Evidence map›Paper›PMID 41408067›Full record

Trial reportScientific reports2025

Early Montessori education shows delayed benefits for mathematical problem-solving in a 5-year longitudinal randomized controlled trial.

Sarah Le Diagon, Jean-Baptiste Van der Henst, Jérôme Prado

Abstract readRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Sarah Le DiagonCentre de Recherche en Neurosciences de Lyon (CRNL), INSERM U1028, CNRS UMR5292, Université de Lyon, Bron, France. sarahlediagon@gmail.com.
Jean-Baptiste Van der HenstCentre de Recherche en Neurosciences de Lyon (CRNL), INSERM U1028, CNRS UMR5292, Université de Lyon, Bron, France.
Jérôme PradoCentre de Recherche en Neurosciences de Lyon (CRNL), INSERM U1028, CNRS UMR5292, Université de Lyon, Bron, France. jerome.prado@cnrs.fr.

Funding

Fondation de France 00123415 / WB-2021-38649
6 · The paper itself

Abstract

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

Indexed as

Early Intervention, EducationalMathematicsProblem SolvingChildChild, PreschoolCurriculumFemaleFranceHumansLongitudinal StudiesMaleReadingSchoolsAcademic achievementEarly childhood educationLongitudinal designMontessoriRandomized controlled study

Identifiers

PMID41408067
PMCPMC12711950

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.