The Confirmation of Montessori Postulates in Contemporary Educational Neuroscience

This paper lends insight into the fundamental postulates of Montessori pedagogy and definitions of contemporary educational neuroscience, focusing on the needs and solutions of contemporary didactic approaches. By presenting the results of contemporary researches, the paper connects the achievements of Montessori pedagogic methods and strategies with the scientific indicators of educational neuroscience about the manners of positive impact on the development of an individual. The results of the educational neuroscience research will corroborate the postulates of Montessori pedagogy that state that understanding the developmental stages of upbringing, individual competences, and specificities of each child are important for upbringing. Specific cases will be used to emphasize that, apart from the cognitive competence, it is essential to develop psychomotor and affective competences, meaning that the development of these personality spheres is connected and interdependent. By providing the pedagogic perspective, the paper points to the need for further deliberation on how to shape an optimal curriculum. The paper suggests that various social and technological changes are reasons to consider pedagogic methods, strategies, and approaches of Montessori, which is also supported and substantiated by contemporary educational neuroscience.