The Effect Of Montessori Classroom Practices On Children’s Empathy And Prosocial Skills

Abstract

Teaching empathy and prosocial skills is essential for children’s socioemotional development starting at a young age. This literature review investigated studies of how Montessori classroom practices shape empathy and prosocial behaviors in early childhood education. Much of the reviewed research indicated that employing one or more Montessori practices in the classroom and at home had a positive impact on developing children’s empathy and prosocial skills. These skills were mainly improved through three key practices: mixed-age play, nature activities, and life practice activities. Implications and applications are discussed to foster a broader implementation of the Montessori philosophy and practices.