Not the most paradigm-shifting research, but one more for the “21st century researchers prove Montessori right” file.
Montessori Children’s House teachers have a bit of a bias against books for young children with talking animals, or as a friend of mine says, “a pig in an apron getting into trouble he never would have got in if he hadn’t had that apron on in the first place.” Now comes Frontiers in Psychology with a paper (Do cavies talk?: The effect of anthropomorphic books on children’s knowledge about animals) showing that, in 3-5 year old children,
anthropomorphized animals in books may … lead to less learning [and] influence children’s conceptual knowledge of animals.
The Montessori idea is that children in the first plane of development, characterized by the absorbent mind, are fashioning their reality out of their direct sensorial experiences, and stories about talking animals will just confuse them. And what do you know, validated by science!
About the study: Frontiers in Psychology is an open access web based peer reviewed journal, which means authors pay a publishing fee (sometimes paid by their institution), and if an article passes peer review, it is freely available under an open license. I don’t know enough about the academic publishing world to evaluate the journal’s or the article’s credibility, but there are some good indications. The authors come from recognized universities, and the article is 57 pages long and packed with citations and statistical analysis. It’s really worth the read if this is your kind of thing. It’s a thorough, thoughtful, and scientific treatment of cognition, learning, and epistemology in young children.