Effects of Montessori Education on the Academic,Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public-School System

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.     

独善和兼济相交织,知足与保和相融合——试论白居易闲适诗体现出来的人生态度

白居易从早年的入仕到晚年出世 ,一直都在“出仕”与“归隐”的矛盾中徘徊。在这种情况下写出来的闲适诗 ,是诗人矛盾人生观的产物。具体说来 ,白居易闲适诗体现出来的人生态度是独善与兼济相交织 ,知足与保和相融合。