Montessori Education and a Neighborhood School

• Main Authors: Mary D Burbank (Author), Melissa M. Goldsmith (Author), Jennifer Spikner (Author), Koeun Park (Author)
• Format: Book
• Published: University of Kansas, 2020-05-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.17161/jomr.v6i1.8539; 2378-3923
• Keywords: curriculum; diversity; partnerships; early childhood education; Education; L; Theory and practice of education; LB5-3640
• Source: Journal of Montessori Research, Vol 6, Iss 1 (2020)

Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school's dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.