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 |
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| Language: | English |
| Authors: | Alison Demangeon (ORCID |
| Source: | Journal of Early Childhood Research. 2026 24(2):175-190. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Montessori Method, Social Integration, Gifted, Academic Achievement, Foreign Countries, Private Schools, Public Schools, Kindergarten, Parent Attitudes, Teacher Attitudes |
| Geographic Terms: | France |
| DOI: | 10.1177/1476718X251372710 |
| ISSN: | 1476-718X 1741-2927 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508220 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1476-718X 1741-2927 |
| DOI: | 10.1177/1476718X251372710 |
