Contemporary research supports the effectiveness of the 100-year-old Montessori Method, indicating that children learning in Montessori classrooms demonstrate stronger socio-emotional skills in many areas than children in more traditional settings. Montessori is strong in fostering a sense of independence and self-guided work. But as Montgomery points out, work situations aren't always like that. The entrepreneurial mindset that can be so valuable can also make it difficult for students to collaborate as a team and work under rigid authority.
One of the biggest benefits of the Montessori Method, especially during the early learning experience, is the focus on hands-on learning. The emphasis is on concrete rather than abstract learning, as students work on activities that teach languages, mathematics, culture, and practical life lessons. Teachers encourage students to focus on tasks and discourage students from interrupting each other, allowing students to focus on activities until they are properly mastered. These important early years prepare the student for the learning experience that is to come, whether they are continuing the Montessori method or moving to a public classroom environment in the future.
In just over 100 years, the Montessori method has gone from being a small school in Rome to around 5,000 schools in the U. Teachers and parents who choose the Montessori method may choose it for reasons that are not as susceptible to evaluation. In one of the studies discussed above, social and cognitive benefits emerged for children who had previously attended Montessori preschool centers and then moved to mainstream schools, but these benefits did not arise until adolescence, while a follow-up study26 found benefits Cognitive in Montessori men alone, back in adolescence. Many suffer from limitations that make it difficult to interpret their findings, whether they are favorable, neutral or unfavorable to the Montessori method.
Montessori is often thought of as “progressive” (without qualifications), all that about freedom, but other aspects of the method may seem rigid. These things can have a big effect on a student's growth that isn't necessarily the result of Montessori methods. These standards are set by the American Montessori Society (AMS) and the Montessori Internationale Association (AMI). The authors did not evaluate the Montessori and non-Montessori groups on any extent of academic outcomes, but given the links between academic success and motivation at all stages of education (they provide a useful review of this literature), it would be worthwhile to investigate this link in Montessori schools.
If a clear conclusion can be drawn from studies on the effectiveness of Montessori schools, it is that Montessori schools are a much better environment for children with special needs. In short, there are many methodological challenges to conducting good quality educational research, including good quality research on the Montessori method. My research and experience has convinced me that what is incorrectly called the Montessori Method (more on “incorrectly later”) is not only superior to all alternatives, but categorically, not in the way Mozart can be said to be superior to Salieri, but in the way that vaccines can be said to be superior to homeopathy. As far as I know, one study has not shown that any method completely eliminates the income achievement gap, except Montessori.
Researchers suggest that a Montessori curriculum increases the well-being of children and adults by focusing on activities that promote self-determination (children in Montessori classrooms choose their own work most of the time and feel that they are in charge of their own education), meaningful activities ( children only participate in activities for which the underlying reasons are clear) and social stability and cohesion (classrooms last three years during which children have the same group of teachers and peers). Montessori believed that children learn better when they choose what they want to learn, and that philosophy is present today in Montessori classrooms. . .