactive storybook to educate children and their families on clinical research with a welcoming and inclusive approach.

3545 “Sofia Learns about Research”: an interactive storybook to educate children and their families on clinical research with a welcoming and inclusive approach.

The Effect of Montessori Programme on The Motion and Visual Perception Skills of Trainable Mentally Retarded Individuals

In this research, it is aimed to examine the effects of Montessori education on the mentally retarded individuals in the special education who have had Montessori education and who have not had it.24 trainable mentally disabled male students who had and did not have Montessori education in a private school in Kayseri participated in the study. The students were between the ages of 20-22. 12 voluntary participants constituted the experimental group who had Montessori education. The control group included 12 voluntary mentally disabled individuals. While the control group had a routine training for 8 weeks, the experimental group had Montessori education program for 8 weeks. In addition, mothers of the students in the experimental group were included in the training program. The mentally disabled individuals had movement and visual perception skills tests.When the results of the movement perception skills in the experimental and control groups were reviewed, no significant differences were found in the movement skill variables according to the values (p&gt;0.05). While the pretest posttest values in the mentally retarded individuals in the experimental group revealed significant difference (p&lt;0,05), no difference occurred only in the left foot balance test (p&gt;0,05). All pretest posttest values depending on the movement revealed significant difference in the control group (p&lt;0,05).As a result, when the effect of the Montessori program on the movement skills of trainable mentally retarded people was examined, no significant difference was found between the values of the control group, and Montessori education gave similar values as the classical education. Thus, it was concluded that it was advisable Montessori education program to be used widely. When its effect on the visual perception skills was examined, it could be stated that the posttest averages of the each visual perception sub-scale average revealed an increase except the shape-ground connection. Consequently, when the movement skills of the trainable mentally retarded individuals were reviewed, no difference was found in the control group values, and Montessori education values were similar to classical education. Therefore, it is concluded that Montessori education program should be used widely.

Racial and Economic Diversity in U.S. Public Montessori Schools

As public Montessori schools rapidly expand through the United States, the question then arises: What population of students do the schools serve? This study presents a new empirical data set examining the racial and economic diversity of 300 whole-school, public Montessori programs open in 2012–2013, where the entire school uses the Montessori Method. While school-choice scholars are concerned that choice programs like Montessori lead to greater student segregation by race and social class, this study finds a variety of outcomes for public Montessori. Public Montessori as a sector has strengths in student racial and socioeconomic diversity, but it also has diversity challenges, particularly among Montessori charters. The study concludes with recommended strategies for public Montessori schools to enroll a racially and economically diverse student body.