Maria Montessori and the Montessori Method
Maria Montessori was the first female physician of the modern era in Italy. During the early part of the twentieth century, Dr. Montessori revolutionized the world of childhood
education by introducing concepts and ideas that were years, if not decades, ahead of their times. She graduated from medical school in 1896. In 1904, she was made a professor of
anthropology at the University of Rome. in 1906 she gave up both her university chair and her medical practice to work with a group of sixty young children of working parents in the
San Lorenzo district of Rome. It was there that she founded the first Casa dei Bambini, or "Children's House." What ultimately became the Montessori method of education developed
there, based upon Montessori's scientific observations of these children's almost effortless ability to absorb knowledge from their surroundings, as well as their tireless interest
in manipulating materials. Every piece of equipment, every exercise, every method Montessori developed was based on what she observed children to do "naturally," by themselves,
unassisted by adults.
The Montessori method postulates that children learn best by interacting with concrete materials and by being respected as individuals. The teacher's role is primarily in
organizing materials and establishing a general classroom culture. The potential of the child is not just mental, but is revealed only when the complete "Montessori method" is
understood and followed. The child's choice, practical work, care of others and the environment, and above all the high levels of concentration reached when work is respected
and not interrupted, reveal a human being that is superior not only academically, but emotionally and spiritually, a child who cares deeply about other people and the world,
and who works to discover a unique and individual way to contribute. This is the essence of real "Montessori" work today.
Maria Montessori was nominated for the Nobel Peace Prize three times—in 1949, 1950, and 1951. She died in Noordwijk, Holland, in 1952, but her work lives on through
the Association Montessori Internationale (AMI), the organization she founded in Amsterdam, Netherlands,
in 1929 to carry on her work.
Montessori versus Traditional Methods
Montessori |
Traditional |
Emphasis on: Cognitive structures and social development |
Emphasis on: Rote knowledge and social development |
Teacher has classroom role in classroom activity; child is an active participant in learning. |
Teacher has dominant, active role in classroom activity; child is a passive participant in learning. |
Environment and method encourage internal self-discipline. |
Teacher acts as primary enforcer of external discipline. |
Instruction, both individual and group, adapts to each student's learning style. |
Instruction, both individual and group, conforms to the Adult's teaching style. |
Mixed age grouping. |
Same age grouping. |
Children are encouraged to teach, collaborate, and help each other. |
Most teaching is done by teachers and collaboration is discouraged. |
Child chooses own work from interests and abilities. |
Curriculum structured for child with little regard for child's interests. |
Child formulates own concepts from self-teaching materials. |
Child is guided to concepts by teachers. |
Child works as long as he/she wishes on chosen projects. |
Child generally given specific time limit for work. |
Child sets own learning pace to internalize information. |
Instruction pace is usually set by group norm or teacher. |
Child spots own errors through feedback from material. |
If work is corrected, errors usually pointed out by teacher. |
Learning is reinforced internally through the child's own repetition of an activity and internal feelings of success. |
Learning is reinforced externally by rote repetition and rewards/discouragement. |
Multi-sensory materials for physical exploration. |
Fewer materials for sensory development and concrete manipulation. |
Organized program for learning care of self and the environment (polishing shoes, cleaning the sink, etc.) |
Less emphasis on self-care instruction and classroom maintenance. |
Child can work where he/she is comfortable, moves around and talks at will (yet disturbs not the work of others); group work is voluntary and negotiable. |
Child usually assigned own chair: encouraged to sit still and listen during group session. |
Organized program for parents to understand the Montessori philosophy and participate in the learning process. |
Voluntary parent involvement, often on as fundraisers, NOT as participants in understanding the learning process. |
Montessori FAQ
What is the Montessori Method and its objective?
The primary objective of the Montessori Method is to introduce children to the joy or learning at an early age and to provide a framework in which intellectual and social discipline go hand-in-hand. The Montessori Method assists the child in sharpening the powers of observation and in developing the initiative to learn.
Observers are always struck by the calm that prevails in a Montessori classroom. This is the result of each child’s self-imposed discipline. The teacher prepares the environment, which possesses a certain order and encourages the child to develop at his own pace and according to his or her own capacities. The child is self-motivated toward learning in a non-competitive atmosphere. Through carefully planned initial exercises, the child experiences success in his or her efforts and thus acquires a sense of security, confidence in his or her ability to learn independently, and the courage to be creative and original.
How did the Montessori Method originate?
The Montessori Method was developed by Dr. Maria Montessori, who was born in Italy on August 31, 1870. She was the first Italian woman to become a medical doctor. Her interest drew her to work with children, initially those who were unique learning materials and a child-centered classroom environment to reflect the needs of the children. Tables and chairs were child-size and the materials were placed on low shelves to enable the children and to teach them independence. Dr. Montessori revolutionized educational thinking by stressing respect for the child, freedom of expression, self-education, and training through the use of movement and the senses.
What is a Montessori Classroom?
The Montessori classroom is a child-size world. Through a careful selection of materials, an environment is set up that allows the child a place to explore life on an understandable level. This prepared environment entices the child to proceed at his own pace, from simple activities to more complex ones. Through this process, the child’s natural curiosity is satisfied and the child begins to experience grouped into the following areas: Practical Life, Sensorial Development, Language Arts, Mathematics, Cultural Subjects, Art and Music.
How do children interact in a Montessori classroom?
As the children develop a sense of pride in their work, they begin to manifest a feeling of confidence, well-being, and joy. A classroom of Montessori children is wonderful to watch. There is a rare spirit of respect, love, and cooperation among the children. Montessori classroom provides freedom within limits. A child is allowed to work freely, as long as others are not disturbed. Children with the freedom to follow their interest are generally happy and busily involved in their work.
What is the role of a Montessori Teacher?
The Montessori teacher facilitates the classroom activity. She carefully plans the environment in the interests of the children and helps each child progress from one activity to another. The teacher is trained to deal with each child individually, allowing the child to choose and standing back while the child is working, allowing the child the satisfaction of his own discovery.
How parents are involved in the Montessori Education process?
Coppell Montessori Academy encourages parent involvement through conferences, observations, material preparation, Open House, and special celebrations. The more parents understand about the experiences of their child in the classroom, the better they are able to continue and expand the learning process at home.
Where can I learn about the Montessori Method?
The following books are recommended reading for more detailed information:
Montessori: A Modern Approach, by Paula Polk Lillard
Maria Montessori: Her Life and Work, by E.M. Standing
Learning How to Learn, by Nancy M. Rambush
Between a Parent and a Child, by Dr. Halm Ginott
Other Montessori Links
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