Application of the Montessori Method to the Development of Autonomy and Self-Regulation in Children in Early and Preparatory Education
DOI:
https://doi.org/10.69821/DISCE.v2i1.41Keywords:
Early childhood education, Academic achievement, Preschool children, Self-directed learning, Montessori methodAbstract
This article presents a descriptive quantitative study examining the application of the Montessori method to the development of autonomy and self-regulation in children in early education (3–5 years) and preparatory/kindergarten (5–6/7 years). The proposal is grounded in empirical evidence linking Montessori pedagogy to improvements in academic, cognitive, and socioemotional outcomes, as well as to self-regulation trajectories during early childhood. The design entails purposive sampling of Montessori and non-Montessori centers; administration of validated instruments—including the Head-Toes-Knees-Shoulders (HTKS/HTKS-R) and an observational protocol focused on Practical Life—and descriptive analyses of indicators of functional autonomy, behavioral self-regulation, and independent work habits. The study aims to describe levels and profiles of autonomy/self-regulation by sublevel, sex, and school type, and to compare implementation fidelity of the prepared environment with self-regulation levels. Implications are discussed for teacher education and for preschool policies oriented toward holistic development and educational justice.
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