Maria Montessori is one of the most popular names in the history of preschool education whose legacy not only changes the treatment of the child, but also just seeing the child as such. To her, the child was a role model, and she saw direct instruction more as an obstacle than an aid to the natural development of the human being. Therefore, she dedicated her life to advocating for children's rights and proving their intellectual abilities, believing that the first years of a child's life are fundamental to development. The child then slowly becomes independent, learning to manipulate, walk, speak, think and control his own will. In order to prove her theses, she started a special form of pedagogy - Montessori pedagogy, whose basic thought is "Help me to do it myself." In this pedagogical conception, everything is subordinate to the child, and accordingly, pedagogical principles encourage children’s independence. The environment also plays an important role in all this, which not only offers the means to work, but also encourages creativity, independence and freedom. Part of that environment is the educator who adapts to children's needs, trying to respond to them, but above all, to allow the child to build a personality, decide independently, find their own rhythm and become independent. In accordance with the characteristics of Montessori pedagogy, this paper further deepens the adoption of children's independence in the implementation of life-practical activities.