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 Montessori believed that preschool children were capable of practicing an elementary form of democracy, could direct their own learning and discipline themselves, and were able to thoughtfully control their behavior for the benefit of the group. Krough (1982) reports that Montessori believed also that an element of schooling was political. Specifically, she felt that it was necessary to prepare the environment so that democracy would begin to evolve naturally. Toward this end Montessori provided multi-age grouping, limited am...