Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society’s demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child’s interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children’s needs, educators can prepare stimulating environments that lead to personal formative development.

<p style="text-align: justify;">Education faces barriers all over the world, which sometimes makes it difficult to look after children’s rights and their individual development. Hence, society is clamoring for new practices, and different approaches are emerging, Montessori among them. Despite the fact that this approach was developed to attend to the poor strata, nowadays it is basically promoted by elitist sectors, though it can be perfectly applied as an education system for all children, regardless of their socio-economic and cultural backgrounds. This study analyzes the bases of Montessori pedagogy in a school from a low-to-middle-income country (LMIC), Burkina Faso, and another school in a high-income country (HIC), Spain. The study takes into account children, family, school environment and teacher training all of which contribute to children’s development.</p>

Education, especially early childhood education, is a responsibility that both families and schools share, so much so that children find themselves in two differentiated learning environments. Educational and parenting styles may join forces, sharing values and behaviours that enhance children’s development, just as the Montessori Pedagogy has shown. It is for this reason that the present study will attempt to analyse the relations established between the opinions and the application of the principles of such pedagogy focusing on the first six years of life, both in educational and family environments, considering the degree of commitment the school has towards the Montessori Pedagogy.