Implementation of routine activities to promote independence in early education children

Abstract

Developing children's independence in early education is crucial to strengthening their identity, self-confidence, and independence skills. This study investigated the implementation of a system of daily activities based on the Montessori method in the Pintag General Educational Unit, where children's dependency trends were observed. The primary goal is to evaluate how everyday activities, such as dressing oneself, organizing materials, and collaborating on group tasks, affect the development of independence. A mixed method that included direct observation, interviews with teachers, parents, and structured surveys was used to obtain qualitative and quantitative data on children's progress. Preliminary results show that children's autonomy and emotional security increased significantly after implementing a daily routine. Additionally, improvements in social interaction and problem-solving skills were also observed. This research provides practical pedagogical suggestions to promote independence from an early age, as well as providing teachers with tools to integrate Montessori methods into their classrooms. Research also highlights the importance of a prepared environment and ongoing support from adults that allows children to explore, make decisions and learn for themselves. We conclude that daily routines not only promote independence, but also improve academic performance and emotional well-being.