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Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs.

Abstract

Research on the outcomes of Montessori education is scarce and results are inconsistent. One possible reason for the inconsistency is variations in Montessori implementation fidelity. To test whether outcomes vary according to implementation fidelity, we examined preschool children enrolled in high fidelity classic Montessori programs, lower fidelity Montessori programs that supplemented the program with conventional school activities, and, for comparison, conventional programs. Children were tested at the start and end of the school year on a range of social and academic skills. Although they performed no better in the fall, children in Classic Montessori programs, as compared with children in Supplemented Montessori and Conventional programs, showed significantly greater school-year gains on outcome measures of executive function, reading, math, vocabulary, and social problem-solving, suggesting that high fidelity Montessori implementation is associated with better outcomes than lower fidelity Montessori programs or conventional programs.

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  • Publisher Full Text
  • Authors+Show Affiliations

    Department of Psychology, University of Virginia, Charlottesville, 22904-4400, USA. lillard@virginia.edu

    Source

    Journal of school psychology 50:3 2012 Jun pg 379-401

    MeSH

    Child Development
    Child, Preschool
    Education
    Educational Status
    Executive Function
    Female
    Humans
    Male
    Mathematics
    Problem Solving
    Reading
    Social Behavior

    Pub Type(s)

    Comparative Study
    Journal Article
    Research Support, Non-U.S. Gov't
    Research Support, U.S. Gov't, Non-P.H.S.

    Language

    eng

    PubMed ID

    22656079