Application of Montessori Pedagogical Principles in Teaching English to Preschool Children Through a Sensory-Based Approach

This review-based analytical article examines the use of Montessori pedagogical principles in English instruction for preschool children aged 3.5 to 6 through sensory-based learning. Early foreign language education at this age requires methods that respect bodily exploration, short attention cycles, emotional security, and the child’s dependence on concrete experience. The article connects the prepared environment, self-directed activity, sensory materials, and teacher observation with preschool EFL practice. The aim is to develop an analytical model for integrating Montessori-oriented sensory work into English teaching without presenting unsupported empirical results. The source base consists of recent peer-reviewed studies on Montessori education, preschool EFL, multisensory word learning, embodied cognition, alphabet learning, digital play, and early literacy. The article uses comparative analysis, source analysis, conceptual synthesis, typologization, and analytical generalization. The resulting model gives practical guidance for classroom organization, teacher conduct, material choice, learning sequence, and non-experimental monitoring.

Montessori pedagogy, preschool education, English as a foreign language, sensory learning, prepared environment, early literacy, embodied cognition, language acquisition, learner autonomy, preschool EFL

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