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The Montessori Method 
| Dr.Montessori
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"The
secret of good teaching is to regard the
child's intelligence
as a fertile field, in which seeds may
be sown to grow under the heat of flaming
imagination.
Our aim therefore, is not merely to make
the child understand and memorise facts
but to touch his imagination and to interest
the child to his innermost core.
We do not want complacent pupils,
but eager ones: we seek to sow life in
the child rather than theories, to help
the child grow mentally, socially, emotionally
and physically."
-Dr Maria Montessori (1870-1952)
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Dr. Maria Montessori (1870-1952), was one of the most
influential pioneers in early childhood education this
century. Her ideas have become known and recognized
throughout the world and have significantly influenced
educational methods.
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Dr. Montessori was the first woman to graduate
from the University of Rome Medical School. She became
interested in the field of education when asked to work
with children from impoverished backgounds. She used
the classroom for observing children and for developing
her ideas on the best ways of helping them achieve their
full potential.
Dr. Montessori left a legacy to the world of a method
of education that combines a philosophy with a practical
approach based on the central ideas of freedom for
the child within a carefully planned and structured
environment. She advocated that children are intrinsically
motivated to learn and that they absorb knowledge without
effort when provided with the right kind of activities
at the right time of development.
Principles of the the Montessori Method of
Education
The whole child is educated: physical,
social, emotional, intellectual and spiritual
The child is an active learner
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Spontaneous activity: the
child chooses an activity - the equipment supports
concrete learning
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The links in knowledge are built up step by step,
i.e. education of senses to abstract thought
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Individual activity is encouraged
as every child learns at a different rate
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The importance of the connection between the hand and
the brain is emphasised.
Intrinsic motivation
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Children want to learn; they
do not have to be motivated by external forces. Punishments and rewards are
not used.
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Through the prepared environment the child is free
to select his/her chosen activity; therefore he learns
what he/she wants to learn, at
his/her own pace. This spontaneous activity
encourages self-direction and self-reliance.
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Concentration develops if a child
is self-motivated.
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Self-discipline is
encouraged
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Self-discipline comes from allowing intrinsic motivation.
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The child is protected from adult and other children's
intervention.
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The apparatus also encourages self-discipline -
by completing an activity satisfactorily, the child
feels rewarded and is encouraged to take on longer
and more complex tasks, thus disciplining him/herself.
The environment affects the child's development
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The quality of the child's interaction with the
environment affects development
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The child learns from the environment
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Adults and other children are part of the environment
There are Sensitive Periods in development
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A sensitive period is short
period of time when a child is comletely absorbed by
one aspect of the environment
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Dr. Montessori was the first educator to identify
these sensitive periods
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Examples of sensitive periods: language, order,
social aspects.
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From an educational point of
view, if a child is in a sensitive period he/she
is encouraged and allowed
to follow it. His/her interest and concentration
will not be broken.
A child-centred approach starting from what
the child can do
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Through the prepared environment,
the child builds on what he can do, gradually absorbing
and accomplishing more and more skills and knowledge.
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The teacher is scienctific in
his/her approach: he/she
observes and keeps careful records so
that he/she can plan appropriate activities to extend
the child's horizon.
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The teacher guides and directs the
child's activities.
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The teacher serves the child
The inner life of the child is respected
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The child's dignity is respected
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Tranquillity and peacefulness are encouraged.
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The classroom is often silent - silence is not
imposed.
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Harmony, both externally and internally, are aimed
at.
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The child's unique personality is
allowed to develop naturally.
Social Interaction
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The adults and the children with whom the child
interacts are seen as crucial to the child's whole
development.
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Children respect one another's efforts and help
only when it is necessary, they are free from envy
and anything well done in the class arouses their
enthusiastic praise.
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Children are vertically grouped and
as they are of different ages they help one another;
the younger ones see what the older ones are doing
and ask for help. The result is harmony
and comunication between the ages.
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