Phone Screen Time Is Getting in the Way of a Baby’s First Words
New research finds babies encounter hours of background media. At MINT, we see a Montessori question: How can we protect the attentive back-and-forth where babies’ first words begin?
New Neuroscience Study Explores Montessori Education and Children’s Attention Networks
A new neuroscience study co-authored by AMI-trained Montessori educator Dr. Solange Denervaud identifies measurable differences in children's brain networks associated with attention, suggesting that Montessori learning experiences may influence neurological development.
Intergenerational Learning: Expanding the Montessori Learning Environment Across Generations
In this AMI Research Thread, Dr. Nancy Lindeman explores how intergenerational learning can enrich Montessori education, drawing on an Irish study of relationships between young children and older adults to examine opportunities for curiosity, social responsibility, and extending the prepared environment beyond the classroom.
Breaking the Chains: Montessori and the Fight for Educational Justice
MINT alum Shannon Manley examines Montessori education as a framework for inclusion, considering its potential to support positive learner outcomes alongside challenges involving teacher preparation, specialized training, and fidelity of implementation.
A Critical Review of Evidence-Based Literacy Instruction in Montessori Classrooms
MINT alum Shannon Manley examines Montessori literacy instruction in relation to current research and the science of reading, including how Montessori classrooms support foundational reading skills through explicit, sequential, and multisensory experiences.