Stimulating and Developmentally Supportive Practices in Early Childhood Education: A Multiple- Case Study

This study explored possible associations between educational interventions implemented in an environment based on Montessori principles and select cognitive, perceptual-motor, and behavioral manifestations in early childhood. A multiple-case study design was employed, involving four children aged 5 to 6 years. Data collection included pretest and posttest assessment using Controlled Drawing Observation and the T–32 Drawing Copy Test, systematic observation, video recordings, and analysis of children’s work products. In between assessments, the participants attended twelve educational intervention sessions designed according to Montessori principles. Findings indicated qualitative changes in attention to detail, organization of drawings, accuracy of reproducing visual models, and selected aspects of visuomotor coordination. Changes were also observed in autonomy, organization of work, use of error control, and reduced reliance on adult reassurance. Some participants continued to experience difficulties in processing more complex instructions. Given the exploratory nature of the study and the small sample size, the findings should not be interpreted as evidence of the effectiveness of Montessori education but rather as indications of possible relationships between educational environments, learning processes, and child development.