The effect of Montessori Method on cognitive tempo of Kindergarten children

Kayili, Gökhan

doi:10.1080/03004430.2016.1217849

Cited by 24 publications

(20 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Unlike some other studies ( Lillard and Else-Quest, 2006 ; Lillard, 2012 ; Kayılı, 2016 ), this study did not show significantly stronger development of executive function overall for children in Montessori; their executive function was significantly higher only at age 4. It might be that children whose parents enroll them in lottery magnets are different; this is the first study of magnet Montessori preschools.…”

Section: Discussioncontrasting

confidence: 99%

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

et al. 2017

View full text Add to dashboard Cite

Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3–6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children’s outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted.

show abstract

Section: Discussioncontrasting

confidence: 99%

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

et al. 2017

View full text Add to dashboard Cite

show abstract

“…A recent study of 3rd grade test scores in South Carolina found significantly higher standardized test scores for over 7000 children in 45 public Montessori schools (with varying quality of implementation) versus controls (Culclasure et al 2018). Other recent studies also show that Montessori-especially when it is implemented with high fidelity, but sometimes even when it is not-has strong outcomes in social emotional and academic realms (e.g., Ansari and Winsler 2014;Bhatia et al 2015;Brown and Steele 2015;Franc and Subotic 2015;İman et al 2017;Kayılı 2018;Kayılı and Arı 2016;Mix et al 2017;Pate et al 2014;Peng and Md-Yunus 2014;Stewart et al 2007). Montessori also fares better than other schools in terms of racial equality.…”

Section: Empirical Evidence On Montessori Outcomesmentioning

confidence: 97%

Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform

Lillard

2019

Educ Psychol Rev

View full text Add to dashboard Cite

School reform is an important national and international concern. The Montessori alternative school system is unique in that it is well-aligned with the science of healthy development and learning, has strong social-emotional and academic outcomes, is virtually unchanged in over a century, can be applied across all the school years, and still attracts considerable attention and allegiance-yet it remains Bon the margins^(Whitescarver and Cossentino Teachers College Record, 110, 2571-2600, 2008) of the bulwark educational system, as often shunned as admired. Why does Montessori persist (and increasingly in the public sector) and why does it elicit such sharply contrasting reactions? This article reviews several reasons why it is admired, such as evidence of Montessori's effectiveness, its alignment with educational psychology research, and its broad scope. The points of research alignment are presented as natural corollaries of Montessori's central premise: independence, or self-determination. After discussing these extrinsic and intrinsic reasons why Montessori is admired, the article concludes with speculation as to why it is also shunned-namely its incommensurability with conventional education culture and what might be a consequence: frequent poor implementation. The incommensurability of evidence-based alternatives with the conventional system is also posed as a reason for radical school reform. Keywords Education. Alternative schooling. Human development. Self-determination My vision of the future is no longer of people taking exams and proceeding from [one level of school to the next], but of individuals passing from one stage of independence to a higher [one], by means of their own activity [and…] will, which constitutes the inner evolution of the individual. (Montessori 1948a, p. xv)

show abstract

“…(Montessori, 1956, pp. 158-159) Similarly, several studies have reported higher executive function in Montessori children (Culclasure, Fleming, Riga, & Sprogis, 2018;Kayılı, 2018;Lillard, 2012;Lillard & Else-Quest, 2006;Phillips-Silver & Daza, 2018) and even in conventionally schooled children who simply used some Montessori materials outside of the classroom (Yildirm Doguru, 2015). Thus, results from research may support Dr. Montessori's description of children in authentic Montessori classrooms concentrating unusually deeply on work they chose and seeming to find joy in their work.…”

Section: Child Outcomesmentioning

confidence: 99%

Authentic Montessori: The Dotteressa’s View at the End of Her Life Part II

Lillard

McHugh

2019

JoMR

View full text Add to dashboard Cite

Part II of this two-part article continues the discussion of what Maria Montessori viewed to be the important components of her educational system. Because she developed the system over her lifetime, we prioritized later accounts when contradictory accounts were found. Whereas Part I focused on the environment, Part II examines the second and third components of the Montessori trinity: the teacher and the child. This article includes descriptions of Montessori teacher preparation, children’s developmental stages, and the human tendencies on which Montessori education capitalizes. It ends with child outcomes as described by Dr. Montessori and as shown in recent research, and provides an appendix summarizing features of authentic Montessori described in Part I and Part II.

show abstract

The effect of Montessori Method on cognitive tempo of Kindergarten children

Cited by 24 publications

References 19 publications

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform

Authentic Montessori: The Dotteressa’s View at the End of Her Life Part II

Contact Info

Product

Resources

About