Lillard A, Heise M, Richey E, Tong X, Hart A, Bray P. Montessori preschool elevates and equalizes child outcomes: A longitudinal study. Frontiers in psychology. 2017;8:1783.
Publications
2017
2016
Eisen S, Lillard A. Why Montessori is a facilitative environment for theory of mind: three speculations. In: Theory of Mind Development in Context. Routledge; 2016. pp. 79–92.
Lillard A, Heise M. An intervention study: Removing supplemented materials from Montessori classrooms associated with better child outcomes. Journal of Montessori Research. 2016;2(1):16–26.
Lillard AS. Montessori education and creativity.. 2016.
Hopkins E, Smith E, Weisberg DS, Lillard A. The development of substitute object pretense: the differential importance of form and function. Journal of Cognition and Development. 2016;17(2):197–220.
Eisen S, Lillard A. Just Google it: Young children’s preferences for touchscreens versus books in hypothetical learning tasks. Frontiers in psychology. 2016;7:1431.
Kang E, Klein E, Lillard A, Lerner M. Predictors and moderators of spontaneous pretend play in children with and without autism spectrum disorder. Frontiers in psychology. 2016;7:1577.
Lillard AS. Montessori: The science behind the genius. Oxford University Press; 2016.
2015
Lillard A, Dore R, Hopkins E, Smith E. Challenges to Research on Play: Mending the Methodological Mistakes. In: Handbook of the Study of Play. Lanham: Rowman & Littlefield; 2015.
Woolley J, Lillard A. Children’s cognizing the unreal. 2015.