Many of the actions that are already carried out when working with children in Montessori environments, in essence, respond to students with high abilities. But if we specify further and relate the actions that occur in Montessori environments with children with high abilities from the perspective of Neuroscience, we can refer to the following points of intervention with the students in question:
– Individualized intervention: Given the great variability of intelligences that can occur in children within the environments or classrooms, it is important that the educational intervention is adapted to the needs and demands of the students. The teacher, in our case the guides, act as a link to take advantage of the potential of the child with a certain type of intelligence and promote other types of related intelligences, integrating areas, carrying out specific projects or observing interests to guide the corresponding learning.
– Rich and varied activities: Children with high ability seem to use more areas of the brain to accomplish a task. It is important to offer activities that stimulate different brain areas, so the work in the environment is based on integrating different concepts in learning, offering meaningful activities for students, allowing them to be protagonists of the learning process and generating autonomy in their academic and personal environment.
– Neuropsychological differences: It is essential to take into account the neuropsychological differences between students with high abilities and other diagnoses associated with high abilities. That is why it is important to investigate the specificities of each child in order to adapt learning and how it can reach them in the most effective way. This is a maxim in Montessori environments