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The Montessori method and positive student outcomes in pro-social, emotional and
behavioral outcomes.
Kellie Ross
EDUC 703
Liberty University
2020
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Abstract
Maria Montessori presented an alternative to the traditional educational philosophies
nearly 100 years ago, and yet public education systems across this country are steeped in
traditional ways that seem to consistently fall short. Research suggests positive pro-
social, emotional, and behavioral outcomes for students in the Montessori method when
compared to students in traditional educational models. Outcomes for today’s students
need to be more aligned with the key concepts of the Montessori method if society hopes
to increase self-esteem and self-sufficiency in students.
Keywords: Montessori, Student outcomes, pro-social behaviors
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The Montessori method and positive student outcomes in pro-social, emotional and
behavioral outcomes.
Throughout history educational philosophy has been based on a traditional
concept of how classrooms should look, the roles of students and the roles of educators.
Reform of education has been a predominating concept throughout history. Even as
reform has been a continuing thought process, it never seems to fall far from more
traditional ideology. Many believe that the public education system is broken and
failing, yet school systems refuse to engage in active change. If what is currently
happening in classrooms is no longer effective, then it stands to reason that we must
move outside the norm. Significant changes in student outcomes can be seen if an
eclectic approach to education that embraces key aspects of the Montessori method are
adopted. Public school systems should adopt key aspect of the Montessori method to
include opportunities for freedom of studying, individually of educational directives,
social and emotional skill development.
Maria Montessori was a pioneer not only in the field of education but also as a
woman. She challenged traditional Italian roles and stereotypes. She became the first
woman to enter Italian Medical School. Shattering the traditional concepts that allow
women to enter the work force as teachers only. Maria Montessori was deeply influenced
by her ties to Rome’s asylums (Gultek, 2011). She would begin the formation of her
educational philosophy during this time. She would witness that children in bare rooms
were so deprived of stimulation that they would try to pick up crumbs with their hands in
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an attempt to find some stimulation (Gultek, 2011). Montessori’s educational philosophy
was also influenced by the changing Italian society and industrialization. Montessori was
born some 10 years after the unification of Italy, but as things became for urbanized the
plight of children would become a great concern to Montessori, specifically the children
of peasants who had moved from rural areas to quickly developing impoverished areas in
major Italian cities (Gultek, 2011). Montessori would develop an educational theory that
is still largely utilized in public and private schools around the world. Her methods
would challenge the traditional ideology that education should be teacher centered and
should limit free thinking among students. Today we see aspects of her ideology in play
in various schools, but we are still tethered to a more traditional educational philosophy
which seems to be failing our children. Montessori’s philosophy was influenced by a
series of events that surrounded her birth and upbringing in Italy.
Background and Cultural Context
Maria Montessori was born in August of 1870. She was born only ten years after the
unification of Italy, a trying historical time for many in the region. Born to middle class
parents, her father worked as an accountant in the civil service and her mother was
considered to be highly educated for a woman of that time (Gultek, 2011). Her mother
always encouraged Montessori to challenge traditional stereotypes and gender norms.
Given her social class she was allowed to attend a primary school, however, upon
completion, Montessori broke with tradition and applies to an all-male secondary school
for engineering (Gultek, 2011). Her father was very disappointed in his daughter’s desire
to break from tradition, but this would not deter Montessori. After a short time, she
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changed careers and applied to medical school. She was rejected several times, but later
did gain acceptance, making her the first Italian woman to attend medical school.
Although Italy had been a united country for ten years, much of its society was still
deeply influenced by traditional ideas. The Italian educational system was largely based
on the popular European socioeconomic-class-determined patterns (Gultek, 2011). Italy
had established primary school similar to those schools in Europe they had not mastered
mandatory attendance, and many of societies lower economic families found education to
be an ineffective function of society. Italy was not just recently unified it was also facing
an industrialization. Many poor families from rural areas were moving in large quantities
to larger cities in search of jobs. This created a social crisis for much of the country. The
larger cities were not equipped to house the influx of new citizens, and impoverished
housing areas began to spring up all over the country. This new industrialization left the
door open for educational changes that were required to meet new demands (Gultek,
2011).
Other historical influences for Montessori would be the popularity of a new
science called Psychology. Psychologist in Europe were concerned with the importance
of early education on childhood development. Many educational philosophers in Europe
would also be concerned with the impact of early education on development. Montessori
would agree with many of the early ideas put forth by Rousseau and Froebel when it
came to early childhood education (Gultek, 2011). Montessori agreed with many of the
European educational philosophers, however, she believed that their philosophies were
missing a key concept of education, and stimulation (Lillard, 2018).
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Montessori’s ideas on stimulation of children came from her time as a physician
in the children’s asylums in Rome. She would witness children sitting in bare rooms
starved of all stimulation attempting to pick up food crumbs from the floor with their
fingers. Montessori believed that this lack of stimulation was responsible for the negative
outcomes of these children (Lillard, 2018). This would eventually be the basis of her
educational philosophy.
Philosophy of Education
Early on, Montessori’s educational philosophy was based on her conception of
science, direct observations of children, and extensive research in psychology (Gultek,
2011; Lillard, 2018). From this research and observation, Montessori would posit that all
children are born with an innate ability for self-teaching. This ability to self-teach also
motivates children to find their own learning pace and style (Gultek, 2011, Lillard, 2018).
Like Froebel, Montessori believed that the environment in which children were self-
directed was very important. She believed that the child had an innate power to learn and
that the environment was responsible for providing the necessary stage for human
development (. Montessori’s key concept was that when children interact and are
involved with different objects and situations in their environment, they will be self-
directed to learn. Their innate and self -driven desire to learn will allow them to move
freely in their environment and seek out exploration and answers to situations and
different stimuli. The child then incorporates these new explorations into their emerging
self, and they become a network of experienced basic concepts.
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Montessori’s education philosophy hinges solely on the concept of free
exploration. Her philosophy makes it necessary for children to have the right to explore
and interact in their environment without any hindrance from a more traditional
educational setting or ideology. She believed that in order for children to develop to
their full potential they had to have this freedom (Lillard & Else-Quest, 2006; Lillard,
2018).
Often times when educational philosophers consider the Montessori method, they
believe that children are moving about without any structure. This is not the case, for
Montessori, the educational setting had to be structured and orderly. Her knowledge of
Psychology allowed her to understand that children crave order and structure in order to
thrive (Gultek, 2011). Montessori saw educational settings as a place where everything
had a place and time. She believed that by creating this structured environment for
children to follow their self-directed learning there would be few situations for anxiety or
negative behaviors to interject in the school day.
Unlike most traditional theorist, Montessori believed that children had strong
capacity for concentration. She suggested that all children want to learn new skills and
will focus on them for longer periods of time without the need for redirection (Lillard,
2018). She believed that all children want independence and that they would devote time
and energy to learning new skills if they were genuinely interested in the skill and if the
skill would eventually lead to more independence (Denervaud, Knebel, Hagmann, &
Gentaz, 2019). This idea of higher concentration when interested in a topic is in stark
contrast to more traditional views and to many of the views held in public education
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today. The Montessori method would also challenge traditional views of children’s
ability to choose between work and play. According to Montessori, when given an
interesting topic, most children would choose to work on mastering the topic rather than
play.
For the Montessori method to be effective, the philosophy had to redefine the
concept of schools. Montessori believed that schools should be prepared environments
in which children could develop freely at their own pace. She rejected the idea that all
children of the same age or grade should learn the same information in the same way
(Gultek, 2011). Many public and private schools embrace this concept of allowing
children to learn material in different ways based on their own ability, however, while
schools attempt to differentiate material, they still insist on common curriculum, common
pacing guides, and common outcome assessments.
Montessori’s educational philosophy was developed to allow a child centered
education system that encouraged children to embrace their own unique and innate ability
to learn at their own pace in a structured environment that encouraged free exploration
and growth (Denerbvaud et.al., 2019). She believed that all children had the ability to be
self-driven and would strive to master skills that were important to them. This child
centered educational philosophy was higher driven by science, direct observation and
psychology of human development (Gultek, 2011). Her method has been studied many
times over the years for its effectiveness. A body of research is present to suggest more
positive outcomes for the Montessori method than traditional educational methods
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(Denervaud et.al., 2019; Derely, Danisoman, Akin, Demircan, & Yaya, 2019; Lillard &
Else-Quest, 2006; Lillard, 2018; Lopata, 2005).
Theory to Practice
Although developed in the late 1800’s and early 1900’s the Montessori method is still
largely used across Europe and in the United States. Primarily used in private schools in
this country, it has been shown to have a positive effect on student outcomes across
multiple settings (Derely et.al., 2019; Lillard, 2018). The ideas put forth by Montessori
are still very relevant today. Children today struggle with self-esteem, pro-social
behaviors, engagement, and outcomes. While public education systems circle around
more traditional views, report after report shows a failing educational system (Lopata,
2005). Traditional education has been forced to incorporate some of the key concepts
suggested by Montessori in an attempt to stabilize a failing system. Today public schools
incorporate stations where children are free to explore and investigate new material.
Schools engage in differentiation of instruction in an attempt to meet students at their
level rather than forcing them all to be at the same level, but even this does not seem to
be enough. Schools are still largely teacher centered. Students are still left with high
levels of ambiguity and anxiety due to standardized assessments that do little to
encourage the innate desire for knowledge and learning that Montessori based her
philosophy. Public education systems have returned to traditional curriculum that
involves math, reading, writing, and science. Classrooms environments are sterile and
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predictable. Children are placed in classrooms based on chronological basis, and all
children are expected to learn the same material in much the same way.
Perspectives on Diversity
The Montessori method was designed to allow students the opportunity to engage
in learning at their own pace based on their innate desire for knowledge. The key
concepts of the Montessori method are founded in diversity. Montessori believed that all
children deserve an education, and that it should not be based on class, social status or
gender. Men and women share similar cognitive constraints and should therefore be
afforded similar educational environments. The Montessori method allows for more pro-
social and positive behavior outcomes for students, which in turn would suggest better
understanding of diversity for its students. Classes in the Montessori method are not
distinguished by a chronological age, allowing students from various ages to interact with
one another and share experiences.
Critical Analysis
Researchers continue to investigate the impact of the Montessori method and
compare it to traditional methods, and often the results show more positive long-term
outcomes for children exposed to the Montessori method than those in traditional learn
environments. Derail, Danisman, Akin, Demircan, & Yaya (2019) investigated the
impact of the Montessori education method on children’s social competence and behavior
regulation. The research suggested that there was a statistically significant difference in
child outcomes for those students who were exposed to the Montessori method than those
who were in traditional educational settings. The researchers found that the student’s in
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the Montessori group developed greater cognitive skills, had greater adaptability to social
situations, demonstrated higher self-sufficiency, and had a higher self-esteem. Results of
the study also showed students in the Montessori group had higher social and emotional
development. This is important information because higher levels of social and emotional
development are directly related to improved social status outcomes in later life. Overall
the results suggest that children who are engaged in the Montessori education method
have higher levels of pro-social skills and a significant decrease in verbal and aggressive
responses social settings.
Psychologist continue to look at learning outcomes and child development and continue
to suggest changing the traditional education system to a more Montessori concept is
beneficial to students. Lillard (2018) presents a unique lens from which to investigate
the relevance of the Montessori method, suggesting that there is a wealth of
psychological research that supports the key concepts. According to Lillard (2018), the
current education system has been in place for many years and has remained largely
unchanged. Lillard (2018) argues that the Montessori method was designed to allow
children to meet their full potential, rather than simply being a system put in place to help
students pass standardized tests. The Montessori method is also more aligned with
psychological principles and ideas that show how children learn and develop best.
Current education systems seem to ignore much of what society now understand about
the psychology of children development. Research suggests that children who are
exposed to the Montessori method have superior outcomes across multiple formats,
including results on standardized testing.
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Not all research on the Montessori method is glowing. It is not the perfect
method. Lopata, Wallace, & Finn (2005) investigated the impact of the Montessori
method on End of Grade assessments in ELA and Math. They found that there was not
statistically significant different between those students exposed to the Montessori
method when compared to those students in traditional methods. However, while the
results were not statistically significant on test scores for students, they did discover some
positive benefits to the Montessori method on other student outcomes. They suggest that
while the results were not significant students in the Montessori method did much better
socially and had better emotional outcomes than students in traditional educational
environments.
Students today need more than just the ability to test well on standardized tests.
Society needs to find a way to produce students who are not only academically prepared
but also socially prepared. Students need to find a way to be self-sufficient and self-
driven across multiple formats. Today’s classroom is failing, and the Montessori method
offers an empirically and psychologically supported alternative with better positive
outcomes for children.
Implications and Conclusions
The current education system has been in place and largely unchanged for hundreds of
years, even though according to researchers there has been a better alternative for more
than 100 years (Lillard. 2018). The traditional concept of education has been largely
ineffective. Rather than instituting change, educational systems across this country
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continue to add additional standardized tests as measurements of student outcomes.
Psychologically speaking, all children develop at different rates and in different ways.
They may all pass through the same stages of development, but they do so at their own
pace. The Montessori method embraces this key psychological concept and puts it into
action in a structured learning environment. Research has shown positive outcomes in
academic and social constructs for those students who are enrolled in schools who
embrace the Montessori method.
Students in today’s school are faced with a barrage of negativity. There are higher
levels of negative behaviors, low emotional regulation, higher instances of violence and
bigotry. Yet students in the Montessori method show higher levels of pro-social and
positive behaviors across multiple formats. There is a direct need for educational reform
that embraces key concepts of the Montessori method. Ever since the foundation of the
public education system in this country there has been a call for reform, yet the reform
always circles back to a traditional method that just isn’t working. Some researchers
suggest that traditional education today is based on the ideologies of the Church, but that
seems less likely in today’s schools. As the ideologies of Christian churches have
developed and changed to incorporate a world view that is kind, compassionate, and
caring, it would seem that the Montessori method is more akin to a Christian worldview
than traditional educational environments (Capps, 2003).
Not all of the concepts presented by Montessori may work for all students in all
environments, but it seems more likely that an eclectic educational philosophy that is
based in large part on the key concepts of self-directed, student centered, and that
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incorporates free investigation and exploration is likely to produce better life time
outcomes for students across multiple formats.
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References
Capps, M. (2003). The Importance of a Christian World View Retrieved from
www.thegospelproject/the-importance-of-a-christian-worldview/
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functions, creativity skills benefit academic outcomes: Insights from Montessori
education. Plos One, 14(11) e0225319.doi: 10.1371/journal.pone.0225319
Dereli, Iman, E., Danisman, S., Akin, Demircan, Z., & Yaya, D. (2019). The effects of the
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