Executive functions refer to the qualities that contribute to people’s success: self-control, discipline, flexibility, and creativity. Individuals with high levels of executive function have greater capacity for concentration and working memory, and are able to solve complex problems through reasoning and strong planning skills. In contrast, those with low levels of executive function tend to be impulsive, lack persistence, and have poor attention spans.

According to Diamond and Lee, they are also more prone to health problems, earn less in adulthood, and have a higher incidence of criminal behavior. (Diamond and Lee)

The description of executive function closely resembles the Montessori term “normalization.” Children with high executive function can work independently. They are respectful and demonstrate awareness and empathy.

Generally, children do not normalize or demonstrate high executive function on their own. These traits must be cultivated in an environment designed to develop them. The Montessori environment is calm and orderly, encouraging patience and self-control.

Montessori learning materials facilitate meticulous sensory skills and often involve a multi-step process. The built-in error control in Montessori materials allows children to focus intensely on the task at hand. The difficulty of Montessori materials gradually increases, requiring children to remember previous steps and apply the next ones.

Additionally, the Montessori environment only has one copy of each learning material on the shelf at a time. This encourages children to plan ahead and develop patience while waiting for a peer to finish the work and return it to the shelf for others to use.

The Montessori teacher must know how and when to guide the child in their own development. Montessori warned about the harmful effects of unwanted adult intervention and instructed her teachers not to help children if they were capable of succeeding on their own. While it can be difficult to watch a child struggle to tie their shoes or complete a complicated Montessori sequence, intervening weakens the child’s confidence and self-esteem. With unnecessary adult intervention, a child may learn to depend on the adult in difficult situations instead of relying on themselves. The Montessori teacher and parents must have extraordinary patience and trust that the child will succeed. Many “Aha!” moments occur only after periods of challenge and frustration. A Montessori teacher should only intervene if the situation is dangerous, destructive, or disrespectful.

The Montessori environment is specially prepared to develop the skills necessary not only to succeed in school but also to succeed throughout life.