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Nora Gonzalez

Julie Baker

English 1301

14 April 2024

Ronald Gillam: Benefits of Montessori education

In Benefit academic outcomes: Insights from Montessori education, Ronald B. Gillam has

informational studies regarding the benefits of Montessori education on kindergarten and

elementary students. Stating there’s a difference in education between traditional school children

and children in Montessori institutions. Assessment and aspects used helped in evaluating

performance. Executive functions (EFs) play a role in the students academic success and

performance. The measures that this intuition has are different from standard center schools

which showcase better scores and skills. The author uses three major rhetorical choices which

include logos, ethos, and evidence to persuade the audience that Montessori education is better.

He uses logos to showcase logic, ethos to have a sense of trust, and evidence to support their

claim of Montessori education.

The author uses logos to demonstrate that through Montessori education students perform

better than traditional schools. Mentioning the use of the test those students took and the scores.

For example, the children’s development was evaluated using four different aspects. They

include executive functions, academic outcomes, well-being at school, and creativity. Executive

functions (EFs) used two different tasks known as selective attention and cognitive flexibility.

Used the Flanker fish task with arrows to study the selective attention of the children. Working

memory update was also tested and children were asked to listen and memorize letters and repeat

in ascending order. Academic outcomes were also needed to evaluate oral comprehension, early
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reading competence, and verbal problems. Older children tested their language and mathematical

skills. This showed excellent performance since the max score was one hundred percent. While

for Creativity, it was measured with divergent and convergent creativity. All performance was

tested as percentages. The results showed that in kindergarten and elementary age, the children

scored higher than traditional schools on all tasks. Gillam also mentioned the concerns of EFs

known as executive functions which affect students ability. Regarding the EFs this education

uses cognitive flexibility, working memory update, and selective attention. Gillam mentioned

that working memory was different in favor of the Montessori students. Time limit and screen

interface change the outcomes since the students aren’t used to these activities nor work under

pressure in their school environment. No other difference was stated but self-monitoring can

vary. Studies have shown these students have a capacity of deep concentration not only on

selective attention but also self-regulation. These children have been trained to have wide ranged

thinking behaviors that help with their creativity and executive skills. With a more explored

analysis, this showcases that creative competencies regulate academic success. As well they have

a more balanced global development that plays a vital role in their academic performance. Logos

were used effectively by providing logic such as tests and scores.

Moreover, the writer makes use of ethos by having a word of a trustworthy person or

institution to provide a sense of trust of the information regarding Montessori education. Gillam

stated that Lillard and Else Quest show that children in Montessori education demonstrate

cognitive and socio-emotional advantages. Also a French study report shows advantages in both

divergent and convergent creativity for over 2 years. Children have improved faster in academic

achievement, social understanding, and mastery orientation. A study was conducted with the

Declaration of Helsinki and an ethical committee from Psychology and Education Faculty from
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the University of Geneva. Tests included scholastic assessments which include executive

functions, academic outcomes, self-reported well-being at school, creativity, and statistical

analysis. Frontiers of psychology inform that executive functions can benefit children’s outcomes

in life. Programs have driven those EFs that help children on their skills. This use of programs

develop during the childhood phase which regulate the directed behavior. Studies are presented

such as working memory, children undergo training of sequence whether it be forward or reverse

order. Cognitive flexibility was tested as well, children are put in groups and play games that

develop their executive functions. The author used ethos with the use of psychology references.

In addition, the author applies evidence to show that Montessori students have increased

scholastic outcomes with higher creativity skills. The Head-Toes-Knees-Shoulders and

Copy-Design tasks showed improvements over the 2 years compared to Montessori and

traditional schoolchildren. These tasks grasp more of the children’s working memory capacity.

Montessori children have more autonomous thinking behaviors that drive their executive control.

Creative competencies regulate academic success that suggest they have good self-generated

ideas. This education has shown a more balanced development that promotes their academic

performance. Creative thinking is fundamental and Montessori investigates aspects of

pedagogical approaches that make it possible for Montessori children to think this way. The

results of activities such as interaction, making choices during activities, leading projects, or

seeking answers on their own. Additionally, there was core evidence with Montessori students

scoring higher on scholastic tasks than traditional school children. In the test, report finds were

held in a socio-cultural environment, Switzerland, which emphasize the three core EF- selective

attention, working memory, and cognitive flexibility. The use of EFs shows the academic

outcomes it has in school years. Tests were performed such as reaction time using the Flanker
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test, and ascending digit for working memory. These outcomes had a good measure of global

scholastic development. A model was presented that shows creativity skills between Montessori

and traditional schools. This showcases the different percentages from kindergarten and

elementary age students. The author uses evidence to showcase that Montessori education is

better than traditional schools.

In Conclusion, The author uses three rhetorical choices including logos, ethos, and

evidence. These three choices help to persuade people that Montessori education has better

academic performance than traditional schools. Montessori education has better functions that

impact kindergarten and elementary age students. The use of logos shows studies and results of

this institution’s performance. It has studies that consist of cognitive flexibility, working memory

update, and selective attention. Tests were performed on students to showcase their skills through

several tests such as language. Showed that Montessori students outperformed traditional schools

in all aspects. The use of ethos also helps in having the word of a trustworthy person which

include information from professionals such as the department of psychology. While the use of

evidence showcases the proof of the higher academic performance Montessori has.
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Work Cited

Denervaud, Solange, et al. “Beyond Executive Functions, Creativity Skills Benefit Academic

Outcomes: Insights from Montessori Education.” PloS One, vol. 14, no.11,2019, pp.

E0225319-e0225319, https://doi.org/10.1371/journal.pone.0225319.