Relationship between Montessori Method and early stimulation

Mar 17 , 2019


Soledad Santich

Relationship between Montessori Method and early stimulation

The Montessori Method is a system in which children participate actively in their development and learning process and can self-direct with intelligence and choose freely. Teachers teach the lessons individually or in small groups addressing a wide variety of topics according to the interests of the student.   The basic purpose of the Montessori Method is to release the potential of each child to self-develop in a structured environment.  

In order for self-directed learning to take place, the learning environment (classroom, materials and social environment) must be supportive for the child. The guide / facilitator provides the necessary resources, including the children's opportunities to function in a safe and positive environment. Together, the "guide" and the child form a relationship based on trust and respect that fosters self-confidence and willingness to try new things.

In this pedagogical system, the importance of knowing the different stages of the child's development and the so-called "sensitive periods" is emphasized (moments in which the child is especially predisposed by his brain development for certain learning). Pedagogy and education adapt to these periods, adapt to the child instead of the opposite, we demand that the child adapt to the system.  

In relation to early stimulation, the Montessori method shares certain characteristics among them:  

  • The type of material used: The didactic material used by this method is focused on the playful and practical learning of the student, attracting their curiosity and desire to learn, within an orderly and structured environment. In the same way in the early stimulation, children are worked with, materials that help them develop naturally through sizes, colors, textures, weights, music, flavors, among others. 
  • Each child works through their individual cycle of activities: each child learns to truly understand according to their own unique needs and abilities. In early stimulation, this is a determining factor that tries to be fulfilled. Each child at their own pace.
  • The adult serves as a guide: the child is guided by a trained adult who will show him how to do the things he is ready for, after which he can work with them independently, when a difficulty arises he is able to intervene and give help, but always careful not to give more help than is needed. In the same way, in early stimulation parents become guides in the development of their children.
  • The activities promote an integral and sequential development: Since everything that is done in the classroom, also prepares for a subsequent activity, so the child is able to move gradually through the activities of developing their skills without effort. The activities planned in early stimulation follow this same precept.


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