Peer interactions and communicative engagement in a Montessori preschool: a case study in a mixed-age classroom

This qualitative case study explores how a Montessori mixed-age classroom supports children‘s communicative engagement through peer interaction. Conducted over one academic year in a group of 3- to 5-year-olds, the research focused on two developmental phases: early adaptation and established engagement. Using non-participant observation, an engagement checklist and field notes, the study traced the children’s progression from limited to more confident verbal participation. Older peers consistently acted as language models, supporting participation in talk and social communication. Age-integrated peer dynamics can enhance day-to-day communicative engagement and reduce withdrawal behaviors, especially among younger and less verbally active children. Montessori-specific features, such as child-led routines, peer collaboration and emotionally secure environments emerged as key contributors. The study highlights combining mixed-age structures with autonomy-supportive pedagogy to create inclusive, language-rich early learning environments. Implications are offered for educators aiming to strengthen social-communicative participation in diverse preschool settings. Outcomes reflect observed interaction indicators rather than scores on language proficiency tests.