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The impacts of Montessori education on the social integration and learning of gifted children.

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Title: The impacts of Montessori education on the social integration and learning of gifted children.
Authors: Demangeon, Alison1 (AUTHOR) alison.demangeon@univ-lorraine.fr, Tazouti, Youssef1 (AUTHOR), Bertrand, Joanna1 (AUTHOR), Nehari, Léa1 (AUTHOR), Claudel, Stéphanie1 (AUTHOR)
Source: Journal of Early Childhood Research. Jun2026, Vol. 24 Issue 2, p175-190. 16p.
Subject Terms: *Montessori method of education, *Gifted children, *Cognitive development, *Observational learning, *Life skills, *Special needs students, Social integration, Self regulation
People: Montessori, Maria, 1870-1952
Abstract: Although Montessori education was initially designed for children with special educational needs, few studies have examined its benefits for gifted children. We addressed this research gap by conducting qualitative case studies of the impacts of Montessori Education on the academic learning and social integration of two gifted children. Both case studies were conducted in France, involving children aged 4 and 5 years. We adopted a mixed methodology combining classroom observations of three key processes (self-regulation, vicarious learning, acquisition of life skills) with interviews with the children's parents and teachers. Results indicated that Montessori Education can benefit gifted children by promoting autonomy in task completion and by allowing them to develop social interactions at their own pace, but gifted children with co-occurring challenges, such as psychomotor or behavioural difficulties, may require more support. Moreover, the absence of summative or formative assessment may limit the effectiveness of Montessori Education for gifted children. Longitudinal and quantitative studies are needed to provide a fuller understanding of the impacts of Montessori Education on the developmental trajectories of gifted children. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Early Childhood Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Although Montessori education was initially designed for children with special educational needs, few studies have examined its benefits for gifted children. We addressed this research gap by conducting qualitative case studies of the impacts of Montessori Education on the academic learning and social integration of two gifted children. Both case studies were conducted in France, involving children aged 4 and 5 years. We adopted a mixed methodology combining classroom observations of three key processes (self-regulation, vicarious learning, acquisition of life skills) with interviews with the children's parents and teachers. Results indicated that Montessori Education can benefit gifted children by promoting autonomy in task completion and by allowing them to develop social interactions at their own pace, but gifted children with co-occurring challenges, such as psychomotor or behavioural difficulties, may require more support. Moreover, the absence of summative or formative assessment may limit the effectiveness of Montessori Education for gifted children. Longitudinal and quantitative studies are needed to provide a fuller understanding of the impacts of Montessori Education on the developmental trajectories of gifted children. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Early Childhood Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Gifted children
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      – SubjectFull: Cognitive development
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      – SubjectFull: Observational learning
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      – SubjectFull: Montessori, Maria, 1870-1952
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              Text: Jun2026
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