2023/03/20 by Narod Dabanyan
#Education #Montessori
paper · doi:10.17605/osf.io/renb8
In her 2012 article, Lillard argues that Classic Montessori schools yield more positive outcomes in executive functions, establishment of word-picture relationship, and letter word identification. She also shows the benefits of Montessori education in mathematics and social relationships back in 2006. Despite being designed more than 100 years ago, Montessori education seems to yield concrete outcomes without up to date supplemental pedagogical materials. On the contrary, Lillard asserts that these supplemental materials dilute the positive outcomes of Montessori education and Montessori schools should rather stay loyal to Montessori's principles. This study aims to test the replicability of Lillard's findings from 2012.