Preparation for Life: How the Montessori Classroom Facilitates the Development of Executive Function Skills. Howell, L., Sulak, T. N., Bagby, J., Diaz, C., & Thompson, L. W. Montessori Life: A Publication of the American Montessori Society, 25(1):14–18, 2013. Publisher: American Montessori Society, 281 Park Avenue South, New York, NY 10010-6102![Preparation for Life: How the Montessori Classroom Facilitates the Development of Executive Function Skills [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex Educational philosophy in elementary and secondary schools has often centered on creating a "product," full of content knowledge and basic skills (Bagby, 2002). However, no longer is academic achievement in the classroom considered the sole gauge of lifelong success. Meltzer (2010) suggested that the development of executive functioning skills utilized to reach academic achievement is equally important–skills such as prioritizing, planning, self-checking, and setting short-term and long-term goals. Being able to plan, organize, and monitor one's time are crucial skills in today's world. These three competencies are only a few of the elements of "executive function," an umbrella term referring to the cognitive processes that guide, direct, and manage thinking, emotional responses, and behavior. Dawson and Guare (2010) provided an overview of how executive function skills operate to maximize student success. The authors will consider three of these skills–planning, organization, and time management–and will illustrate how each is developed through Montessori practices.
@article{howell_preparation_2013,
title = {Preparation for {Life}: {How} the {Montessori} {Classroom} {Facilitates} the {Development} of {Executive} {Function} {Skills}},
volume = {25},
issn = {1054-0040, 1054-0040},
url = {https://search.proquest.com/docview/1413413996?accountid=14512},
abstract = {Educational philosophy in elementary and secondary schools has often centered on creating a "product," full of content knowledge and basic skills (Bagby, 2002). However, no longer is academic achievement in the classroom considered the sole gauge of lifelong success. Meltzer (2010) suggested that the development of executive functioning skills utilized to reach academic achievement is equally important--skills such as prioritizing, planning, self-checking, and setting short-term and long-term goals. Being able to plan, organize, and monitor one's time are crucial skills in today's world. These three competencies are only a few of the elements of "executive function," an umbrella term referring to the cognitive processes that guide, direct, and manage thinking, emotional responses, and behavior. Dawson and Guare (2010) provided an overview of how executive function skills operate to maximize student success. The authors will consider three of these skills--planning, organization, and time management--and will illustrate how each is developed through Montessori practices.},
language = {English},
number = {1},
journal = {Montessori Life: A Publication of the American Montessori Society},
author = {Howell, Leanne and Sulak, Tracey N. and Bagby, Janet and Diaz, Cathy and Thompson, LaNette W.},
year = {2013},
note = {Publisher: American Montessori Society, 281 Park Avenue South, New York, NY 10010-6102},
keywords = {Early Childhood Education, Educational Philosophy, Montessori Method, Elementary Education, Teaching Methods, Montessori Schools, Cognitive Processes, Academic Achievement, Time Management, ERIC, Current Index to Journals in Education (CIJE), Educational Planning, Executive Function},
pages = {14--18}
}
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