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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
Language: English
Authors: Alison Demangeon (ORCID 0000-0002-1406-983X), Youssef Tazouti (ORCID 0000-0003-3275-3122), Joanna Bertrand, Léa Nehari, Stéphanie Claudel
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
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  Data: The Impacts of Montessori Education on the Social Integration and Learning of Gifted Children
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  Data: <searchLink fieldCode="AR" term="%22Alison+Demangeon%22">Alison Demangeon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1406-983X">0000-0002-1406-983X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Youssef+Tazouti%22">Youssef Tazouti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3275-3122">0000-0003-3275-3122</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joanna+Bertrand%22">Joanna Bertrand</searchLink><br /><searchLink fieldCode="AR" term="%22Léa+Nehari%22">Léa Nehari</searchLink><br /><searchLink fieldCode="AR" term="%22Stéphanie+Claudel%22">Stéphanie Claudel</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Research%22"><i>Journal of Early Childhood Research</i></searchLink>. 2026 24(2):175-190.
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  Data: 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
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Montessori+Method%22">Montessori Method</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Integration%22">Social Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Gifted%22">Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
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  Data: 10.1177/1476718X251372710
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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.
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  Data: 2026
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        Value: 10.1177/1476718X251372710
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      – Text: English
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