Shared from American Montessori Society’s Spring 2025 Research findings, published 4-1-2025 digest newsletter.
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| Highlights from The Montessori Event |
| The AMS Montessori Event 2025 in Denver brought together thousands of Montessori educators, researchers, and supporters in an atmosphere that teemed with innovation, new ideas, and core Montessori practices and philosophy. Our AMS Montessori research community showcased new findings on topics as diverse as brain science, school choice, reading achievement, the impact of Montessori pedagogy on students of color and from low socioeconomic communities, and how educators can impact policies that in turn impact students in their classrooms. |
| What’s New in Montessori Research |
| Facilitated by Elizabeth Park, Co-director of the AMS Research Committee, our annual “What’s New in Montessori Research” session featured 33 new papers and studies. Of note were the following:Zanchi, P., Mullier, E., Fornari, E., Guerrier de Dumast, P., Alemán-Gómez, Y., Ledoux, J., Beaty, R., Hagmann, P., & Denervaud, S. (2024). Differences in spatiotemporal brain network dynamics of Montessori and traditionally schooled students. npj Science of Learning, 9(45), 1-10. The study by Zanchi and fellow researchers compared brain network dynamics between Montessori and traditionally schooled students using resting-state fMRI and diffusion-weighted imaging. The major Findings in this study were that Montessori students exhibited higher functional integration and neural stability compared to traditionally schooled students. Montessori pedagogy enhances brain network stability, particularly in attention control, executive functioning, and motor learning systems. Kaplan Toren, N., & Schwartz, M. (2025). Professional Development of Preschool Teacher Assistants in Multilingual and Multicultural Contexts. Early Childhood Education Journal, 53(3), 903–915. |
| Poster Sessions |
| Research You Can Use Eși, M.C. (2024). The impact of the Montessori education on pupils diagnosed with ADHD: The analysis of the perceived level of academic performance, behaviour, reactivity, self-efficacy [sic], and social integration by reference to traditional education programs. Journal of Education Society and Multiculturalism., 5(1), 72-86. DOI:10.2478/jesm-2024-0005 |
| Montessori’s influence on students with ADHD |
| This study investigated the effects of Montessori-based motor activities on the fine and gross motor skills of children with ADHD. Results showed statistically significant improvements in multiple motor skills, and the findings support the use of motor training as an effective intervention for children with ADHD, enhancing executive function, fine motor skills, and sensory integration. The study highlights new potential for inclusive education and early intervention strategies for neurodivergent children. By focusing on motor development, Montessori-based activities may offer a valuable tool for addressing the unique needs of children with ADHD, fostering overall skill development and academic success. |
Klahanie School 