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Godly Play is an approach to religious education for young children between the ages of three and eight. The Godly Play room, modelled on Montessori’s prepared environment, provides opportunities for young children to respond to Sacred stories, Parables and Liturgical actions presented by the Storyteller through art using any of the materials available to them. However, there is a paucity of research into how different spatial affordances may enhance opportunities for spiritual development in the Godly Play room. This article examines the Godly Play room through the lens of affordance theory. It applies elements of the notion of affordances to three documented anecdotes of Godly Play storytellers to show how particular action possibilities enhance opportunities for spiritual development and wellbeing. The analysis highlights the importance of the Storyteller’s guidance, the readily accessible materials, and the dedicated space in which Godly Play is undertaken.

One hundred and ten years ago, Maria Montessori, the first female physician in Italy, devised a very different method of educating children, based on her observations of how they naturally learn. In Montessori, Angeline Stoll Lillard shows that science has finally caught up with Maria Montessori. Lillard presents the research behind nine insights that are foundations of Montessori education, describing how each of these insights is applied in the Montessori classroom. In reading this book, parents and teachers alike will develop a clear understanding of what happens in a Montessori classroom and, more importantly, why it happens and why it works. Lillard explains the scientific basis for Montessori's system and the distinctions between practices in traditional, \"Montessomething,\" and authentic Montessori education. Furthermore, in this new edition, she presents recent studies showing evidence that this alternative to traditional schooling does indeed make a difference. Montessori is indispensable reading for anyone interested in teaching, training, or considering Montessori schooling, in developmental psychology, or in understanding about human learning and education overall.

This study investigates the professional identity of Montessori school teachers. The research was conducted using qualitative methodology, specifically in-depth semi- structured interviews with teachers in Montessori schools located in Brno, Czech Republic. The study found that the professional identity of Montessori school teachers consists of two main components: (1) professional identity of the creator of the prepared environment and (2) professional identity of the individual guide. These identities are mainly influenced by factors such as respect for the child's development and freedom in the classroom, as well as their own personal beliefs and values. The results highlight the importance of respecting the individuality of each child and creating a supportive environment that allows for freedom and exploration within structure. This research sheds light on the unique characteristics and challenges faced by Montessori teachers, and provides insights into the development of their professional identity.

Sarah Biddle sat down with the popular educator Jesse McCarthy to pick his brain about Montessori education and how it helps children develop independence—both in school and at home. McCarthy formerly taught elementary and junior high students, later becoming head of school and an executive at LePort Schools—a nationwide chain of private preschools and K–8 schools. Jesse now heads the organization Montessori Education.

Counter to narratives of persistently failed school reform, we argue that reforms sometimes succeed and seek to understand why. Drawing on examples from the founding of public schools to the present, we find that successful system-wide reforms addressed problems that teachers thought they had, by being consistent with prevailing norms and values, mobilizing a significant public constituency, and building the needed educational infrastructure. We distinguish between system-wide and niche reforms, suggesting that some—particularly those seeking ambitious instruction—failed system-wide but succeeded by creating protected educational niches. We conclude with a discussion of the implications for the Common Core.

Early childhood education may have the potential to narrow the income achievement gap. However, studies have shown substantial intervention fadeout, calling for rigorous assessment of the long-term effects of early childhood programs. In a randomized controlled study, Courtier et al. (2021) found that an adapted Montessori curriculum led to larger reading gains in kindergarten than conventional public education in France. Participants from that intervention were recovered five years later while in conventional classrooms and once again tested on academic, cognitive, and social skills ( N  = 97; M age =10–11). Children who benefited from the adapted Montessori curriculum no longer showed better reading skills than their peers (d=-0.07). However, they outperformed their peers on math problem-solving (d = 0.58), an effect not present in kindergarten.

The proliferation of urban \"no-excuses\" charter schools has been justified by arguing that Black and Latinx parents want strict discipline. In this article, we examine what discipline means to Black and Latinx families at two popular choice options: a no-excuses charter and two public Montessori magnets. We found that parents viewed discipline as more than rule-following, valuing also self-discipline and academic discipline. While no-excuses parents supported an orderly environment, many found the discipline restrictive. Parents in the Montessori schools, by contrast, praised student autonomy but questioned whether the freedom was preparing their students academically. Our findings reveal a gap between what Black and Latinx parents want and what choice schools and local school choice markets have on offer.

School reform is an important national and international concern. The Montessori alternative school system is unique in that it is well-aligned with the science of healthy development and learning, has strong social—emotional and academic outcomes, is virtually unchanged in over a century, can be applied across all the school years, and still attracts considerable attention and allegiance—yet it remains \"on the margins\" (Whitescarver and Cossentino Teachers College Record, 110, 2571-2600, 2008) of the bulwark educational system, as often shunned as admired. Why does Montessori persist (and increasingly in the public sector) and why does it elicit such sharply contrasting reactions? This article reviews several reasons why it is admired, such as evidence of Montessori's effectiveness, its alignment with educational psychology research, and its broad scope. The points of research alignment are presented as natural corollaries of Montessori's central premise: independence, or self-determination. After discussing these extrinsic and intrinsic reasons why Montessori is admired, the article concludes with speculation as to why it is also shunned—namely its incommensurability with conventional education culture and what might be a consequence: frequent poor implementation. The incommensurability of evidence-based alternatives with the conventional system is also posed as a reason for radical school reform.