Marie Montessori's pedagogy is based on scientific observation of spontaneous teachings of children, on encouraging the child's own actions and its independence and on respect for the child's personality. (Philipps, 1999) This was the starting point of this research, which was followed by the introduction of the Montessori method of work in the educational group. The challenges we have encountered can be compared to the challenges experienced by Maria Montessori at the children's house in San Lorenzo. Here I primarily refer to the prepared environment and Montessori accessories. We waited a long time for the equipment ordered by Montessori, so we dedicated ourselves to practical life exercises that are in material terms the least demanding to obtain. It was precisely this lack of accessories at the beginning of the work that proved to be an advantage. He prepared the children for what follows: working with utensils and directing attention. While respecting the principles of Montessori pedagogy, periods of special sensitivity and development phases of the child, we monitored the expected educational outcomes. During the introduction of this method, we investigated phenomena such as attention orientation, concentration and normalization and self-control. We also used the thorical approach of psychology of optimal experience of Mihaly Csikszentmihali, in which he explains the enchanting restraint.