Maria Montessori and Her Contributions to Active School and Early Childhood Education: A Systematic Study

Background/purpose. The challenges facing humanity in the first half of the 21st century demand a qualitative transformation of educational processes. Therefore, it is essential to revisit the most significant advances in the history of pedagogical thought and to recognize the enduring relevance of the contributions of prominent educators, including the Italian teacher, Maria Montessori. In this context, the present study aims to analyze Montessori’s contributions to the Active School and early childhood education, highlighting the ongoing significance of her life and work in contemporary pedagogy. Materials/Methods. This study employed a qualitative, interpretative approach through a systematic review of scientific literature, following a documentary and hermeneutic research design. A stepwise review process was applied and is visually represented in the PRISMA flow diagram. The review followed four main stages commonly used in relevant studies: identification, screening, eligibility, and inclusion. Results. A bibliometric analysis was conducted using the Web of Science and Scopus databases, focusing on titles, keywords, and abstracts. The initial search yielded 21,454 records, which were subsequently analyzed with VOSviewer. This software enabled the visualization of conceptual similarities, the identification of central themes in Montessori’s educational philosophy, and the exploration of its intersections with the Active School approach. Conclusion. Montessori’s pedagogy and legacy not only inspire contemporary educational practice but also establish a horizon for pedagogical innovation. Her work continues to challenge and enrich early childhood education in the 21st century, particularly through the principles and practices of the Active School.