NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1161302
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: EISSN-2378-3923
Removing Supplementary Materials from Montessori Classrooms Changed Child Outcomes
Lillard, Angeline S.; Heise, Megan J.
Journal of Montessori Research, v2 n1 p16-26 Spr 2016
Montessori classrooms vary in the degree to which they adhere to Maria Montessori's model, including in the provision of materials. Specifically, some classrooms use only Montessori materials, whereas others supplement the Montessori materials with commercially available materials like puzzles and games. A prior study suggested such supplementation might explain observed differences across studies and classrooms (Lillard, 2012), but an experimental study is the best test of this possibility. Here we present such an experiment, with 52 children in three Montessori classrooms, all of which included supplementary materials at the start of the study. Non-Montessori materials were then removed from two of the classrooms, and all children were given six pretests as a baseline. Four months later, children were retested to see how much they had changed across that period. Children in the classrooms from which the non-Montessori materials were removed advanced significantly more in early reading and executive function and advanced to some degree more in early math than children in the other two classrooms. There were no differences across the classroom types in amount of change on the tests of vocabulary, social knowledge, or social problem-solving skills.
American Montessori Society. 116 East 16th Street, New York, NY 10003. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A