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The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning

This review examines the quantitative behavioural studies that have evaluated the effects of Montessori pedagogy on children’s psychological development and school learning. The analyses of only three “Randomized Controlled Trials—RCT” studies published to date reveal varied and contradictory effect...

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Detalles Bibliográficos
Autores principales: Gentaz, Edouard, Richard, Sylvie
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8870616/
https://www.ncbi.nlm.nih.gov/pubmed/35204854
http://dx.doi.org/10.3390/children9020133
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author Gentaz, Edouard
Richard, Sylvie
author_facet Gentaz, Edouard
Richard, Sylvie
author_sort Gentaz, Edouard
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description This review examines the quantitative behavioural studies that have evaluated the effects of Montessori pedagogy on children’s psychological development and school learning. The analyses of only three “Randomized Controlled Trials—RCT” studies published to date reveal varied and contradictory effects. Firstly, these findings are discussed in the light of several methodological limitations: the absence of active control groups, small sample sizes, diversity of measures, or lack of control over the implementation fidelity of both Montessori and conventional pedagogy. Secondly, these findings are discussed in the light of what Montessori pedagogy does not emphasise in its conception of development and the role of the teacher, namely the place given to language and pretend play.
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spelling pubmed-88706162022-02-25 The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning Gentaz, Edouard Richard, Sylvie Children (Basel) Review This review examines the quantitative behavioural studies that have evaluated the effects of Montessori pedagogy on children’s psychological development and school learning. The analyses of only three “Randomized Controlled Trials—RCT” studies published to date reveal varied and contradictory effects. Firstly, these findings are discussed in the light of several methodological limitations: the absence of active control groups, small sample sizes, diversity of measures, or lack of control over the implementation fidelity of both Montessori and conventional pedagogy. Secondly, these findings are discussed in the light of what Montessori pedagogy does not emphasise in its conception of development and the role of the teacher, namely the place given to language and pretend play. MDPI 2022-01-20 /pmc/articles/PMC8870616/ /pubmed/35204854 http://dx.doi.org/10.3390/children9020133 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Review
Gentaz, Edouard
Richard, Sylvie
The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning
title The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning
title_full The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning
title_fullStr The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning
title_full_unstemmed The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning
title_short The Behavioral Effects of Montessori Pedagogy on Children’s Psychological Development and School Learning
title_sort behavioral effects of montessori pedagogy on children’s psychological development and school learning
topic Review
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8870616/
https://www.ncbi.nlm.nih.gov/pubmed/35204854
http://dx.doi.org/10.3390/children9020133
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