Aplicación del método Montessori para el desarrollo de la autonomía y autorregulación en niños de inicial y preparatoria

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.