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"Children from Montessori Schools scored higher on creativity tests than traditional schools"

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"Children from Montessori Schools scored higher on creativity tests than traditional schools"

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http://www.tandfonline.com/doi/abs/10.1080/0300443961190109

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Montessori teachers carefully introduce prepared activities that meet childrens unique interests, abilities and developmental needs. Montessori teachers lay the foundations for independent learning and their role involves:

Make children the center of learning

Encouraging children to learn by providing freedom for them in the prepared environment

Observing children so as to prepare the best possible environment, recognising sensitive periods and diverting inappropriate behaviour to meaningful tasks

Preparing the learning environment by ensuring that learning materials are provided in an orderly format and the materials provide for appropriate experiences for all the children

Respecting each child and modelling ongoing respect for all children and their work

Introducing learning materials, demonstrating learning materials, and supporting children’s learning after observing each child.

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Above all, Montessori classrooms at all levels nurture each child’s individual strengths and interests. Montessori education encourages children to explore their world, and to understand and respect the life forms, systems and forces of which it consists.

https://montessori-nw.org/what-is-montessori-education/

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Page 22 discusses the different ages of the 'Planes of education'

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Journal of Montessori Research & Education  - Publishing Platform for publications related to Montessori.

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Journal of Montessori Research & Education  - Publishing Platform for publications related to Montessori.

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However, considering there are only a few publications currently.
https://journalofmore.org/

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this article discusses how Montessori's theories could be viewed as 50 years behind the times as similar theories where put forward by john dewey and rousseau.
THAYER-BACON, B., 2012. Maria Montessori, John Dewey, and William H. Kilpatrick. Education and Culture. 28 (1), pp. 3-20.

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Click this link to open the selected resource in a new window.

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‘Montessori classrooms are peaceful, happy places designed to meet the developmental needs of each child in every stage of life.’
Shows how they really think about the child and the environment they aregoing  to learn in and how it will affect them. The eyfs is all about encouraging children’s development needs which is what Montessori schools are all about

https://montessori-nw.org/inside-a-montessori-classroom/

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Comparison of Montessori and traditional preschools

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Comparison of Montessori and traditional preschools

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This journal compares physical activity in Montessori preschools and traditional preschools.
It is found from Pate et al (2014) that children attending Montessori schools were more active than children attending traditional preschools.
Russell R. Pate, Jennifer R. O'Neill, Wonwoo Bryun, Kerry L. Mclver, Marsha Dowda, William H. Brown, 2014.

Physical Activity in Preschool Children: Comparison Between Montessori and Traditional Preschools, Journal of school health,  84 (11), pp. 716–721.

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RESEARCH ARTICLE

Authors

Russell R. Pate PhD,

Professor, Corresponding author

Department of Exercise Science, University of South Carolina, 921 Assembly St., Columbia

Address correspondence to: Russell R. Pate, Professor, ( rpate@mailbox.sc.edu), Department of Exercise Science, University of South Carolina, 921 Assembly St., Columbia, SC 29208.

Search for more papers by this author

The study was funded a grant from the National Institute of Child Health and Human Development (R01HD055451). The authors thank all of the preschools, parents, and children for participating in the study and Gaye Groover Christmus, MPH, for editing the manuscript.

ABSTRACT

BACKGROUND

Little is known about the influence of Montessori methods on children's physical activity (PA). This cross-sectional study compared PA of children attending Montessori and traditional preschools.

METHODS

We enrolled 301 children in 9 Montessori and 8 traditional preschools in Columbia, South Carolina. PA was measured by accelerometry on weekdays during preschool (In-School), non-school (Non-School), and all day (All Day). Minutes/hour of light, moderate-to-vigorous (MVPA), and total PA (light + MVPA) were calculated.

RESULTS

Children attending Montessori preschools accumulated more In-School light (7.7 vs. 6.5 minute/hour), MVPA (7.7 versus 6.5 minute/hour), and total PA (15.4 versus 13.0 minute/hour) than children attending traditional preschools, after adjusting for sex, race/ethnicity, body mass index, parent education and neighborhood poverty index. For Non-School (8.5 versus 6.2 minute/hour) and All Day (8.5 versus 7.6 minute/hour), children in Montessori preschools accumulated more MVPA than children in traditional preschools. In-School PA was higher for children in private Montessori than public Montessori preschools (8.1 versus 7.0 minute/hour; 8.1 versus 6.7 minute/hour; 16.1 versus 13.6 minute/hour, for light, MVPA, and total PA, respectively).

CONCLUSIONS

Children attending Montessori preschools were more active than children attending traditional preschools. Adopting the Montessori system may be an important strategy for promoting PA in children.

RESEARCH ARTICLE

Authors

Russell R. Pate PhD,

Professor, Corresponding author

Department of Exercise Science, University of South Carolina, 921 Assembly St., Columbia

Address correspondence to: Russell R. Pate, Professor, ( rpate@mailbox.sc.edu), Department of Exercise Science, University of South Carolina, 921 Assembly St., Columbia, SC 29208.

Search for more papers by this author

The study was funded a grant from the National Institute of Child Health and Human Development (R01HD055451). The authors thank all of the preschools, parents, and children for participating in the study and Gaye Groover Christmus, MPH, for editing the manuscript.

RESEARCH ARTICLE

Authors

Russell R. Pate PhD,

Professor, Corresponding author

Department of Exercise Science, University of South Carolina, 921 Assembly St., Columbia

Address correspondence to: Russell R. Pate, Professor, ( rpate@mailbox.sc.edu), Department of Exercise Science, University of South Carolina, 921 Assembly St., Columbia, SC 29208.

Search for more papers by this author

The study was funded a grant from the National Institute of Child Health and Human Development (R01HD055451). The authors thank all of the preschools, parents, and children for participating in the study and Gaye Groover Christmus, MPH, for editing the manuscript.

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Physical Activity in Preschool Children: Comparison Between Montessori and Traditional Preschools

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RESEARCH ARTICLE Professor, Corresponding author Department of Exercise Science, University of South Carolina, 921 Assembly St., Columbia Address correspondence to: Russell R. Pate, Professor, ( rpate@mailbox.sc.edu), Department of Exercise Science, University of South Carolina, 921 Assembly St., Columbia, SC 29208.

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This journal article investigates how the Montessori approach affects children with SEN in particular with Autistic Spectrum Disorder.  the benefits of learning through play and individually to an autistic child.
MARKS, L., 2016. Playing to Learn: an overview of the Montessori Approach with pre-school children with Autism Spectrum Condition. Support for Learning. 31 (4), pp. 313-328.

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Cons
-Expensive
-A looser curriculum
- Independence isn't always helpful
-The freer structure of the classroom can be intimidating
Pros
-Hands on learning
-Enhanced social interaction
-Independence is a mainstay
-A cultivated love for learning
rasmussen.edu

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What is the FOCUS of Montessori Education? (IE, which model does it follow?)
How is it STRUCTURED?
What is the CONTENT?
How is it DELIVERED?
What are the BENEFITS? (according to the evidence)
Are there any DISADVANTAGES? (according to the evidence)
How does it compare to other approaches such as EYFS?

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2. Double click anywhere on the wall to start a new post.
3. Attach the article, add the image or video to your comment, and reference appropriately using the EHU Harvard Referencing Guide 2014

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Edge Hill University is based in the north west of England, offering undergraduate and postgraduate courses, research and knowledge transfer services.