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

Journal of School Psychology

Volumn 50, Issue 3, 2012, Pages 379-401

  Lillard, Angeline S ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

Academic achievement; Early childhood education; Fidelity of implementation; School readiness; Social development

Indexed keywords

ARTICLE; CHILD DEVELOPMENT; COMPARATIVE STUDY; EDUCATION; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; FEMALE; HUMAN; MALE; MATHEMATICS; METHODOLOGY; PRESCHOOL CHILD; PROBLEM SOLVING; READING; SOCIAL BEHAVIOR;

CHILD DEVELOPMENT; CHILD, PRESCHOOL; EDUCATION; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; FEMALE; HUMANS; MALE; MATHEMATICS; PROBLEM SOLVING; READING; SOCIAL BEHAVIOR;

EID: 84861743629     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2012.01.001     Document Type: Article

References (126)

1. American Montessori Society School accreditation standards and criteria 2009, Retrieved July 2, 2011, from. http://www.amshq.org/School%20Resources/AMS%20%20School%20Accreditation.aspx.
2. American Montessori Society AMS and the Montessori Movement: A new emphasis 2011, Retrieved July 2, 2011, from. http://www.amshq.org/Montessori%20Education/History%20of%20Montessori%20Education/AMS%20and%20the%20Montessori%20Movement.aspx.
3. Aschersleben G., Hofer T., Jovanovic B. The link between infant attention to goal-directed action and later theory of mind abilities. Developmental Science 2008, 11(6):862-868.
4. Bara F., Gentaz E., Cole P. Haptics in learning to read with children from low socio-economic status families. British Journal of Developmental Psychology 2007, 25:643-663.
5. Baron-Cohen S. Autism. The new cognitive neurosciences 2000, 1167-1270. MIT Press, Cambridge, MA. 2nd ed. M.S. Gazzaniga (Ed.).
6. Beatty B. Preschool education in America: The culture of young children from the colonial era to the present 1995, Yale University Press, New Haven, CT.
7. Besancon M., Lubart T. Differences in the development of creative competencies in children schooled in diverse learning environments. Learning and Individual Differences 2008, 18:381-389. 10.1016/j.lindif.2007.11.009.
8. Blair C. School readiness. American Psychologist 2002, 57:111-127.
9. Blair C., Diamond A. Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology 2008, 20:899-911.
10. Blair C., Knipe J., Cummings E., Baker D.P., Gamson D., Eslinger P., et al. A developmental neuroscience approach to the study of school readiness. School readiness and the transition to kindergarten 2007, 149-174. Brookes, Baltimore, MD. R.C. Pianta, M.J. Cox, K.L. Snow (Eds.).
11. Blair C., Razza R.P. Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development 2007, 78:647-663.
12. Blakely C.H., Mayer J.P., Gottschalk R.G., Schmitt N., Davidson W.S., Roitman D.B., et al. The fidelity-adaptation debate: Implications for the implementation of public sector social programs. American Journal of Community Psychology 1987, 15:253-268.
13. Bronson M. Self-regulation in early childhood: Nature and nurture 2001, Guilford Press, New York, NY.
14. Bull R., Espy K.A., Wiebe S.A. Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology 2008, 33:205-228.
15. Camilli G., Vargas S., Ryan S., Barnett W.S. Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record 2010, 112:579-620.
16. Capage L., Watson A.C. Individual differences in theory of mind, aggressive behavior, and social skills in young children. Early Education & Development 2001, 12:613-628.
17. Carlson S.M., Moses L.J., Claxton L.J. Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. Journal of Experimental Child Psychology 2004, 87:299-319.
18. Carroll C., Patterson M., Wood S., Booth A., Rick J., Balain S. A conceptual framework for implementation fidelity. Implementation Science 2007, 2:40-49.
19. Cohen J. Statistical power for the behavioral sciences 1988, Erlbaum, Hillsdale, NJ.
20. Cooper H., Nye B., Charlton K., Lindsay J., Greathouse S. The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research 1996, 66:227-268.
21. Cossentino J. Ritualizing expertise: A non-Montessorian view of the Montessori method. American Journal of Education 2005, 111:211-244.
22. Cox M.V., Rowlands A. The effect of three different educational approaches on children's drawing ability: Steiner, Montessori and traditional. British Journal of Educational Psychology 2000, 70:485-503.
23. Cunningham D., Duffy T. Constructivism: Implications for the design and delivery of instruction. Handbook of research on educational communications and technology 1996, 170-198. Simon & Schuster, New York. D. Jonassen (Ed.).
24. Diamond A., Barnett W.S., Thomas J., Munro S. Preschool program improves cognitive control. Science 2007, 318:1387-1388.
25. Diamond A., Lee K. How can we help children succeed in the 21st century? What the scientific evidence shows aids executive function development in children 4-12 years of age. Science 2011, 333:959-964.
26. Dohrmann K.R., Nishida T.K., Gartner A., Lipsky D.K., Grimm K.J. High school outcomes for students in a public Montessori program. Journal of Research in Childhood Education 2007, 22:205-217.
27. Dowsett S.M., Livesey D.J. The development of inhibitory control in preschool children: Effects of "executive skills" training. Developmental Psychobiology 2000, 36:161-174.
28. Dunn J., Hughes C. "I got some swords and you're dead": Violent fantasy, antisocial behavior, friendship, and moral sensibility in young children. Child Development 2001, 72:491-505.
29. Durlak J.A., DuPre E.P. Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology 2008, 41:327-350.
30. Early D.M., Maxwell K.L., Burchinal M., Bender R.H., Ebanks C., Henry G.T., et al. Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. Child Development 2007, 78:558-580.
31. Edwards J. To teach responsibility, bring back the Dalton plan. Phi Delta Kappan 1991, 72(5):398-401.
32. Epstein A.S. Essentials of active learning in preschool: Getting to know the High/Scope curriculum 2006, High/Scope Press, Ypsilanti, MI.
33. Erwin P. Social problem solving, social behavior, and children's peer popularity. The Journal of Psychology 1993, 128:299-306.
34. Espy K., McDiarmid M., Cwik M., Stalets M., Hamby A., Senn T. The contribution of executive functions to emergent mathematic skills in preschool children. Developmental Neuropsychology 2004, 26:465-486.
35. Farrant B., Fletcher J., Maybery M. Specific language impairment, theory of mind, and visual perspective taking: Evidence for simulation theory and the developmental role of language. Child Development 2006, 77:1842-1853.
36. Garon N., Bryson S., Smith I. Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin 2008, 134:31-60.
37. Glenberg A.M., Jaworski B., Rischal M., Levin J. What brains are for: Action, meaning, and reading comprehension. Reading comprehension strategies: Theories, interventions, and technologies 2007, 221-240. Erlbaum, Mahwah, NJ. D.S. McNamara (Ed.).
38. Goodman R.M., Steckler A. A model for the institutionalization of health promotion programs. Family & Community Health 1989, 11:63-78.
39. Gormley W.T., Gayer T., Phillips D., Dawson B. The effects of universal pre-K on cognitive development. Developmental Psychology 2005, 41:872-884.
40. Graue E. The answer is readiness-Now what is the question?. Early Education & Development 2006, 17:43-56.
41. Greenwald R., Hedges L., Laine R. The effect of school resources on student achievement. Review of Educational Research 1996, 66:361-396.
42. Guo S. Analyzing grouped data with hierarchical linear modeling. Children and Youth Services Review 2005, 27:637-652.
43. Hamre B.K., Pianta R.C. Learning opportunities in preschool and early elementary classrooms. School readiness and the transition to kindergarten 2007, 49-84. Brookes, Baltimore, MD. R.C. Pianta, M.J. Cox, K.L. Snow (Eds.).
44. Hojnoski R.L., Margulies A.S., Barry A., Bose-Deakins J., Sumara K.M., Harman J.L. Analysis of two early childhood education settings: Classroom variables and peer verbal interaction. Journal of Research in Childhood Education 2008, 23:193-209.
45. Hongwanishikul D., Happeny K.R., Lee W.S.C., Zelazo P.D. Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental Neuropsychology 2005, 28:617-644.
46. Howes C., Burchinal M., Pianta R., Bryant D., Early D., Clifford R., et al. Ready to learn? Children's pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly 2008, 23:27-50.
47. Hughes C. Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology 1998, 16:233-253.
48. Hughes C., Adlam A., Happe F., Jackson J., Taylor A., Caspi A. Good test-retest reliability for standard and advanced false-belief tasks across a wide range of abilities. Journal of Child Psychology and Psychiatry 2000, 41:483-490.
49. Huizinga M., Dolan C.V., van der Molen M.W. Age-related change in executive function: Developmental trends and a latent variable analysis. Neuropsychologia 2006, 44(11):2017-2036.
50. Humphryes J. The developmental appropriateness of high-quality Montessori programs. Young Children 1998, 53:4-16.
51. Karnes, M., Shewedel, A., & Williams, M. (1983). A comparison of five approaches for educating young children from low-income homes. In Consortium for Longitudinal Studies (Ed.), As the twig is bent: lasting effects of preschool programs (pp. 133-171). Hillsdale, NJ: Erlbaum.
52. Kendeou P., van den Broek P., White M.J., Lynch J.S. Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology 2009, 101:765-778.
53. Kittler J.E., Menard W., Phillips K.A. Weight concerns in individuals with body dysmorphic disorder. Eating Behaviors 2007, 8:115-120.
54. Krafft K.C., Berk L.E. Private speech in two preschools: Significance of open-ended activities and make-believe play for verbal self-regulation. Early Childhood Research Quarterly 1998, 13:637-658.
55. Kramer R. Maria Montessori: A biography 1976, Putnam, New York, NY.
56. Ladd G.W., Birch S.H., Buhs E.S. Children's social and scholastic lives in kindergarten: Related spheres of influence?. Child Development 1999, 70:1373-1400.
57. Lillard A.S. Montessori: The science behind the genius 2005, Oxford University Press, New York, NY.
58. Lillard A.S. Materials: What belongs in a Montessori primary classroom? Results from a survey of AMI and AMS teacher trainers. Montessori Life 2011, 22:18-32.
59. Lillard A.S. Mindfulness practices in education: Montessori's approach. Mindfulness 2011, 2:78-85. 10.1007/s12671-011-0045-6.
60. Lillard A.S., Else-Quest N. The early years: Evaluating Montessori education. Science 2006, 313:1893-1894.
61. Lillard A.S., Peterson J. The immediate impact of different types of television on young children's executive function. Pediatrics 2011, 128:644-649. 10.1542/peds.2008-1536.
62. Lopata C., Wallace N.V., Finn K.V. Comparison of academic achievement between Montessori and traditional education programs. Journal of Research in Childhood Education 2005, 20:5-13.
63. Malecki C., Elliott S. Children's social behaviors as predictors of academic achievement: A longitudinal analysis. School Psychology Quarterly 2002, 17:1-23.
64. Mashburn A., Pianta R., Hamre B., Downer J., Barbarin O., Bryant D., et al. Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development 2008, 79:732-749.
65. McClelland M.M., Acock A.C., Morrison F.J. The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly 2006, 21:471-490.
66. McClelland M.M., Cameron C.E., Connor C.M., Farris C.L., Jewkes A.M., Morrison F.J. Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology 2007, 43:947-959.
67. McDonald Connor C., Son S., Hindman A., Morrison F. Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes. Journal of School Psychology 2005, 43:343-375.
68. McGrew K.S., Woodcock R.W. Woodcock-Johnson III technical manual 2001, Riverside Publishing, Itasca, IL.
69. Miller L.B., Bizzell R.P. Long-term effects of four preschool programs: Ninth- and tenth-grade results. Child Development 1984, 55:1570-1587.
70. Miller L.B., Dyer J.L. Four preschool programs: Their dimensions and effects. Monographs of the Society for Research in Child Development 1975, 40(5-6). Serial No. 162.
71. Mischel W., Shoda Y., Rodriguez M.L. Delay of gratification in children. Science 1989, 244:933-938.
72. Miyake A., Friedman N.P., Emerson M.J., Witzki A.H., Howerter A. The unity and diversity of executive functions and their contributions to complex 'frontal lobe' tasks: A latent variable analysis. Cognitive Psychology 2000, 41:49-100.
73. Montessori, M. (1966). The secret of childhood (M. J. Costello, Trans.). New York, NY: Ballantine.
74. Montessori, M. (1967). The discovery of the child. (M. J. Costello, Trans.). New York, NY: Ballantine.
75. Montessori, M. (1989a). Creative development in the child I (R. Ramachandran, Trans.). Madras, India: Kalakshetra Press.
76. Montessori, M. (1989b). Creative development in the child II (R. R, Trans.). Madras, India: Kalakshetra Press.
77. Montessori M. The child, society, and the world: Unpublished speeches and writings 1989, (Vol. 7), Clio, Oxford, England.
78. Montessori M. The California lectures of Maria Montessori, 1915 1997, Clio, Oxford, England.
79. Murray A., Peyton V. Public Montessori elementary schools: A delicate balance. Montessori Life 2009, 20:26-30.
80. National Early Child Care Research Network Child-care structure->process->outcome: Direct and indirect effects of child-care quality on young children's development. Psychological Science 2002, 13:199-206.
81. National Early Child Care Research Network Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences. Child Development 2003, 74:1639-1662.
82. National Early Child Care Research Network Multiple pathways to early academic achievement. Harvard Educational Review 2004, 74:1-28.
83. Odom S.L. The tie that binds. Topics in Early Childhood Special Education 2009, 29:53-62.
84. O'Donnell M. Continuum library of educational thought: Maria Montessori 2007, (Vol. 7), Continuum, London, England.
85. O'Donnell C. Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K-12 curriculum intervention research. Review of Educational Research 2008, 78:33-84.
86. Olejnik S., Algina J. Measures of effect size for comparative studies: Applications, interpretations, and limitations. Contemporary Educational Psychology 2000, 25:241-286.
87. Passolunghi M.C., Vercelloni B., Schadee H. The precursors of mathematics learning: Working memory, phonological ability and numerical competence. Cognitive Development 2007, 22:165-184.
88. Peterson C.C., Wellman H.M. From fancy to reason: Scaling deaf and hearing children's understanding of theory of mind and pretence. British Journal of Developmental Psychology 2009, 27:297-310.
89. Pettit G., Dodge K., Brown M. Early family experience, social problem solving patterns, and children's social competence. Child Development 1988, 59:107-120.
90. Piaget, J. (1970). Science of education and the psychology of the child (D. Coltman, Trans.). New York, NY: Orion Press.
91. Pianta R.C., Barnett W., Burchinal M., Thornburg K.R. The effects of preschool education. Psychological Science in the Public Interest 2009, 10:49-88.
92. School readiness and the transition to kindergarten in the era of accountability 2007, Brookes, Baltimore, MD. R.C. Pianta, M.J. Cox, K.L.B. Snow (Eds.).
93. Pianta R.C., La Paro K.M., Payne C., Cox M.J., Bradley R. The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. The Elementary School Journal 2002, 102:225-238.
94. Ponitz C.C., McClelland M.M., Jewkes A.M., Connor C.M., Farris C.L., Morrison F.J. Touch your toes: Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly 2008, 23:141-158. 10.1016/j.ecresq.2007.01.004.
95. Ponitz C.C., McClelland M.M., Matthews J.S., Morrison F.J. A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology 2009, 45:605-619. 10.1037/a0015365.
96. Povell P. Montessori comes to America 2009, University Press of America, Lanham, MD.
97. Rathunde K.R., Csikszentmihalyi M. Middle school students' motivation and quality of experience: A comparison of Montessori and traditional school environments. American Journal of Education 2005, 111:341-371.
98. Rathunde K.R., Csikszentmihalyi M. The social context of middle school: Teachers, friends, and activities in Montessori and traditional school environments. The Elementary School Journal 2005, 106:59-79.
99. Raver C.C., Garner P.W., Smith-Donald R. The roles of emotion regulation and emotion knowledge for children's academic readiness: Are the links causal?. School readiness and the transition to kindergarten 2007, 121-148. Brookes, Baltimore, MD. R.C. Pianta, M.J. Cox, K.L. Snow (Eds.).
100. Rayner K., Foorman B.R., Perfetti C.A., Pesetsky D., Seidenberg M.S. How psychological science informs the teaching of reading. Psychological Science in the Public Interest 2001, 2:31-74.
101. Razza R.A. Relations among false-belief understanding, executive function, and social competence: A longitudinal analysis. Dissertation Abstracts International: Section B: The Sciences and Engineering 2005, 66(5-B):2859.
102. Riggs N.R., Jahromi L.B., Razza R.P., Dillworth-Bart J.E., Mueller U. Executive function and the promotion of social-emotional competence. Journal of Applied Developmental Psychology 2006, 27:300-309.
103. Rodriguez L., Irby B.J., Brown G., Lara-Alecio R., Galloway M.M. An analysis of second grade reading achievement related to pre-kindergarten Montessori and transitional bilingual education 2005, Erlbaum, Mahwah, NJ.
104. Rosenthal R., Rosnow R.L. Contrast analysis: Focused comparisons in the analysis of variance 1985, Cambridge University Press, Cambridge.
105. Rubin K. The Social Problem-Solving Test-Revised 1988, University of Waterloo, Waterloo, Ontario.
106. Rubin K., Clark M.L. Preschool teachers' ratings of behavioral problems: Observational, sociometric, and social-cognitive correlates. Journal of Abnormal Child Psychology 1983, 11:273-286.
107. Rubin K., Daniels-Beirness T. Concurrent and predictive correlates of sociometric status in kindergarten and grade 1 children. Merrill-Palmer Quarterly 1983, 29:337-351.
108. Rueda M.R., Rothbart M.K., McCandliss B.D., Saccomanno L., Posner M.I. Training, maturation, and genetic influcences on the development of executive attention. Proceedings of the National Academy of Science 2005, 102:14931-14936.
109. Salovey P., Mayer J. Emotional intelligence. Imagination, cognition and personality 1990, 9:185-211.
110. Schwarz J.C., Schrager J.B., Lyons A.E. Delay of gratification by preschoolers: Evidence for the validity of the choice paradigm. Child Development 1983, 54:620-625.
111. Shapiro D. How many Montessori schools?. Jola Newsletter 2007, June, 2:1.
112. Shonkoff J., Phillips D. From neurons to neighborhoods: The science of early childhood development 2000, National Academy Press, New York, NY.
113. Siegel S., Castellan N.J. Nonparametric statistics for the behavioral sciences 1988, McGraw-Hill, New York, NY.
114. Spivak G., Shure M.B. Social adjustment of young children 1974, Jossey-Bass, San Francisco, CA.
115. Tager-Flusberg H. Exploring the relationship between theory of mind and social-communicative functioning in children with autism. Individual differences in theory of mind: Implications for typical and atypical development 2003, 197-212. Psychology Press, New York, NY. B. Repacholi, V. Slaughter (Eds.).
116. Thorell L., Lindqvist S., Nutley S., Bohlin G., Klingberg T. Training and transfer effects of executive functions in preschool children. Developmental Science 2009, 12:106-113.
117. Tilly W.D. The evolution of school psychology to science-based practice: Problem solving and the three-tiered model. Best practices in school psychology 2008, Vol. V:17-36. National Association of School Psychologists, Bethesda, MD.
118. Toner I.J., Holstein R.B., Hetherington E.M. Reflection-impulsivity and self-control in preschool children. Child Development 1977, 48:239-245.
119. Walsh B.A., Petty K. Frequency of six early childhood education approaches: A 10-year content analysis of early childhood education journal. Early Childhood Education Journal 2007, 34:301-305. 10.1007/s10643-006-0080-4.
120. Watson A.C., Nixon C.L., Wilson A., Capage L. Social interaction skills and theory of mind in young children. Developmental Psychology 1999, 35:386-391.
121. Wellman H.M. The child's theory of mind 1990, Bradford Books/MIT Press, Cambridge, MA.
122. Wellman H.M., Fang F., Liu D., Zhu L., Liu G. Scaling of theory-of-mind understandings in Chinese children. Psychological Science 2006, 17:1075-1081.
123. Wellman H.M., Fang F., Peterson C.C. Sequential progressions in a theory-of-mind scale: Longitudinal perspectives. Child Development 2011, 83:780-792.
124. Wellman H.M., Liu D. Scaling of theory-of-mind tasks. Child Development 2004, 75:523-541.
125. Welsh M., Parke R., Widaman K., O'Neil R. Linkages between children's social and academic competence a longitudinal analysis. Journal of School Psychology 2001, 39:463-482.
126. Woodcock R.W., McGrew K.S., Mather N. Woodcock-Johnson III Tests of Achievement 2001, Riverside Publishing, Rolling Meadows, IL.