Montessori Research Articles

Curriculum Reform of Preschool Education: An Innovative Path based on Gamification and Project-style Integration

This paper focuses on the curriculum reform of preschool education, and expounds the importance, purpose and challenges of preschool education curriculum reform under the background of educational needs in the new era. This paper analyzes the guiding significance of multiple intelligence theory, Montessori education method, gamification and project learning to preschool education courses. It is pointed out that there are some problems of single curriculum setting, limited teaching methods and means, and the challenges of teacher staff construction and resource allocation and concept change. This paper proposes the curriculum innovation of gamification and project-style integration, demonstrates its feasibility, expounds the design principles and implementation steps of the integrated curriculum, and makes a prospect for the future.

Primary Outcomes of a Culturally Responsive Nutrition Intervention Program for Montessori Teachers

Primary Outcomes of a Culturally Responsive Nutrition Intervention Program for Montessori Teachers

The Spread of Montessori Education in Mainland China

This paper is a historical account of the spread of Montessori education in mainland China. It surveys the general picture of early childhood education (ECE) in China and discusses the factors leading to the popularity of Montessori education in the 1990s. Although first introduced into China in the early 1900s, for reasons explained, Montessori education was unsuccessful in catching on as an education method in the early part of the 20th century. Following policy changes and growing interest in western education methods, Montessori education reemerged in the 1990s and has remained a sought-out education method since. In this paper, localization is also discussed as a prominent concern expressed in the Chinese research is ensuring Montessori education promotes and instills values consistent with Chinese society. As is shown, elements of the Montessori method are consistent with Chinese culture, creating a cooperative relationship between these two systems. Of equal importance, Montessori education emphasizes the cultivation of collective identity and societal relationships similar to Chinese culture, the slight difference between them being that Montessori also emphasized the construction of the individual as well.

Variation Theory and Montessori Education

In this article we examine the relation between variation theory and Maria Montessori’s didactic theory. Montessori believed that training and sharpening of the child’s senses are crucial for their continued learning; she therefore developed specific sensorial materials to be used in Montessori preschools for such a purpose. As noted by interpreters of Montessori education, a key principle in this material, as well as in variation theory, is the use of variation and invariance. However, in this article, lessons in two different areas than the training of the senses are analysed from a variation-theoretical perspective on learning; these lessons originate from Montessori’s own writings and from extracts from Montessori training courses. The result shows that a systematic use of variation and invariance can be seen as a more fundamental part of Montessori’s didactic theory and is not only applied in the sensorial training. The article will offer theoretical concepts useful when explaining why lessons in various areas should be presented in the way they are described.

Acknowledging Montessori Education — a Research Perspective of Montessori's Legacy for the Future

On 6 May 2022, 70 years after Maria Montessori’s death, Stockholm University and the Department of Education and Didactics organized an international Montessori symposium. The idea was to present a breadth of research on Maria Montessori. The symposium dealt with Maria Montessori in the interwar period, an analysis of the history of ideas. Another presentation suggested possible research models to study this large field. The symposium also presented interpretations of Montessori’s writings that point her out as a visionary and pioneer in education for a sustainable world. An additional research area addressed was the potential of neuroscience to examine the effects of teaching theory and learning in Montessori education. Finally, this report describes a study on whether Montessori-inspired education compared to traditional education stands up in areas of socio-economic disadvantage.

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.

XÂY DỰNG CHƯƠNG TRÌNH CÁC DỰ ÁN NGHỆ THUẬT HỘI HOẠ ỨNG DỤNG VÀO LỚP HỌC THEO MÔ HÌNH GIÁO DỤC MONTESSORI

Establishing a curriculum for painting art projects within the Montessori education model is imperative for fostering objective practice conducive to social development. Through this investigation, we employ theoretical research methodologies to scrutinize the contextual nuances, program dynamics, and influential factors shaping the implementation of art projects in early childhood classrooms catering to children aged 3 to 6, harmonizing with the Montessori educational ethos. Utilizing the collaborative autoethnography method (Chang et al., 2014), we delve into experiential insights from practical educational pursuits. Preliminary findings indicate the efficacy of art education for this age group, underscored by key aspects including 1) The harmonization of theory and practice throughout program development and implementation; 2) the formulation of precise program framework implementation strategies; 3) the provision of comprehensive providing assistance and direction in selecting art projects and activities for preschool educators. These research outcomes offer a novel perspective on the symbiotic relationship between theory and practice, thus fostering the adoption of innovative methodologies in preschool education within the Vietnamese context. Keywords: Curriculum; project; painting art; children aged 3-6; Montessori education model.

The Impact of Montessori Education on Creative Expression in Preschoolers

The Impact of Montessori Education on Creative Expression in Preschoolers

A New Model of Distance EducationTake Advantage of Constructivism and Montessori Education Concepts

After experiencing the ravages of the COVID-19 pandemic, we realize that distance education has become a necessary requirement based on the increasingly advanced technology. Even though distance education has many advantages, it still has some limitations, such as the equipment lack or students self-control and so on. Such an important approach of education has been practiced in many places, but the existing problems have still not been solved. However, the educational concepts of constructivism and Montessori may be able to fill this gap. Although there is no special research on using the two theories into distance education, according to the analysis, the benefits of the two theories are indeed perfectly combined with distance education like Lego bricks.

Application, understanding, and appropriation of the Montessori method for persons with dementia: A qualitative pilot study.

The Montessori method applied in nursing homes is a person-centered approach targeting the enhancement of autonomy, well-being, and quality of life for older adults with dementia. Despite its potential in the aging field, its operationalization remains unclear in the context of institutionalization. This study aims to outline the method's components and adoption factors using a behavior change intervention framework among professionals from a French institution demonstrating a high level of method application. We employed a qualitative descriptive approach based on thematic analysis. Nine professionals from the same institution underwent a semi-structured individual interview within the facility. The findings were modeled using the Behavior Change Intervention Ontology. We obtained a final framework defining the intervention, mechanisms of action, exposure, contextual factors, and behavioral outcomes. The method is based on values, principles, and techniques such as facilitation, choice, meaningful activities, environmental adjustments, and specific tools. Applied continuously to residents, families, and professionals, its implementation is influenced by several contextual factors leading to practice changes at various levels. This study constitutes both a theoretical and practical contribution, providing a better definition of the method and the key factors influencing its appropriation.

The Montessori method in preprimary classrooms: logical-mathematical thinking with sensory material

When choosing a methodology for the teaching-learning process of logical-mathematical thinking, the possibilities available to the teacher are immense. The Montessori method is known for being based on freedom and spontaneous activity, as well as for the characteristic material used. The main objective of this research is to show the pedagogical possibilities of the Montessori method for the learning of the logical-mathematical competence in Second Cycle classes of Preprimary Education. Participants were 39 children. Three didactic activities based on the Montessori method were designed for the purpose of the study, and the instrument used to gather information was a Likert scale check list composed by a number of measurable items related to addition, subtraction, and operations on inequalities. The results of the study encourage both practicing and future teachers to apply the Montessori method in the classrooms as it is an attractive methodology for preprimary students and motivates them to learn contents. It can be concluded that endless contents can be developed with this method, not only logical-mathematical ones, but also any aspect that can be dealt with in the classroom.

MONTESSORI METHOD OF EDUCATION IS A BOON FOR NURSERY SCHOOL CHILDREN: A CASE STUDY

The Montessori approach encourages self-discipline, self-knowledge, independence academic skills, problem solving ability and an enthusiasm for learning. Montessori designed the materials and activities for sensory education to develop the children's ability to perceive distinction in color and in sound and the curriculum included the skills needed to manipulate various kinds of objects. " the Montessori education gave me a lot of confidence at a young age" (Stephen curry 2013). The sensory exercises were designed to cultivate three kinds of skills: discernment of color, sensitivity to smell and sound, and making compassions and contrast. "Student a who experience a Montessori classroom tend to be more able to manage themselves and think independently" (Stephen, 2017). Montessori believed that her ultimate win would be accomplished by allowing the children to manipulate their environment. Not only was it important to Montessori to teach children the practical life skills necessary to live in society, but also to integrate the family into the learning process. The Montessori method is based on the idea that children learn best when environment supports their natural desire to acquire skills and knowledge (2015). There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of co- operation rather than competitiveness. There is respect for the environment and for the individuals within it, which comes through experience of freedom within the community. "Dr Maria Montessori associated in Elizabeth Hainstock, (1986). Therefore the researcher undertook the study of Montessori Method as the boon for little heads who would be the balanced and contributing personnels for home, society, and nation.

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

Differences in spatiotemporal brain network dynamics of Montessori and traditionally schooled students

Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet whether differences in pedagogical experience modulate underlying brain network development is still unknown. In this study, we compared the brain network dynamics of students with different pedagogical backgrounds. Specifically, we characterized the diversity and stability of brain activity at rest by combining both resting-state fMRI and diffusion-weighted structural imaging data of 87 4–18 years old students experiencing either the Montessori pedagogy (i.e., student-led, trial-and-error pedagogy) or the traditional pedagogy (i.e., teacher-led, test-based pedagogy). Our results revealed spatiotemporal brain dynamics differences between students as a function of schooling experience at the whole-brain level. Students from Montessori schools showed overall higher functional integration (higher system diversity) and neural stability (lower spatiotemporal diversity) compared to traditionally schooled students. Higher integration was explained mainly through the cerebellar (CBL) functional network. In contrast, higher temporal stability was observed in the ventral attention, dorsal attention, somatomotor, frontoparietal, and CBL functional networks. This study suggests a form of experience-dependent dynamic functional connectivity plasticity, in learning-related networks.

Mathematics Learning for Students of Basic Age: Montessori Theory Applicative Review

Although previous studies have discussed about the theme of Montessori theory in learning mathematics, but the focus of studying in basic age students needs to be done in depth. Because, basic age children are seen as crucial age in teaching concrete and critical thinking skills using the Montessori method. This study aims to describe how the Montessori method in learning mathematics. The research procedure is carried out based on literature or literature studies. The results of the study found that operationally the application of the Montessori method in mathematics learning: First, the introduction of identity that can be done by making a relationship between the visual aspects of an object and its name. Second, recognition of comparison. This step is carried out to find an affirmation of the level of student understanding of the material. Third, make a variety of visualizations but allied and require students to be able to explain it. With the steps that provide attention to the development of the learning reasoning will gradually reduce the "phobia" of students to mathematics, and will have implications for increasing mathematical learning outcomes.

Montessori Education and Its Application in Kenya: Evaluating Effectiveness and Cultural Adaptation

This paper examines the adaptation of Montessori education principles to the Kenyan cultural context, focusing on how local traditions and practices can be integrated into Montessori classrooms. Montessori education, known for its child-centered approach and emphasis on independence, offers a flexible framework that can be tailored to align with diverse cultural environments. In Kenya, incorporating local values, materials, and indigenous knowledge into the Montessori curriculum enhances its relevance and effectiveness. The study explores the historical context of Montessori education in Kenya, the current landscape of Montessori schools, and the specific methods used to adapt the Montessori approach to local cultural norms. Challenges and recommendations for future development are discussed, including the need for community engagement and resource allocation. This adaptation not only enriches the educational experience but also fosters a deeper connection between students and their cultural heritage.

Research on the Application of Montessori Education Method in Cognitive Training of Patients with Alzheimer’s Disease

Research on the Application of Montessori Education Method in Cognitive Training of Patients with Alzheimer’s Disease

몬테소리 학습자관의 학생 주도성에 대한 함의

Objectives This study analyzes the characteristics of perspective on learners in Montessori education and explores its implications for student agency. Methods To achieve this research objective, literature research was conducted in this study. First, Montessori education theory, Montessori school curriculum, and association data were collected to derive the characteristics of perspective on learners in Montessori education. Second, we collected literature related to student agency, explored the concept and meaning of student agency, and analyzed the educational relevance of student agency and Montessori education. Finally, based on the perspective on the learner that Montessori education aims for, the significance of the Montessori learner's perspective on student agency was derived. Results The analysis results show that Montessori education, first, emphasizes the role of teachers as protectors, observers, and creators of the environment to enhance student agency, aiming to nurture proactive learners. Second, Montessori encourages the development of learners with grit by willingly allowing mistakes and focusing on process-oriented assessment that prioritizes the learning process. Third, Montessori education values learners who are self-driven yet socially responsible. It believes that a sense of responsibility towards the community can be achieved through a partnership in education between the school and parents, thus encouraging parental involvement in education. Conclusions The conclusion presents the implications and limitations of Montessori education, as well as practical recommendations for applying it to enhance student agency in educational settings.

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.

Analysis of the Implementation and Effectiveness of Thematic Activities under Montessori Educational Philosophy

In the current education system, exploring and analyzing the implementation of thematic activities under the concept of Montessori education has a non-negligible value for improving the quality of teaching and enriching educational theories. Montessori education, as an educational method focusing on children's self-exploration and independent learning, emphasizes the promotion of children's all-round development in daily life, senses, language, mathematics, science and culture in a well-prepared environment through free-choice activities. This educational approach aims to develop children's independence, self-confidence, and creativity. This study aims to explore, through empirical analysis, how thematic activities under the Montessori educational philosophy affect children's learning and development in practical application. Through interviews and observations, this study aims to explore the implementation of thematic activities under the Montessori educational philosophy and their impact on children's development, with a view to providing references and lessons for the practice of Montessori education in China. It promotes the further application and development of Montessori education philosophy, and at the same time provides theoretical and practical basis for improving the quality of education under the current education system.