Abstract/Notes: This thesis analyzes the correlation that exists between Montessori educational methods and low-income students. To answer this question, I researched 15 different sources, which included case studies, surveys, and interviews that gave me detailed information on my topic. The results of my research showed there was a positive correlation on the effects of low-income students in Montessori Education, but a negative correlation to the number of low-income students who attend Montessori schools. There are around 15,000 Montessori schools around the world, but only 570 Of them are public. This creates a lot of barriers for low-income students, denying them access to the benefits of Montessori education. The results of this thesis can be used to create awareness and promote an increase in public Montessori schools.

Language: English

Published: Kennesaw, Georgia, 2025

Abstract/Notes: The Montessori method, first developed by Dr. Maria Montessori in 1907, has been adapted globally to meet the diverse needs of students and educational contexts. This study investigates how the Montessori method is implemented in Poland, through the use of qualitative methods with a case study approach. This research utilized observations, in-depth interviews, and document analysis to assess the challenges and adaptations in the implementation process. Findings indicate that Poland’s state regulations, the use of extrinsic rewards, and the discontinuation of multi-age groupings after the fourth grade at IMSP, pose significant challenges to maintaining the authenticity of Montessori education. This study underscores the importance of teacher training and strong administrative support for maintaining the fidelity of Montessori education. It also calls attention to the absence of universally accepted standards for Montessori schools, which complicates efforts to define and measure the "authenticity" of the method. These findings suggest that the challenges of adapting the Montessori method may be more universal than previously understood, particularly in relation to teacher preparation, classroom management, and curriculum flexibility. “Adaptation to the environment is something positive, a starting point from which a person can go a long way. Adaptation to the environment is the first necessity.” —Maria Montessori (1946, as cited in Haines, 2012, p. 87)

Language: English

Published: Manoa, Hawaii, 2024

Abstract/Notes: For over a century Montessori Education (ME) has offered formal opportunities to provide alternative schooling by placing the child at the centre of learning. In current times of global crises of equity, social justice and holistic wellbeing, it is crucial to critically reimagine education for peace in the context of ME. With two ethnographically informed case studies in a public German Forest-Montessori School and a private Australian Montessori school, this study offers concrete insights into the complexities of how two contemporary Montessori schools educate for peace across contexts, but also how ME contributes to sustaining the violent structures that the approach is aiming to overcome. The research design mirrors the Montessori pedagogy and primarily employs observation and semi-structured interviews with students aged six to nine, teachers and school management, complemented with embodied approaches such as data poetry, reflexive podcasting, and in-depth ethnographic portraits. Notably, the research culminates in the creation of a collaborative peace puppet play and the authorship of a children’s book, *Do You Know What Peace Is? A short story about the meaning of peace*. As a key theoretical outcome, the findings provide conceptual clarity to the core components of education for peace within ME, delineating it as three interrelated yet distinct dimensions of peace. Through the data analysis, a common cross-case theme for each peace level emerges: (A) inner peace as self-actualisation, (B) inter-personal peace as forming relationships, and (C) ecological peace as the ability to recognise the interconnectedness of all. This research proposes that within ME, teaching about (content), for (skills) and through (pedagogy) peace shall be complemented by a fourth, contextual dimension of critically teaching in peace (place-based). Local and systemic social and ecological justice issues need to be highlighted and addressed in order to provide a critical and place-based Montessori education for just peace.

Language: English

Published: Cambridge, England, 2023

Abstract/Notes: The purpose of this study was to identify the effects of students starting their day in greenspace. The researcher collected data from 28 participants aged six to nine, regarding their executive functioning, productivity, and emotional state dependent upon starting the day with time in greenspace. The results indicated that overall there was not a significant differential to starting the day in greenspace. This study indicates that for this population and in this setting the time spent in greenspace does not significantly impact executive functioning or emotional state but does positively impact relationship building and imaginative play.

Language: English

Published: River Falls, Wisconsin, 2024

Abstract/Notes: The challenge of ensuring inclusive and equitable support for students with disabilities is increasingly prominent in education, particularly in private school settings. This dissertation explored the implementation and effectiveness of an early literacy intervention process, the “Bright Beginnings Boost Initiative,” in a small Montessori preschool in South Florida. The study addresses the gap in support services for students with disabilities in private schools, which often lack the comprehensive frameworks mandated by public education systems under the Individuals with Disabilities Education Act (IDEA). Through a qualitative two-phase action research design, this study gathered insights from preschool teachers, the preschool director, the school counselor, and parents of students who participated in the intervention process. Phase one involved semi-structured interviews to identify key themes, while phase two used surveys to rank these themes identified during the interview process in order of importance, providing a structured assessment of the implementation process components. Findings revealed significant themes, including the need for additional professional development, effective communication strategies, and the critical role of administrative support in implementing an early literacy process. The study underscored the importance of tailored training programs and open communication channels among educators and parents to enhance the efficacy of implementing an early reading process. This research contributed to the limited literature on special education services in private schools and offers practical recommendations for improving early intervention processes. By addressing these critical areas, the “Bright Beginnings Boost Initiative” aims to bridge the gap in educational support, fostering a more inclusive and effective learning environment.

Language: English

Published: Clemson, South Carolina, 2024

Abstract/Notes: The traditional teaching model is seen as a transmission of knowledge. It was believed that the fundamental basis for quality teaching was to follow a certain hierarchy, with the teacher being responsible for content and discipline. In the mid-19th century, education began to be viewed as a model of rigidity and discipline; thus, the pedagogical methods applied by dozens of educators were based on everything they were accustomed to following. The educational practice was not only rigid but also had a significant hierarchical gap between teacher and students, without considering that, in a general context, each individual naturally possesses different levels of limitations. In fact, no traditional teaching model would be able to equally disseminate knowledge to individuals of different capacities. Within this context, the present investigation presents the life of Maria Montessori and her contribution to education. As a doctor and educator, she broke social and professional barriers, being the first woman to study medicine and, most importantly, going against traditional teaching models. Montessori revolutionized our way of thinking, transforming our old traditional model from merely a hierarchical transmission of knowledge to a free model considering individual freedom and sensory and spontaneous stimulation. According to Hermann Röhrs' essay, it is not easy to define Montessori's position concerning other proponents of the educational reform movement that emerged during this period, the Active School, New School, or Progressive School. This author states: "Contrary to most of them, she was greatly influenced by Rousseau. Several passages in her books seem like variations on Rousseau's themes, and her criticism of the adult world, which, in her view, did not consider children, also recalls Rousseau's attitude." In summary, the text first develops with the history of Maria Montessori, narrating her trajectory and experiences that led to the creation of the Montessori Method and the emergence of the first Children's Houses. It then correlates the importance of pedagogy, the child, and architecture as a teaching space. To highlight the importance of pedagogy in this context, philosophers and scholars who greatly contributed to what would be a good education are cited, namely; Edgar Morin (1921) with his theories on good education for the future, Jean Jacques Rousseau (1712 - 1778) highlighting the importance of education as an ideal tool to ensure man's freedom in society, Johann Heirich Pestalozzi (1746 - 1827) considering a safe and stimulating environment for children without the imposition of rules to be followed, John Dewey (1859 - 1952) proposing a teaching method based on democracy, and Howard Gardner (1943) advocating the theory of multiple intelligences, arguing that all human beings need adequate stimuli for good education. Considering these philosophers and scholars, the dissertation develops to expose the child in Maria Montessori's method and relates it to traditional classroom models, raising a question answered in the final considerations: "Considering the child as an independent being, what aspects are influenced in the composition of spaces according to the Montessori method?" After raising the question, the text throughout mentions Montessori characteristics for the new pedagogy, such as the concept of freedom in the method, its importance, furniture, exposure in the United States where Montessori showcased her classroom model and the positive results Montessori education provides for children. Following this, three traditional classroom models are exemplified; individual, mutual monitorial, and simultaneous, exposing in spatial and pedagogical terms the classroom configuration. Sketches by the author highlight the design of the traditional classroom compared to the fluid and free Montessori classroom space. Finally, in the last chapter, three examples of Montessori schools are presented, chosen based on three different space articulations that align the Montessori method and pedagogy with each architect's constructive ideals. The aim of presenting these examples is to expose the importance of architecture in achieving a certain balance with different spatial conditions along with the application of the Method. Thus, the pioneering model of the Children's House is presented, reinforcing Montessori ideals, and three examples: Montessori School in Hampstead (2015) in London, UK, Montessori School in Delft (1960 - 2008) in Delft, Netherlands, and Fuji Kindergarten (2007) in Tachikawa, Tokyo, Japan. With this, the present dissertation develops a discussion about the composition of traditional and Montessori teaching spaces, as the method aims to provide freedom to individuals in a well-prepared learning environment, and specifies in the conclusions the general principles of Montessori design and how architecture aligned with these principles contributes to better teaching practice and which aspects are influenced in the composition of spaces according to the method. / O modelo de ensino tradicional é visto como uma transmissão de conhecimento. Acreditava-se que a base fundamental para um ensino de qualidade era seguir uma determinada hierarquia, sendo o professor o difusor responsável pelo conteúdo e pela disciplina. Em meados do século XIX, a educação começou a ser vista como um modelo de rigidez e disciplina; assim, os métodos pedagógicos aplicados por dezenas de educadores eram com base em tudo o que já estavam habituados a seguir. A prática educativa para além de rígida possuía grande desfasamento hierárquico entre professor e alunos, sem pensar que, em um contexto geral, cada indivíduo, por natureza, possui níveis diferentes de limitações. De facto, nenhum modelo tradicional de ensino seria capaz de difundir, de forma igualitária, o conhecimento a indivíduos de diferentes capacidades. Dentro desse contexto, a presente investigação apresenta a vida de Maria Montessori e seu contributo à educação, uma vez que a médica e pedagoga quebra barreiras no âmbito social e profissional, como a primeira mulher a estudar medicina e, principalmente, a ir contra os modelos tradicionais de ensino. Montessori revolucionou a nossa maneira de pensar, fez que nosso antigo modelo tradicional deixasse de ser apenas uma transmissão de conhecimento, com uma base hierárquica, para ser um modelo livre, considerador da liberdade do indivíduo e seu estímulo sensorial e espontâneo. Segundo o ensaio de Hermann Röhrs, não é fácil definir a posição de Montessori em relação aos outros adeptos do movimento renovador do ensino que eclodiu nesse período, a Escola Ativa ou Escola Nova, ou Escola Progressista. Diz esse autor: "Contrariamente à sua maioria, ela era muito influenciada por Rousseau. Várias passagens de seus livros parecem variações sobre temas de Rousseau, e sua crítica do mundo dos adultos que, a seus olhos, não levavam em conta as crianças, lembra igualmente a atitude de Rousseau"1. Em resumo, o texto se desenvolve, primeiramente, com a história de Maria Montessori, a contar sua trajetória e suas experiências que a levaram à criação do Método Montessori e o surgimento das primeiras Casas das Crianças. Em seguida, é correlacionada a importância da pedagogia, da criança e da arquitetura enquanto espaço de ensino. Para destacar a importância da pedagogia nesse contexto, citam-se filósofos e estudiosos que muito contribuíram ao que seria uma boa educação, são eles; Edgar Morin (1921) com suas teorias a uma boa educação do futuro; Jean Jacques Rousseau (1712 - 1778) a retratar a importância da educação como ferramenta ideal a garantir a liberdade do homem na sociedade; Johann Heirich Pestalozzi (1746 - 1827) a considerar um ambiente seguro e estimulante às crianças, sem imposição de regras a serem seguidas; John Dewey (1859 - 1952) a propor um método de ensino que tenha como base a democracia, e Howard Gardner (1943), defensor da teoria das inteligências múltiplas, a defender que todos os seres humanos necessitam de estímulos adequados para uma boa educação. Vistos esses filósofos e estudiosos, a dissertação se desenvolve a expor a criança no método de Maria Montessori e faz relação com os modelos de sala de aula tradicionais, o que se levanta um questionamento respondido nas considerações finais; "A considerar a criança como ser independente, quais aspectos são influenciados na composição dos espaços segundo o método Montessori?". Após levantado o questionamento, ao longo do texto, são citadas as características Montessori para a nova pedagogia, como o conceito de liberdade no método, sua importância, o mobiliário, a exposição nos Estados Unidos, na qual Montessori expõe seu modelo de sala, e os resultados positivos que a educação Montessori proporciona às crianças. Logo a seguir, são exemplificados três modelos de sala de aula do ensino tradicional, são eles: o individual, o monitorial mútuo e o simultâneo, a expor em termos espaciais e de pedagogia a configuração da sala. Esquissos de própria autoria destacam o desenho da sala de aula tradicional em comparação ao espaço fluído e livre da sala Montessori. Por fim, no último capítulo, são apresentados três exemplos de escolas Montessori, que foram escolhidos com base em três diferentes articulações de espaços, que alinham o método e a pedagogia Montessori aos ideais construtivos de cada arquiteto. O objetivo a apresentar esses exemplos é expor a importância da arquitetura a atingir certo equilíbrio a diferentes condições espaciais junto à aplicação do Método. Assim, é apresentado o modelo pioneiro da Casa das Crianças, a reforçar os ideais Montessori, e os três exemplos, a Escola Montessori em Hampstead (2015) em Londres no Reino Unido, Escola Montessori em Delft (1960 - 2008) em Delft, Holanda, e Jardim de Infância Fuji Kindergarten (2007) em Tachikawa, Tóquio, Japão. Com isso, a presente dissertação desenvolve uma discussão acerca da composição dos espaços de ensino tradicional e Montessori, uma vez que o método tem como princípio proporcionar liberdade aos indivíduos inseridos em um ambiente de aprendizagem bem preparado, e especifica, nas conclusões, os princípios gerais do design Montessori, a maneira como a arquitetura alinhada a esses princípios contribui a uma melhor prática do ensino e quais aspectos são influenciados na composição dos espaços segundo o método.

Language: Portuguese

Published: Porto, Portugal, 2024

Abstract/Notes: Montessori education is based upon a dynamic triangle of three essential, interdependent elements: the child, the teacher, and the environment. This study explores the introduction of a Montessori approach into a rural community school in Malawi. It takes inspiration from Montessori’s early work in the first of her children’s houses and my own interpretation of her writings. The main research question is: How do we reconsider the Montessori method to support cultural collaboration and learning in a Malawian context? Applications of the elements of the dynamic triangle are explored and analysed, with respect to culturally specific pedagogical principles. A collaborative action research framework encompassing three action phases and three reflective phases was designed to enable collaboration and inclusivity. This approach facilitated the involvement of 11 teachers-researchers, 11 child-researchers and child participants. Reflexivity and reflection have played a key role in choosing and developing the research methods namely: observations; collaborative conversations; and photographs. The data analysis evolved in three steps: economical coding strategies, small note analysis, and a qualitative theme-based analysis. Teachers received training in key pedagogical principles combined with opportunities to experiment and reflect on practice. Application of the Montessori pedagogy supported the adaption of the prepared, temporal, social environment to fit with local practicalities and Malawian cultural influences. The findings illustrate what authentic Montessori education can mean in a Malawian cultural context. Analysis of the data highlights that children’s involvement and independence increase in a culturally influenced Montessori environment. Despite Montessori being an approach formed a century ago my findings indicate that it can be successfully implemented as a sustainable approach to education in contexts such as Malawi. The nature of this work relies on the collaboration between the trainer, the community, the teachers, and the children to redefine Montessori education and teacher training. A model is proposed for creating culturally responsive Montessori pedagogy and practice. Culture, reflection and teacher training draw together the three elements of the dynamic triangle to frame a culturally collaborative Montessori approach.

Language: English

Published: Cambride, England, 2021

Abstract/Notes: Resumo: Este trabalho teve como objetivo investigar qual a relação entre a experiência de imaginação histórica docente, a experiência de imaginação histórica discente e o aprendizado de história. Para atingir esse objetivo, além da realização de uma revisão sistemática de literatura, foram desenvolvidos dois estudos. O estudo um, de caráter qualitativo, por meio do método microfenomenológico, possibilitou a caracterização da experiência de imaginação histórica docente e da experiência de imaginação histórica discente. O estudo dois, de caráter quantitativo, por meio do método de Pesquisa Intervenção, levou a um diagnóstico referente ao desempenho atingido por estudantes em dois contextos distintos: a) um contexto de ensino dialógico sem o engajamento imaginativo docente e b) um contexto de ensino por narrativas históricas imagináveis com o engajamento imaginativo docente. O estudo um teve como lócus investigativo uma sala de aula de 9º ano em uma escola da rede Waldorf. O estudo dois manteve a Escola Waldorf e acrescentou como lócus investigativo mais uma sala de aula de 9º ano de um colégio da rede Montessori. Os resultados quantitativos e qualitativos foram interpretados a partir de concepções atuacionistas sobre o funcionamento cognitivo. Adotou-se como fundamentação teórica estudos desenvolvidos por Francisco Varela e colaboradores, a abordagem collingwoodiana sobre a imaginação histórica e a adequação desse conceito para o contexto da sala de aula realizada por pesquisadores do ensino história como Vivienne Little, Peter Lee, Hilary Cooper, John Fines e Bodo Von Borries. Como resultado do percurso investigativo trilhado, concluiu-se que a relação entre a experiência de imaginação histórica docente e a experiência de imaginação histórica discente é de caráter intersubjetivo e influencia significativamente no aprendizado devido à existência de um entrelaçamento entre ambiente, corpos e mentes.

Language: Portuguese

Published: Curitiba, Brazil, 2024

Abstract/Notes: En Puerto Rico hay 31 ambientes de andarines públicos con el método Montessori. Atienden a las niñas y los niños desde que empiezan a caminar, o de 15 a 36 meses de edad. María Montessori (1967) planteó que, desde el nacimiento hasta los seis años, las niñas y los niños cuentan con una “mente absorbente” y atraviesan seis períodos sensibles que les permiten adquirir naturalmente habilidades y conocimientos a través de la interacción con el entorno que les rodea. Varias investigaciones apuntan a la influencia de las madres en los primeros años de vida de la niña o el niño y como podría resultar en un beneficio o rezago en el desarrollo del lenguaje (Conway et al. 2018; Hsin & Felfe, 2014; Woo, 2014). Esta investigación, también, aborda a los conocimientos de las madres, los padres u otras personas encargadas acerca de las actividades de lenguaje con integración del método Montessori. Se realizó una investigación con un diseño mixto convergente paralelo, utilizando el cuestionario titulado Conocimiento sobre actividades de lenguaje con integración del método Montessori en el hogar de niñas y niños andarines y una entrevista semiestructurada. El análisis de los datos se llevó a cabo con estadísticas descriptivas de la distribución de frecuencias de las respuestas a las preguntas del cuestionario y de las entrevistas, luego de codificarlas. De una población objetivo de 52 personas encargadas, 15 respondieron el cuestionario y 11 participaron en las entrevistas. Los hallazgos apuntaron a que las personas encargadas demostraron conocimiento sobre la importancia de la lectura y de hablar sobre la rutina de las actividades diarias. Sin embargo, identificaron la falta de tiempo, el costo de los materiales Montessori y la carencia de conocimiento sobre actividades de lenguaje con integración del método Montessori como limitaciones para integrarlo en sus hogares. En investigaciones futuras, se exhorta a continuar auscultando sobre la integración de la rutina y las actividades del método Montessori, el acceso a los medios y las pantallas electrónicas de las niñas y los niños andarines en sus hogares. Alternate abstract: In Puerto Rico there are 31 public toddler environments using the Montessori method. They serve children from around the time they start walking, or from 15 to 36 months of age. Maria Montessori (1967) proposed that, from birth to six years, girls and boys have an “absorbent mind” and go through six sensitive periods that allow them to acquire skills and knowledge through interaction with their environment naturally. Several investigations point to the influence of mothers in the first years of a child's life and how it could result in a benefit or delay in language development (Conway et al. 2018; Hsin & Felfe, 2014; Woo, 2014). This research also addresses parents' knowledge about language activities with the integration of the Montessori method. A research with a parallel convergent mixed design was conducted, using the questionnaire titled Conocimiento sobre actividades de lenguaje con integración del método Montessori en el hogar de niñas y niños andarines and a semi-structured interview was conducted. Data analysis was carried out using descriptive statistics of the frequency distribution of the responses to the questionnaire and interview questions, after coding them. From a target population of 52 parents, 15 answered the questionnaire and 11 participated in the interviews. The findings indicated that parents demonstrated knowledge about the importance of reading and talking about the routine of daily activities. However, they identified lack of time, the cost of Montessori materials, and lack of knowledge about language activities with the Montessori method as limitations to integrating it in their homes. In future research, it is encouraged to continue to investigate the integration of the routine and activities of the Montessori method and the access to media and electronic screens of toddlers in their homes.

Language: Spanish

Published: Rio Piedras, Puerto Rico, 2024

Abstract/Notes: This Master’s thesis explores the reconciliation of pedagogical differences between the structure of Montessori education and the freedom of Nature-Based education through the design of a new school campus for Mountain Village Charter School (MVCS) in Plymouth, New Hampshire. As a community design project, this thesis prioritizes the needs and desires of stakeholders of the school including the teachers and staff, the Board of Trustees, the parents and the students. Research was conducted through a review of experiential education literature, case studies, site visits, unobtrusive school observations, community surveys, focus groups and continual community engagement through design presentations. This process revealed that the two differing pedagogies can complement each other if a landscape moves from natural areas encouraging free exploration of the landscape to intentionally programmed areas promoting a range of observational and practical skills, creating a gradient of preparation. This gradient can be achieved by placing small interventions throughout the landscape, enhancing the natural moments of learning already present onsite. These interventions become more compact and prominent as the spaces shift to be more intentionally programmed. The proposed site work is composed of five scales of planning: a master trail plan, an evolution of site programming over the next 10+ years, a front property design, an entrance plan and detailed planting proposals. These levels combine to present a cohesive guiding vision for the stakeholders of MVCS, embedding the flexibility that a nature-based academic curriculum must have into the much more structured Montessori educational concept.

Language: English

Published: New Brunswick, New Jersey, 2024