Montessori Method

Montessori Method

Background

Maria Montessori was born in Italy in 1870 and died in Holland in 1952. A true pioneer, Dr Montessori was the first woman in Italy to qualify as a doctor of medicine in Italy. She became increasingly interested in the needs of children and in the early 1900’s developed an innovative teaching methodology for children that left an incredible mark on education curricula throughout the world.

Method of Education

The Montessori Education system is an innovative, child centred approach to education, based on two imperative developmental needs of children. First the need for freedom within boundaries, secondly a thoughtfully, inviting prepared environment which guarantees exposure to materials and experiences. The method of education is designed to take full advantage of the children’s desire to learn and their unique ability to develop their own capabilities. Montessori teachers guide rather than instruct, linking each student with activities that meet their interests, needs and developmental level. The classroom is designed to encourage investigative play, movement and collaboration, whilst also promotes concentration and a sense of order.

Montessori teachers

Montessori teachers are trained facilitators in the classroom, always ready to support and direct. Their purpose is to stimulate the child’s enthusiasm for learning, and guide without intruding into the child’s natural desire to teach them and become independent. Each child works through their individual cycle of activities and learns to truly understand according to their own unique needs and capabilities.

The Montessori Classroom

The Montessori classroom has a specific purpose and there is nothing that the child cannot see or touch. All furniture and equipment is scaled down to the child’s size and is easy to access. There is an enriched, harmonious, productive atmosphere where joy and respect abound. Freedom, responsibility and social and intellectual development flourishes spontaneously.

Learning materials

A characteristic of Montessori education is its hands on approach to learning, children learn with beautifully designed and crafted materials, manipulating and investigating until they master the lesson inside. The materials are displayed on easily accessible open shelves and arranged in order of their sequence in the curriculum from the simplest to the most complex. Each material teaches a single skill or concept of time.

Caring Community

There are no raised voices, rude or hurtful behaviour in the class, only a busy hive of activity with a respect for silence. Children show courtesy, grace and an interest in the welfare of others by working together; taking turns to care for the classroom pets, plants and materials. They also help to maintain outdoor spaces by keeping them fresh and litter free.

Conclusion

The advantage of the Montessori system of education is that children learn at their own pace following their own individual interests. They teach themselves using specifically prepared materials and develop an understanding which comes through their own experiences and ability to find things out for themselves. Learning is based on the fact that physical investigation and cognition are linked. Teachers work in collaboration with children in multi-aged classrooms where working and learning is matched to the social development of the child. Conversely the mainstream system of education is based on the transfer of a set national curriculum according to a time frame that is the same for everyone. Children are taught in single graded classrooms and led by the teacher. Learning is based on subjects and is limited to what is delivered whilst children sit at desks and learn from whiteboards and worksheets in blocks of time. Motivation is achieved by a system of sanctions and rewards and work and learning is not matched to the social development of the child.


References

www.mariamontessorischools.co.uk

www.williamsburgmontessori.org

www.absorbentminds.co.uk/acatalog/What_Is_Montessori_.html

www.montessoriconnections.com

Whitescarver,K and Cossentino,J (2008). Montessori and the Mainstream: A Century of Reform on the Margins. Teachers College Record, Vol.110 No.12

Thayer-Bacon and Barbera.J (2012). Maria Montessori, John Dewey and William H.Kilpatrick. Education and Culture, Vol.28 Issue.1 Article 3

Lopata,C, Nancy V.Wallace and Kristin.V Finn (2005) Journal of Research in Childhood Education, Vol.20, No.1