Early Childhood Classroom Design
Integrating Montessori Principles with Neuroeducational Research
DOI:
https://doi.org/10.17161/jomr.v11i2.24130Keywords:
allostatic load, attention, biophilic design, classroom design, content retention, early childhood education, embodied cognition, encoding, Montessori, neuroeducation, regulationAbstract
This critical literature review explores how classroom design influences attentional development in early childhood education (ECE). Although attention and self-regulation are frequently cited as barriers to school readiness, emerging research suggests that attention is not a fixed trait but one shaped by environmental conditions. Integrating insights from neuroeducation, embodied cognition, and biopsychosocial models, this review highlights how sensory-conscious and biophilic design elements, such as natural lighting, reduced visual clutter, and organic materials, can lower allostatic load, support attentional focus, and enhance encoding for content retention. By conceptualizing the classroom as both a physical and cognitive space, this review underscores the foundational role of environmental design in promoting developmental alignment, reducing educational disparities, and improving learning outcomes. This critical synthesis offers a compelling rationale for optimizing ECE environments through a neurodevelopmental lens, with implications for educational policy, teacher preparation, and future empirical research.
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