Four Pillars of the Montessori Method and Their Support by Current Neuroscience

TLDR

The Montessori method, developed by Maria Montessori in the early 20th century, is a leading alternative to conventional preschool education that emphasizes an environment promoting sensory development through spontaneous repetition. This review aims to open a dialogue between the Montessori method and current neurodevelopmental science, and to suggest future research to underpin its neuroscientific foundations. The authors discuss four conceptual pillars of the Montessori method—sensitive periods, education of the senses, prepared environment, and spontaneous repetition—and examine brain changes in 3‑ to 6‑year‑old children to assess whether these pillars are supported by neuroscience. The review reports that Montessori’s pillars are associated with brain changes in young children and discusses how these changes support the method, while proposing future research to further substantiate its neuroscientific basis.

Abstract

ABSTRACT Maria Montessori developed an educational program during the first half of the 20th century. Nowadays, the Montessori method (MM) is considered one of the main alternatives to teacher‐paced conventional preschool education. This review aims to open a dialogue between the MM and current understanding of neurodevelopment. Four conceptual pillars of the MM—the sensitive periods , the education of the senses , the prepared environment , and spontaneous activities through repetition —are discussed. According to the MM, the teacher provides children with an environment that, leaning on maturational time windows, should promote sensory development through spontaneous repetition . We describe brain changes in 3‐ to 6‐year‐old children due to development and externally‐provided experience. Then, it is discussed whether these pillars are supported by neuroscience. Finally, the influences of Montessori are explained, and we suggest possible lines of research to underpin the neuroscientific grounds of the MM.