Executive Function, Early Literacy, and Creative Thinking in Montessori and Conventional Preschool Settings: A One-Year Comparative Study

Abstract

The Montessori method is the most widely implemented alternative pedagogy in early childhood education, yet evaluations frequently confound pedagogy with global programme quality and rarely verify implementation fidelity. This study compared developmental outcomes over one school year for children in three accredited Montessori preschools and three conventional preschools matched on structural quality (N = 186; ages 4;0–5;11 at baseline). Children were assessed in autumn and spring on executive function (Head–Toes–Knees–Shoulders task), early literacy (letter–word identification), receptive vocabulary, and creative thinking, with maternal education, age, gender, and baseline scores as covariates; classroom process quality (ECERS-3) and Montessori fidelity were observed directly. Spring covariate-adjusted T-scores favoured Montessori children on executive function (53.8 vs 49.6; d = 0.41), early literacy (53.2 vs 49.9; d = 0.35), and creative thinking (54.0 vs 49.3; d = 0.47), with no significant difference in receptive vocabulary (d = 0.13). Executive-function growth showed a significant time × setting interaction (HTKS gain 11.2 vs 7.3 points). Global process quality did not differ between sectors (ECERS-3 5.4 vs 5.2), whereas fidelity moderated outcomes within the Montessori group: high-fidelity classrooms accounted for the bulk of the advantage. Results support the interpretation that specific, fidelity-dependent features of the Montessori environment—extended self-directed work cycles and sequenced sensorial-to-symbolic materials—rather than generic quality differences, are associated with stronger self-regulatory and pre-academic development.