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. 2014 Nov;106(4):1066-1079.
doi: 10.1037/a0036799.

Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children

Arya Ansari  1 , Adam Winsler  2
Affiliations

Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children

Arya Ansari et al. J Educ Psychol. 2014 Nov.

Abstract

Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (MSRP; Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black children (n = 6,700) enrolled in two different types of Title-1 public school pre-K programs: those in programs using the Montessori curricula and those in more conventional programs using the High/Scope curricula with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (DECA), while children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile Diagnostic (LAP-D) at the beginning and end of their four-year-old pre-K year. All children, regardless of curricula, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.

Keywords: Curriculum; Montessori; Poverty; Public school pre-K; School readiness.

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Figures

Figure 1
Figure 1
Cognitive score at T1 and T2 for Latinos and Blacks at Montessori (M) and Conventional (C) programs.
Figure 2
Figure 2
Language score at T1 and T2 for Latinos and Blacks at Montessori (M) and Conventional (C) programs.
Figure 3
Figure 3
Fine motor score at T1 and T2 for Latinos and Blacks at Montessori (M) and Conventional (C) programs.
Figure 4
Figure 4
Teacher-rated total protective factor score (social skills) at T1 and T2 for Latinos and Blacks at Montessori (M) and Conventional (C) programs.
Figure 5
Figure 5
Teacher-rated behavior concerns at T1 and T2 for Latinos and Blacks at Montessori (M) and Conventional (C) programs.
Figure 6
Figure 6
Parent-rated social skills at T1 and T2 for Latinos and Blacks at Montessori (M) and Conventional (C) programs.
Figure 7
Figure 7
Parent-rated behavior concerns at T1 and T2 for Latinos and Blacks at Montessori (M) and Conventional (C) programs.
See this image and copyright information in PMC

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