Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; M_age = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; M_age = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.

中文翻译：

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蒙台梭利教育对弱势学龄前儿童学业、认知和社会发展的影响：法国公立学校系统的随机对照研究

先前对蒙台梭利学前教育的研究不一致，并且容易出现分析灵活性。在这项预先注册的研究中，法国公立学校的弱势学龄前儿童被随机分配到传统或蒙台梭利教室，后者适应法国公共教育。改编包括更少的材料、更短的工作时间和相对有限的蒙台梭利教师培训。幼儿园横断面分析（N  = 176；M_年龄 = 5-6）和学前 3 年纵向分析（N  = 70；M_年龄 = 3–6) 表明改编的蒙台梭利课程与数学、执行功能和社交技能的传统课程相当的结果相关。然而，来自蒙台梭利教室的弱势幼儿园儿童在阅读方面的表现优于同龄人 ( d  = 0.68)。这种表现可与来自认可的蒙台梭利幼儿园的优势儿童的表现相媲美。