«Follow a rule of life». Classroom management and positive discipline in an Apulian Children’s House

Abstract

This article aims to compare Montessori’s perspective of the classroom as community of self-regulated learners to the current research on classroom management, highlighting the importance of the teacher’ attitude in promoting an inclusive and cooperative school setting. The methodology used is a semi-structured interview administered to a Montessori teacher who works in an Apulian Children’s house. The data were collected in order to capture the teacher’s opinion about the topicality of Montessori’s idea of discipline and classroom management in early childhood education.