Researchers tracked academic achievement, social cognition, executive function, and creativity in a longitudinal study of kids across the socioeconomic spectrum.
Researchers and educators have identified early childhood as one of the most important developmental periods in a person's life, setting in place patterns that can predict life outcomes. This is not surprising given the fact that the human brain goes through profound changes in the first six years, most of which appear to be permanent.
In addition, economic analyses have shown that educational interventions aimed at preschool programs have the highest return on investment. Yet, there is little consensus on what kinds of programs should be widely implemented and have the most positive effects.
A new longitudinal study from the University of Virginia has been published in the journal Frontiers in Psychology comparing the Montessori educational method to regular preschool education. The results show marked differences between the two approaches, with the Montessori education leading to better performance on several measures and, importantly, to more equalized outcomes between groups of children coming from different socioeconomic backgrounds.
The Montessori method was developed by Dr. Maria Montessori in the first half of the 20th century and stemmed from Montessori's observations on how children developped in their natural environment. Central to the method is creating an environment with specialized educational materials in which the child learns through discovery rather than direct instruction and is free to make constructive choices.
Some major differences from regular schooling methods are lack of exams and grades as well as a multi-age classroom in which children can choose whether to work alone or with peers. Sergei Brin, Larry Page, Jeff Bezos, and Jimmy Wales have all attended Montessori schools, which are thought to be better at developing creativity.
The newly published study is one of few on the Montessori method that has overcome study limitations, such as good controls, sample sizes and program quality. It lasted for three years, and included a total of 141 children (starting at age 3) who were randomly assigned via a school lottery to a Montessori (70) or another preschool (71).
The children were tested four times over the three-year period on several cognitive and socio-emotional measures: academic achievement, theory of mind and social skills, executive function, mastery orientation, relative enjoyment of school, and creativity.
This is also the first study to examine the potential of Montessori education to close the income achievement gap, which is the difference between children's academic outcomes predicted by their family's income level. This difference is noticeable from preschool and persists throughout the entire schooling experience.
Although there were no differences between the two groups at the first test point, by the end of the third year Montessori children fared significantly better on measures of academic achievement and social cognition, were more likely to have a growth mindset (a belief that intelligence is not fixed and one can master new challenges by putting effort into developing new abilities) and had a relatively more positive attitude towards school activities. There were no significant differences between the two groups on measures of creativity or executive function.
Academic achievement across preschool by school type. The figure shows significantly greater growth in academic achievement across preschool for children enrolled in Montessori preschool (dashed blue lines, n = 70) than waitlisted controls (dotted black lines, n = 71) / Credit: Frontiers in Psychology
The Montessori group also made substantial headway in closing the income achievement gap. While at the beginning of the study, kids from low-income families were performing significantly worse than those from high-income families, after three years of attending a Montessori preschool this difference had statistically disappeared. In comparison, the achievement gap was preserved in the control group.
Academic achievement across four time points by school condition and income group. Although equal to the lower income control children at Time 1, by Time 4 the lower income children in Montessori showed a strong positive trajectory towards closing the achievement gap with the higher income children in control and Montessori schools. / Credit: Frontiers in Pscyhology
The researchers point out that further studies are needed to determine the exact causes of the different outcomes of the two groups. Montessori schools and regular schools vary in many dimensions. For example, teacher training may be a significant factor, or the quality of educational materials. In addition, the program quality between different Montessori schools can vary significantly.
Angeline Lillard, a psychology professor and one of the authors of the study commented on the importance of the findings:
We have persistently failed to figure out a way to help people who are born into poverty more reliably get out of that situation. Education is widely heralded as the best possible way, and yet our conventional school systems don't seem to be a lot of help. You see the cycle of poverty over and over again. People who are born into it, stay in it; if we could find a different way to school children that could make a difference, we might be able to make some headway on this age-old problem.
Racism is the acting out of biases learned as early as preschool, research shows. If racism starts at three years old, so should science-backed strategies to reduce it.
There's no getting around it: we're all a little bit biased. But when do harmful implicit biases, like racial judgements, form? Developmental psychologist Lori Markson and her colleagues have identified racial bias in preschool children aged three to six years old. Despite learning that kids this age—both black and white—prefer white teachers, or that white kids trust black adults less, Markson is not pessimistic about the future of race relations—in fact she's the opposite. The more data we can collect on racial bias, the more information we have to develop strategies to close social divides. Based on the research she presents here, Markson outlines three strategies—diversity exposure, bias intervention, and cross-race friendships—that can help to end racist behavior in the next generation, and hopefully in the current one. This video was filmed at the Los Angeles Hope Festival, a collaboration between Big Think and Hope & Optimism.
Developmental psychologist Alison Gopnik has done more than just 'think of the children', she wrote a book – and it rules favorably for free play and the end of scholastic parenting.
You can structure a child’s day so they’re learning and being nourished by lessons that will skill them up for life, but the moment you take a breather and clock off might just be the moment your child learns the most.
In her book The Gardener and the Carpenter, Alison Gopnik (developmental psychologist and Professor of Psychology at UC Berkeley) expresses the idea that children are naturally hard-wired to learn and experiment with their surrounds, and that parents don’t need to take a purposefully scholastic approach. Left to their own devices, children "are like pint-sized scientists testing theories," Gopnik has written. In her book, Gopnik tests some theories of her own and gathers evolutionary data to show that those big decisions parents stress over – like co-sleeping or letting a baby cry, doing flash card intelligence exercises or letting them build wonky cities in the sandpit – have very little measurable effect on a child’s future. The fact is that children are incredibly perceptive and are learning all the time – whether a parent is in teaching mode or not. It might just be our unconscious habits and behaviors that have the biggest impact on them.
Gopnik recalls the village environment children were raised in for most of human history, where all they had was mud, livestock and relatives. She thinks we could benefit from re-creating a modern village for society’s most junior members, and suggests people can do this by having a number of supportive adults available (but not focused directly on the child), making play-time and a stimulating environment abundant, and to remove the mindset that raising kids is a kind of job. Many working parents probably feel that they have two jobs, making a living and bringing up kids, but Gopnik stresses that the latter is a relationship, not a job and keeping that in mind could be an important shift that improves the lives and reduces the stress of both parents and children.
Gopnik cites cooking as an example of something that children naturally love to be involved in and is also good for them. It is an important activity that adults need to get done, and that kids are allowed to help in, and it is functional rather than an artificial learning opportunity.
"It's interesting, we don't ‘wive’ our husbands and we don't ‘friend’ our friends and we don't ‘child’ our parents," remarks Gopnik, so perhaps the focus needs to steer away from ‘parenting’ as a verb, to just being a parent. We all work on our relationships with spouses, relatives and friends by putting time and energy into them, but we don’t check in on their progress or approach those relationships with a shaping, outcome focus. If we give children more freedom, they might thrive on their own terms and in their own way and become more independent.
Alison Gopnik's most recent book is The Gardener and the Carpenter: What the New Science of Child Development Tells Us about the Relationship Between Parents and Children.