Perceptions of Montessori Schooling

The proposed study will examine parent perceptions of Montessori schooling, interrelationships between these perceptions, and the relationship of these perceptions to selected parent demographics. The study can be placed in context by a brief review of the basics of Montessori methods and principles.

With respect to the foregoing, Coe (1991) has noted that the basis of Montessori education is a student-centered learning environment--one that includes provision for an inquisitive, cooperative, safe, and nurturing atmosphere for learning. Coe also reports that in Montessori classrooms, students' psychosocial needs are addressed before their cognitive needs, so that students will enjoy learning and become life-long learners.

There are several characteristics that distinguish the Montessori classroom. Coe (1991) states that these characteristics include: teachers who are educated in the Montessori method; partnership with the family; a multi-aged, multi-graded, heterogeneous grouping of students; a diverse set of Montessori materials, activities, and experiences; a schedule that allows time for problem solving; connections between knowing and creating; and a classroom atmosphere that encourages social interaction for cooperative learning, peer teaching, and emotional development.

Krough (1982) has also discussed many of the distinguishing characteristics of Montessori education. She notes that Maria Montessor

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ograms and three traditional programs provided the subjects for the study. The Prekindergarten Scale, a multiple choice behavioral rating scale, was completed for each child by the program teachers. Results revealed that the only significant variable for predicting time in program for the traditional program was relationship with teachers, which was also the only variable that was insignificant in predicting time in program for the Montessori program. The strongest relationship was between time in the Montessori program and relationship with peers with age controlled. In this regard, it was found that once the factor of age was controlled, the longer children had been in the Montessori program, the greater their degree of prosocial behavior with peers, their personal and cognitive skills, their degree of behavioral control over their own development and their relationship with teachers. In other words, this study validated the Montessori claim of methods fostering growth in the child as a whole. In a replication of the foregoing study, Flynn (1991) compared Montessori preschool programs and traditional preschool programs for differences in children's social, personal, and cognitive skills based on length of time in the pro

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