Montessori

Resources

Ahlquist, E. M. T., & Gynther, P. (2019). Variation theory and Montessori education. Journal of Montessori Research & Education, 2(1).

Aljabreen, H. (2020). Montessori, Waldorf, and Reggio Emilia: A Comparative Analysis of Alternative Models of Early Childhood Education. International Journal of Early Childhood, 1-17. https://doi.org/10.1007/s13158-020-00277-1

Annenberg Foundation. (2012). Montessori approach. [Video.] (7:43 minutes). Neuroscience and the Classroom. https://www.learner.org/series/neuroscience-in-the-classroom

Ayoub, C., Vallotton, C. D., & Mastergeorge, A. M. (2011). Developmental pathways to integrated social skills: The roles of parenting and early intervention . Child Development, 82(2), 583-600. https://doi.org/10.1111/j.1467-8624.2010.01549.x

Bahatheg, R. (2011). How the use of Montessori sensorial material supports children’s creative problem solving in the pre-school classroom. Doctoral dissertation, University of Southampton.

Bara, F., Gentaz, E., Colé, P., & Sprenger-Charolles, L. (2004). The visuo-haptic and haptic exploration of letters increases the kindergarten-children’s understanding of the alphabetic principle.  Cognitive Development, 19(3), 433-449.

Barker, J. E., Semenov, A. D., Michaelson, L., Provan, L. S., Snyder, H. R., & Munakata, Y. (2014). Less-structured time in children's daily lives predicts self-directed executive functioning.  Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00593

Besançon, M., & Lubart, T. (2008). Differences in the development of creative competencies in children schooled in diverse learning environments  Learning and Individual Differences, 18(4), 381-389. http://dx.doi.org/10.1016/j.lindif.2007.11.009

Besançon, M., Lubart, T., & Barbot, B. (2013). Creative giftedness and educational opportunities.  Educational & Child Psychology, 30(2), 79-88.

Camp, C. J. (2010). Origins of Montessori programming for dementia.  Non-pharmacological Therapies in Dementia, 1(2), 163.

Catherine, L. E., Javier, B., & Francisco, G. (2020). Four Pillars of the Montessori Method and Their Support by Current Neuroscience. Mind, Brain, and Education, 14(4), 322-334. https://doi.org/10.1111/mbe.12262

Chaudhry, N., Tofique, S., Husain, N., Couture, D., Glasgow, P., Husain, M., ... & Leroi, I. (2020). Montessori intervention for individuals with dementia: feasibility study of a culturally adapted psychosocial intervention in Pakistan (MIRACLE). BJPsych open, 6(4). https://doi.org/10.1192/bjo.2020.49

Cossentino, J. (2017). Montessori ideology and practice in teacher education .  An arena for educational ideologies: Current practices in teacher education programs, 45.

Culclasure, Brooke, D. J. Fleming, G. Riga, & A. Sprogis. An evaluation of Montessori education in South Carolina’s public schools. The Riley Institute at Furman University. Greenville, SC (2018).

Solange, D., Christensen, A. P., Kenett, Y. N., & Beaty, R. E. (2021). Education shapes the structure of semantic memory and impacts creative thinking. NPJ Science of Learning, 6(1). https://doi.org/10.1038/s41539-021-00113-8

Denervaud, S., Knebel, J. F., Immordino‐Yang, M. H., & Hagmann, P. (2020). Effects of traditional versus Montessori schooling on 4‐to 15‐year old children's performance monitoring. Mind, Brain, and Education, 14(2), 167-175. https://doi.org/10.1111/mbe.12233

Denervaud, S., Knebel, J. F., Hagmann, P., & Gentaz, E. (2019). Beyond executive functions, creativity skills benefit academic outcomes: Insights from Montessori education. PloS One, 14(11), e0225319.

Denervaud, S., Fornari, E., Yang, X. F., Hagmann, P., Immordino-Yang, M.H., & Sander, D. (2020). An fMRI study of error monitoring in Montessori and traditionally-schooled children. NPJ Science of Learning. 5, 11. https://doi.org/10.1038/s41539-020-0069-6

Dereli İman, E., Danişman, Ş., Akin Demircan, Z., & Yaya, D. (2017). The effect of the Montessori education method on pre-school children’s social competence–behaviour and emotion regulation skills.  Early Child Development and Care, 1-15. https://doi.org/10.1080/03004430.2017.1392943

Diamond, A. & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old.  Science, 333(6045), 959-964. https://dx.doi.org/10.1126%2Fscience.1204529

Diamond, A. (2014). Want to optimize executive functions and academic outcomes?: Simple, just nourish the human spirit. In Minnesota Symposia on Child Psychology, 37, 205–232.

Dohrmann, K. R., Nishida, T. K., Gartner, A., Lipsky, D. K., & Grimm, K. J. (2007). High school outcomes for students in a public Montessori program. Journal of Research in Childhood Education, 22(2), 205-217. https://doi.org/10.1080/02568540709594622

Fabri, M., & Fortuna, S. (2020). Maria Montessori and neuroscience: The trailblazing insights of an exceptional mind. The Neuroscientist, 26(5-6), 394-401. https://doi.org/10.1177%2F1073858420902677

Feng, Y., van Reijmersdal, R., Yu, S., Rauterberg, M., Hu, J., & Barakova, E. (2017, June). Dynamorph: Montessori inspired design for seniors with dementia living in long-term care facilities. In International Conference on Intelligent Technologies for Interactive Entertainment. Springer, 49-58.

Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual Environment, Attention Allocation, and Learning in Young Children When Too Much of a Good Thing May Be Bad. Psychological Science, 25(7), 1362-1370.

Fulton, J. A. (2014, May 19). Evidence based social skills interventions for young children with Asperger’s Syndrome and the Montessori educational method: An integrative review.  [Doctoral Dissertation, University of Pennsylvania.] University of Pennsylvania Scholarly Commons. https://repository.upenn.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1060&context=edissertations_sp2

Gustafsson, C. (2018). Montessori education. In International Handbook of Early Childhood Education. Springer International Handbooks of Education. Springer, 1439-1456. https://doi.org/10.1007/978-94-024-0927-7_74

Güven, Y., Gültekin, C., & Dedeoğlu, A. B. (2020). Comparison of sudoku solving skills of preschool children enrolled in the montessori approach and the national education programs. Journal of Education and Training Studies, 8(3), 32. https://doi.org/10.11114/jets.v8i3.4620

Hanna, A., Donnelly, J., & Aggar, C. (2018). Study protocol: A Montessori approach to dementia-related, non-residential respite services in Australia. Archives of Gerontology and Geriatrics, 77, 24-30. https://doi.org/10.1016/j.archger.2018.03.013

Harris, M. A. (2007). Differences in mathematics scores between students who receive traditional Montessori instruction and students who receive music enriched Montessori instruction.  Journal for Learning through the Arts, 3(1).

Hobbs, A. (2008). Academic achievement: Montessori and non-Montessori private school settings (Publication number 3309550). [Doctoral Dissertation, University of Houston]. ProQuest Dissertations & Theses Global.

İman, E. D., Danişman, Ş., Demircan, Z. A., & Yaya, D. (2017). The effect of the Montessori education method on pre-school children’s social competence–behaviour and emotion regulation skills. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1392943

Jackson, R. L. (2011). The Montessori method’s use of Seguin's three-period lesson and its impact on the book choices and word learning of students who are deaf or hard of hearing.  [Doctoral dissertation, Columbia University]. Columbia Academic Commons. https://doi.org/10.7916/D81N8735

Jalongo, M. R. (2008). Editorial:“Enriching the brain”—The link between contemporary neuroscience and early childhood traditions.  Early Childhood Education Journal, 35(6), 487-488. https://doi.org/10.1007/s10643-008-0256-1

Kayılı, G. (2016). The effect of Montessori method on cognitive tempo of kindergarten children.  Early Child Development and Care.188(3), 327-335. https://doi.org/10.1080/03004430.2016.1217849

Kersey, A. J., & James, K. H. (2013). Brain activation patterns resulting from learning letter forms through active self-production and passive observation in young children. Frontiers in Psychology, 4(567), 10-3389. https://doi.org/10.3389/fpsyg.2013.00567

Krafnick, A. J., Flowers, D. L., Napoliello, E. M., & Eden, G. F. (2011). Gray matter volume changes following reading intervention in dyslexic children.  Neuroimage, 57(3), 733-741. https://dx.doi.org/10.1016%2Fj.neuroimage.2010.10.062

Koh, J. H. L., & Frick, T. W. (2010). Implementing autonomy support: insights from a Montessori classroom.  International Journal of Education, 2(2), 1.

Lillard, A. S., Meyer, M. J., Vasc, D., & Fukuda, E. (2021). An Association Between Montessori Education in Childhood and Adult Wellbeing. Frontiers in Psychology, 5351. https://doi.org/10.3389/fpsyg.2021.721943

Lillard, A. S. (2020). Montessori as an alternative early childhood education. Early Child Development and Care, 1-11. https://doi.org/10.1080/03004430.2020.1832998

Lillard, A., & Else-Quest, N. (2006). Evaluating Montessori education.  Science, 313(5795), 1893-1894. https://doi.org/10.1126/science.1132362

Lillard, A. S. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401. https://doi.org/10.1016/j.jsp.2012.01.001

Lillard, A. S. (2013). Playful learning and Montessori education. American Journal of Play, 5(2), 157-186.

Lillard, A. S. (2016). Montessori: The science behind the genius. Oxford University Press.

Lillard, A. S., & Heise, M. J. (2016). An intervention study: Removing supplemented materials from Montessori classrooms associated with better child outcomes . Journal of Montessori Research, 2(1), 16-26.

Lillard, A. S. (2011). Mindfulness practices in education: Montessori’s approach. Mindfulness, 2(2), 78-85. https://doi.org/10.1007/s12671-011-0045-6

Lillard, A. S., & Eisen, S. (2017). Why Montessori is a facilitative environment for theory of mind. In Slaughter, V., & Derosnay, M., eds. Theory of Mind Development in Context. Psychology Press, 57-70.

Lillard, A., & Else-Quest, N. (2006). The early years: evaluating Montessori. Science, 313(5795), 1893-1894. https://doi.org/10.1126/science.1132362

Lillard, A. S. & Eisen, S. (2017). “Why Montessori is a facilitative environment for theory of mind: three speculations,”  in Theory of Mind Development in Context, eds V. Slaughter and M. de Rosnay (London: Routledge), 57–70.

Lillard, A. S., Heise, M. J., Richey, E. M., Tong, X., Hart, A., & Bray, P. M. (2017). Montessori preschool elevates and equalizes child outcomes: A longitudinal study. Frontiers in Psychology, 8, 1783. https://doi.org/10.3389/fpsyg.2017.01783

Lillard, A. S., & McHugh, V. (2019). Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I: The Environment. Journal of Montessori Research, 5(1), 1-18.

Lixia, M. A., Chen, Y., Jin, G., Zhao, Y., Wei, W., Xie, S., ... & Liu, L. (2018). Impact of Montessori-based intervention on the eating ability of elderly with dementia. Chinese Journal of Behavioral Medicine and Brain Science, 27(9), 798-803.

Lopata, C., Wallace, N. V., & Finn, K. V. (2005). Comparison of academic achievement between Montessori and traditional education programs. Journal of Research in Childhood Education, 20(1), 5-13. https://doi.org/10.1080/02568540509594546

Manner, J. C. (1999). A comparison of academic achievement of Montessori and non-Montessori students in a public school setting.  [Doctoral Dissertation, Florida International University]. FIU Institutional Repository.

Marshall, C. (2017). Montessori education: a review of the evidence base.  NPJ Science of Learning, 2(1), 11. https://doi.org/10.1038/s41539-017-0012-7

Ongoren, S., & Yazlik, D. O. (2019). Investigation of Mathematical Concept Skills of Children Trained with Montessori Approach and MoE Pre-School Education Program. European Journal of Educational Research, 8(1), 9-19. https://doi.org/10.12973/eu-jer.8.1.9

Rathunde, K. (2003). A comparison of Montessori and traditional middle schools: Motivation, quality of experience, and social context.  NAMTA Journal, 28(3), 12-53.

Rathunde, K. (2009). Montessori and embodied education. In Woods, P. A., & Woods, G. J.. (2009). Alternative Education for the 21st Century: Philosophies, Approaches, Visions. Palgrave MacMillan, 189.

Rathunde, K., & Csikszentmihalyi, M. (2005). Middle school students’ motivation and quality of experience: A comparison of Montessori and traditional school environments. American Journal of Education, 111(3), 341-371. https://doi.org/10.1086/428885

Rodriguez, L., Irby, B. J., Brown, G., Lara-Alecio, R., & Galloway, M. M. (2005). An analysis of second grade reading achievement related to pre-kindergarten Montessori and transitional bilingual education.  Review of Research and Practice, 3.

Rule, A. C., & Stewart, R. A. (2002). Effects of practical life materials on kindergartners' fine motor skills . Early Childhood Education Journal, 30(1), 9-13.

Saylor, L. L., McKenzine, G. K., & Sacco, C. C. (2018). Teacher-Centered Mentorship as Meaningful Professional Montessori Development. Journal of Montessori Research, 4(2), 10-32.

Tucker, N. W., & Laura, R. S. (2012, September 9). “Education depends upon a belief in the power of the child…” Dr M Montessori. Postgraduate Research in Education: Proceedings of the Second Annual Higher Degree Student-led Conference. University of New South Wales, 119.

Vance, D. E., & Porter Jr, R. J. (2001). Montessori methods yield cognitive gains in Alzheimer's day cares.  Activities, Adaptation & Aging, 24(3), 1-22. https://doi.org/10.1300/J016v24n03_01

Volkman, J. (2017). Scaffolds and Spelling in Preschool: Using a Movable Alphabet to Measure Early Literacy. [Master’s Thesis, Harvard University]. Digital Access to Scholarship at Harvard University.

Whitescarver, K., & Cossentino, J. (2008). Montessori and the mainstream: A century of reform on the margins. Teachers College Record, 110(12), 2571-2600.

Yang, W., Datu, J. A. D., Lin, X., Lau, M. M., & Li, H. (2019). Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects.  Early Education and Development, 30(1), 36-59. https://doi.org/10.1080/10409289.2018.1539557

Yuen, I., & Kwok, T. (2019). Effectiveness of DementiAbility Methods: The Montessori Way on agitation in long‐term care home residents with dementia in Hong Kong. International Journal of Geriatric Psychiatry 34(9), 1352-1358. https://doi.org/10.1002/gps.5063

Other Resources

Association Montessori Internationale. (2020). Montessori Guide. https://montessoriguide.org/

Coulter, D. J. (2003). Montessori and Steiner: A pattern of reverse symmetries . Montessori Life, 15(1), 24.

Kahn, D. (2003). Montessori and optimal experience research: Toward building a comprehensive education reform. NAMTA Journal, 28(3), 1-11.

Lide, A. (2012). Montessori education: What is its relationship with the emerging worldview?.  Journal of Conscious Evolution, 8(5), 1-30.

Lillard, A. (2008). How important are the Montessori materials. Montessori Life, 20(4), 20-25.

Lillard, A. S. (2011). What belongs in a Montessori primary classroom? Results from a survey of AMI and AMS teacher trainers. Montessori Life, 23(3), 18-32.

Maitri Learning Montessori. (2012). Who was Maria Montessori? [Video]. (2:14 minutes). YouTube. https://www.youtube.com/watch?v=a1Ko7EidGG0

Montessori Administrator's Association. (2021). Mariamontessori.com: A project from Montessori Administrators Association. https://www.mariamontessori.com/

Volkman, J. (2006). Lamination study: Vocabulary cards in the Montessori primary classroom. Maitri Learning.

Date of last update: 4-Mar-2022

This resource is protected under a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.