* Sensory Education: Séguin's emphasis on developing the senses through meticulously designed materials was a cornerstone of his teaching method for children with intellectual disabilities. Montessori adopted and refined this approach, creating her own sophisticated sensory materials (e.g., the Pink Tower, the Brown Stairs) aimed at developing precise sensory discrimination and coordination in *all* children. His focus on tactile learning, visual discrimination, and the development of fine motor skills directly informed her methods.
* Developmentally Appropriate Activities: Séguin understood the importance of tailoring activities to a child's developmental stage and abilities. This concept, crucial to both their approaches, allowed for individual progression and mastery of skills before moving to more complex tasks. Montessori's carefully sequenced materials and activities directly reflect this principle.
* Practical Life Skills: Séguin's focus on practical life skills, such as dressing, eating, and self-care, as a foundation for learning, directly influenced Montessori's emphasis on "Practical Life" exercises. These activities, like buttoning, pouring, and cleaning, are not merely functional but also develop coordination, concentration, and independence—vital aspects of both their philosophies.
* The Importance of the Prepared Environment: Although not explicitly stated by Séguin in the same way, the carefully structured and organized environment he created for his students mirrors the "prepared environment" central to Montessori education. This environment is designed to foster independence and self-directed learning, facilitating the child's natural inclination to explore and learn.
* Observation and Assessment: Both Séguin and Montessori stressed the importance of careful observation of the child's behavior and learning process to guide instruction. This systematic observation formed the basis for their individualized approaches to education.
In summary, while not a direct student, Maria Montessori drew heavily from Édouard Séguin's pioneering work with children with intellectual disabilities. She adapted and refined his methods to create a comprehensive educational system applicable to all children, acknowledging his contributions as a key influence on her own groundbreaking work. However, it's crucial to note that Montessori's approach is not simply a replication of Séguin's; she made significant innovations and developed a unique pedagogical system based on her own observations and research.