Frequently Asked Questions
WHAT IS THE MONTESSORI METHOD ?
This system of education is both a philosophy of child development and a rationale for guiding such growth. It is based on the child's developmental needs for freedom within limits, as well as a carefully prepared environment, which guarantees exposure to materials and experiences. Through this, the child develops intelligence as well as physical and psychological abilities. It is designed to take full advantage of the child's desire to learn and his unique ability to develop his own capabilities. The child needs adults to expose him to the possibilities of his life, but the child must determine his response to those possibilities.
The main premises of Montessori education are:
Children are to be respected as different from adults and as individuals who
differ from each other.
The child possesses an unusual sensitivity and intellectual ability to absorb
and learn from his environment that are unlike those of the adult both in
quality and capacity.
The most important years of a child's growth are the first six years of life
when unconscious learning is gradually brought to the conscious level.
The child has a deep love and need for purposeful work. He works, however, not as an adult for completion of a job, but the sake of an activity itself. It is this activity which enables him to accomplish his most important goal: the development of himself - his mental, physical, and psychological powers.
WHAT MAKES MONTESSORI EDUCATION UNIQUE
The whole child approach - The primary goal of a Montessori program is to
help each child reach his full potential in all areas of life. Activities
promote the development of social skills, emotional growth, and physical coordination
as well as cognitive preparation for future intellectual academic endeavors.
The holistic curriculum, under the direction of a specifically prepared teacher,
allows the child to experience the joy of learning, the time to enjoy the
process, and ensures the development of self-esteem. It provides the experiences
from which children create their knowledge.
The prepared environment - In order for self directed learning to take place,
the whole learning environment - classroom, materials, and social setting
/ atmosphere - must be supportive of the child. The teacher provides the necessary
resources, including opportunities for children to function in a safe and
positive environment. Together, the teacher and child form a relationship
based on trust and respect that fosters self-confidence and a willingness
to try new things.
The Montessori materials - Dr. Montessori's observations of the kinds of things
which children enjoy, and go back to repeatedly, led her to design a number
of multi-sensory, sequential, and self correcting materials to facilitate
learning.
The teacher - Originally called a "directress", the Montessori teacher
functions as a designer of the environment, resource person, role model, demonstrator,
record-keeper and meticulous observer of each child's behavior and growth.
The teacher facilitates learning. Extensive training is required, and is specialized
for the age group with which a teacher will work, i.e. infant and toddler,
pre-primary, or elementary level.
BENEFITS OF THE MONTESSORI METHOD
Maria Montessori saw much need for reform in the educational system of her day, just as we see the same need for reform in our educational system today. Her goal was to develop the whole personality of the child, and her system is based on a strong belief in the spontaneous working of the human intellect. Her three primary principles are observation, individual liberty, and preparation of the environment. These principles and their various practical expressions with children are gradually becoming part of our educational system. Modern kindergarten classrooms use the child sized furniture and didactic materials first introduced by Montessori. Such current concepts as individualized learning and readiness programs, manipulative learning, ungraded classes, combined age groups, team teaching, and open classrooms reflect many of her early insights.
Parents of young children want to feel safe and secure in leaving their children in an environment that provides for all of their academic, social and emotional needs. A Montessori environment does meet all of the above needs, but it also teaches children an "I can do it" attitude that will ensure their future success in all aspects of their life. Below are some characteristics and benefits of the Montessori method:
Three year age span of children within the classroom - Older children teaching
younger children, sense of community, builds self-esteem.
Self-correcting materials within the environment - Children learn through
their own errors to make the correct decision versus having the teacher point
it out to them.
Individual learning takes place within the environment - Montessori recognizes
that each child learns at a different pace and allows that growth to take
place.
Children are quiet by choice and out of respect for others within the environment
- The Montessori classroom allows children to return to the "inner peace"
that is a natural part of their personalities.
There is an emphasis on concrete learning rather than on abstract learning
- Children need to experience concepts in concrete "hands on" ways.
It is a child centered environment - All the materials are easily within the
child's reach, placed on shelves at their levels. The tables and chairs are
small enough for the children to sit comfortably while the pictures and decorations
are placed at the children's eye level.
The children work for the joy of working and the sense of discovery - Children
are natural leaders or "sponges" and delight in learning new tasks.
Their interests lie in the work itself rather than in the end product.
The environment provides a natural sense of discipline - The "ground
rules" or expectations of the child are clearly stated and are enforced
by the children and the teachers.
The environment is "prepared" for the children - Everything in the
room has a specific place on the shelf. Children are orderly by nature and
having the room set this way allows them to grow in a very positive way.
The teacher plays a very unobtrusive role in the classroom - The children
are not motivated by the teacher, but by the need for self-development.
The items found on the shelves in the classroom are "materials" rather than "toys." The children "work with the materials" rather than "play with the toys." This allows the children to gain the most benefit from the environment by giving them a sense of worth - the same sense of worth adults experience as they go to their jobs and do their "work".
An essential part of the learning environment is the other children in it. The Montessori classroom provides ample opportunities for making friends, interacting with others, developing consideration for others, learning how to cooperate and fostering a sense of interdependence.
In the prepared environment, cooperation and a sense of community are stressed. Individual differences are easily accepted and appreciated while each child is treated and taught as an individual. Children of different ages are together in the same group. This provides abundant opportunities for learning and helps to create a sense of family while everyone contributes and takes responsibility for the functioning and maintenance of the environment.
Because of the multi-aged group, the classroom has a heritage. The older children provide leadership and guidance, and act as models for the younger children. The older children also benefit by helping younger children, which reinforces previous skills and knowledge, and provides the satisfaction of helping others. The mix of ages also provides opportunities for a variety of safe, lasting, and meaningful friendships.
The social life of the children is a vital aspect of the Montessori classroom and curriculum. Assisting the social skills, development, and abilities of children is vital to the implementation of an effective Montessori program. It is important that the complexities of relationships are supported and enhanced by adults sensitive to the needs and social development of children.
TODDLER CLASSROOM
(18 Months to three years)
Montessori said: “The most important period of life is not the age of university studies but the first one, the period from birth to the age of six…at no other age has the child greater need of intelligent help.” Our toddler program reflects the importance accorded to this time in a child’s life, and the respect and dignity with which he should be treated. The activities and schedule are designed to help the toddler:
Develop his ability to concentrate and to be patient
Develop his ability to be independent
Develop his skills of self-discipline and self-control
Develop his emerging social skills
All of these skills and abilities are approached developmentally. The same sets of behaviors are not expected from an 18-month-old in the same way they are from a 3 year old, because the 18-month-old is probably not developmentally ready. However, the multi-age classroom allows the younger children to observe these behaviors, which leads to mimicking, and eventually learning, while it simultaneously offers the older children the opportunity to be role-models for the younger, an excellent means to reinforce appropriate behaviors.
In the toddler classroom, the children are taught how to do work on their own. This is in contrast to the emphasis of many preschools where too much is done for the child. Children begin, even at this age, to learn how to solve problems on their own – to learn how to learn. As they are able, they are responsible for the care of their environment. The skills they learn in this area, called Practical Life exercises, accomplish more than just the obvious, however. For example, when a toddler learns to clean a table, he is also developing a sense of order, and working on his ability to concentrate and to follow a complex series of steps.
Finally, the atmosphere is always one of kindness and respect. The children learn to respect the work and space of others. The teachers recognize that the innate dignity of the toddler and treat him accordingly.
ELEMENTARY CLASSROOM
(Six to 12 years)
The goal of an elementary classroom is to develop the child’s growing abilities to think abstractly and to think with imagination. The environment also fosters the growing social skills of the child. The elementary classroom builds on the experience of the primary classroom while reflecting a new stage of development, and offers the following:
An integration of the arts, sciences, geography, history, and language that
evokes the imagination and abstraction of the elementary child.
The presentation of knowledge as a part of a large scale narrative which unfolds
the origins of the earth, of life, of human communities (agricultural and
urban), of empires, and of modem history, always in the context of the inter-relatedness
of life.
The presentation of the formal scientific language of zoology, botany, anthropology,
geography, geology, etc., in order to expose the child to accurate, organized
information which reflects the child's intelligence and interests.
The same basic areas of learning that were present in the primary classroom (practical life, sensorial, language, math, and cultural) are present in the elementary classroom, but are expanded and adapted to correspond to the developmental abilities of the child, and to his expanding knowledge. For example, the practical life exercises are now important as the child takes an important role in the maintaining the physical space he works in and in maintaining a community.
While the primary child was said by Montessori to have an “absorbent mind”, the elementary child’s learning process is driven by his “rational mind”. The classroom virtually hums with activity as children learn by developing questions, and discovering the answers to those questions. The teachers make frequent use of time lines, picture charts, and other visual aids to provide a linguistic and visual overview of the first principles of zoology, anthropology, geography, and geology. The math curriculum is presented with concrete materials, which simultaneously reveal the arithmetic, geometric, and algebraic concepts. Language is taught through further use of special materials, but also through the study of literature. Science concepts are explored through demonstrations and experimentation.
Montessori trained teachers are able to integrate the teaching of all subjects, not just isolated disciplines, as a part of a whole intellectual tradition. The emphasis on open ended research and in depth study using primary and secondary sources (books) as well as other materials, including the use of community resources that extend beyond the four walls of the classroom.
Adapted from the website www.MontessoriConnections.com. Used with permission.
“ If the idea of the universe is presented to the child in the right
way, it will do more for him than just arouse his interest. It will create
admiration and wonder, a feeling loftier than interest, and far more satisfying.”
Maria Montessori
Montessori, through her observations of children, outlined a beautiful elementary program filled with hands-on experiences. These key experiences intensify learning with interactive timelines, stories, and symbols from antiquity. The plethora of materials is steeped in historical imagery so students understand how all living and non-living things on our planet are interrelated and interdependent. These symbols are integrated throughout the curriculum, and weave a web of unity. The student becomes aware of the relationship between study areas and how all things are connected.
One such unifying symbol is the triangle. Following is an example of how this simple symbol helps breathe life into ordinary and not-so-ordinary elementary Montessori lesions.
Area of study
Unifying Symbol: Triangle
Geometry We study geometric solids: square based pyramids and triangular based
pyramids
We study the seven possible triangles and their sides and angles
We use constructive triangles to determine equivalency, congruency, and similarity
Math We use measurement and addition to find the area of a triangle
We find the fractional parts of a triangle
Language Square based pyramids are the symbols for the article, adjective,
noun and pronoun in Montessori grammar
Color-coded triangles represent the noun family when diagramming sentences
History The Great Pyramids at Giza are the historical link for the noun family
stories
The triangle is a prehistoric symbol for a female
The triangle is the symbol of life in many cultures and religions
Science The triangle is shown to represent the three kingdoms of the earth:
plant, animal, and mineral
“We seek to sow life in the child rather than theories, to help him in
his growth, mental and emotional as well as physical. And for that we must
offer grand and lofty ideas to the human mind.”
Maria Montessori
PRIMARY CLASSROOM
(Three to six years)
The Montessori classroom is a "living room" for children. Children choose their activities from open shelves with self-correcting materials and work in distinct work areas - on tables or on rugs on the floor. Over a period of time, the children develop into a "normalized community" working with high concentration and few interruptions. The classroom includes the following components:
The practical life exercises enhance the development of task organization
and cognitive order through care of self, care of the environment, exercises
of grace and courtesy, and refinement of physical movement and coordination.
The sensorial materials enable the child to order, classify, and describe
sensory impressions in relation, length, width, temperature, mass, color,
etc.
The math materials, through concrete manipulative materials, allows the child
to internalize the concepts of number, symbol, sequence, and operations
The language work includes oral language development, written expression,
reading, and the study of grammar, creative dramatics, and children's literature.
Basic skills in writing and reading are developed through the use of sandpaper
letters (loose alphabet letters) and other materials, which allow children
to effortlessly link sounds and symbols and to express their thoughts in writing.
The child is also presented with geography, history, life sciences, music,
art, and movement education, through the cultural materials.
Virtually every environment will also have an elliptical line on the floor. This is generally used for "walking on the line" activities that help children develop gracefulness and for the "silence game" where children can practice sitting without making a sound. The line is also frequently used for a large group meeting area. It is here, or in some other designated area, where the class meets as a whole. Often a class will have on or two large group meetings each day. One will usually serve as an opening meeting and precede a more individualized work period, and another will serve as a closing or transitional group time preceding the next activity (i.e., time out doors, lunch, dismissal, etc.) The group meetings may be used for large group presentations of materials, movement, and music activities, group celebrations, snacks, games, and discussions.
Adapted from the website www.MontessoriConn ections.com. Used with permission