• Specialised educational materials developed by Montessori.

1) we can see a very recent Montessori school in England.

Maria Montessori was a great child theorist.

"Montessori curriculum does not mention EFs, but what Montessorians mean by “normalization” includes having good EFs. Normalization is a shift from disorder, impulsivity, and inattention to self-discipline, independence, orderliness, and peacefulness . Montessori classrooms have only one of any material, so children learn to wait until another child is finished. Several Montessori activities are essentially walking meditation."

Maria Montessori was very concerned by the physical arrangements and qualities of the classroom....

The influential woman I mentioned above is Maria Montessori....

The Origins The Montessori Australia website reports that Maria Montessori was born August 31st, 1870 in Chiaravalle, Italy (Montessori Australia [MA], 2013)....

The Montessori franchise is a global success story.

This study was sponsored by the North American Montessori Teachers’ Association (NAMTA, an affiliate organization of AMI) and published in The NAMTA Journal 28:3 (Summer, 2003), pages 12-52.

Montessori schools provide a carefully prepared environment.


Mary Montessori, as a way of educating mentally disabled children.

In Communications 2/2008 Harald Ludwig writes on "Recent Empirical Research on Montessori Education in Germany". He explains that 'Empirical studies about concepts of new education have a long tradition. It would be a mistake to think that such studies only resulted from the empirical educational and teaching research dominant in German educational science in recent years. Whereas older studies cannot quite do justice to today's standards of empirical research, we should not simply ignore the knowledge gained from these studies. Besides, from a scientifically theoretical point of view, they can serve as critical correctives to the one-sidedness of today's research methods.'

The school is based on the Montessori philosophy.

This series of articles (including a new introduction by Annette Haines, NAMTA's Director of Research) spells out optimal outcomes of Montessori education for the early childhood, elementary, and adolescent years. Haines states, "we find the possibility of an educational continuum that extends naturally along a developmental path from birth to adulthood. It is hoped that the delineation of this path within the three distinct developmental stages will enable educators to look at students and schools from a new perspective."

Thai Montessori schools were evaluated in 2010 with these results:

"As in Tools, the teacher carefully observes each child (when a child is ready for a new challenge, the teacher presents one), and wholegroup activities are infrequent; learning is handson, often with ≥2 children working together. In Tools, children take turns instructing or checking one another. Cross-age tutoring occurs in Montessori mixed 3-year age groups. Such childto- child teaching has been found repeatedly to produce better (often dramatically better) outcomes than teacher-led instruction."

Association Montessori Internationale

A few examples of these models are the Bank Street Approach, The Reggio Emilia Approach, The Montessori Approach, and the Head Start Program just to name a few.

Association Montessori Internationale

With the help of co-investigator Mihaly Csikszentmihalyi, Dr. Rathunde compared the experiences and perceptions of middle school students in Montessori and traditional schools using the Experience Sampling Method (ESM). Montessori students reported a significantly better quality of experience in their academic work than did traditional students. In addition, Montessori students perceived their schools as a more positive community for learning, with more opportunities for active, rather than passive, learning.