Montessori materials are special didactic aids developed by the Italian doctor Maria Montessori at the beginning of the twentieth century to help children's natural development. The purpose of the aids is for children to explore independently through concrete experiences, individual work and the use of their senses. With their thoughtful design, they strongly promote the development of certain skills, independence and attention in children's development. Due to the positive effects on children's holistic development and the materials' compliance with the areas, goals and principles of the Kindergarten Curriculum (2025), as a professional basis for work in public kindergartens, public kindergarten teachers are increasingly using Montessori materials and incorporating them into their life and work in the kindergarten. In order to achieve the intended effect of using materials in child development, it is important to use the materials correctly, in accordance with the theory.
The theoretical part consists of three parts. The first part defines and presents Montessori pedagogy, the second part refers to work in a public kindergarten, which is based on the Kindergarten Curriculum (2025) as a professional basis for work. The last part of the theoretical chapter presents the connection between the two approaches.
The empirical part is based on interviews with educators who use Montessori materials in their work in a Slovenian public kindergarten. The research focuses on ways of integrating Montessori materials into life and work in the playroom of a public kindergarten, the consistency of the way Montessori materials are used in public kindergartens with the theoretical way of using Montessori materials, and the knowledge and implementation of the roles of a Montessori educator in public kindergartens.
Empirical findings show that Montessori educators, when included in the playroom of a public kindergarten, present the material to children in a child-friendly manner using the demonstration method, and when including the material, they also encourage children's active and passive participation in various ways. In accordance with the theoretical method of using the material, they approach the child individually, adapt their role to that of a Montessori educator, and encourage children's independence in using the material. They know and perform the three key roles of a Montessori educator
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- guardian and protector of the environment, observer, and connector between the child and the environment, while being aware of the importance of their own example and passive role.
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