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Four Pillars of the Montessori Method and Their Support by Current Neuroscience
Author(s) -
Catherine L'Ecuyer,
Javier Bernacer,
Francisco Güell
Publication year - 2020
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12262
Subject(s) - repetition (rhetorical device) , montessori method , psychology , brain development , developmental psychology , cognitive psychology , neuroscience , pedagogy , early childhood education , philosophy , linguistics
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.