The Montessori Education Philosophy

Dr. Montessori developed her educational philosophy as a result of observations and discoveries she made of the ways in which children learn. She found that they learn in distinctly different ways at different stages of development. She formulated an educational program to meet the particular needs of the child at whatever stage of development, to help him/her reach his/her fullest potential.

Dr. Montessori preferred not to call this a "method," but an "approach" to life. She said, "What I have done is merely to study the child, to take and express what he has given me." She believed that no one is educated by another - he must do it himself, and thus, the goal of early childhood education should be to cultivate the child's own natural desire and ability to learn and to protect the essential nature of the child.

Montessori Learning

Young children, she discovered, have a unique aptitude for learning not found again at any other period of life. Montessori identified this quality as the "absorbent mind." The young child literally absorbs information from his or her surroundings. During certain periods in this phase of development s/he is more easily able to absorb specific types of learning. Dr. Montessori referred to these as the "sensitive periods." Acquiring information in this way is a natural and delightful activity for the young child who employs all his senses to investigate his interesting surroundings.

Since the child retains the ability to learn by absorbing until s/he is almost seven years old, Dr. Montessori reasoned that a classroom where s/he could handle the materials that would demonstrate basic educational information could enrich his or her experience. Montessori designed just this kind of classroom, and she called it the "prepared environment." In this environment everything is scaled to the child's size; the material is attractive, didactic, and presented in an orderly manner. The materials cover the areas of practical life (care of the person and the environment); sensory awareness; language; mathematics, and cultural subjects (art, music, geography, history and science). In the classroom the environment is the real teacher; the child, the central focus.

The Task of the Montessori Teaching Staff is:

• to prepare a series of motivational activities linking the child with the materials;

• to direct and relate the child's energies to the material, according to the state of development;

• to demonstrate their proper use, and then to refrain from interference.

Within the prepared environment children of different ages and abilities work, each at his/her own rate, never under pressure to compete with other classmates. Children refer to their activities as "work." They speak of their "work" with pride, equating it to their parent's work.

The program is designed to help the child to develop concentration, coordination, inner discipline, and good working habits. As the child grows to self-discipline, s/he is allowed greater and greater freedom to move about the environment and work with whatever materials s/he chooses, provided they are appropriate to the child's developmental level and that they are used in a constructive way.

Learning by Doing

The children in a Montessori classroom learn by doing; they pursue their tasks independently either in a group or alone. The Montessori Teaching Staff acts as a guide and a stimulus to their never-ending curiosity. Montessori materials are designed to be self-correcting, which encourages independent problem solving and eliminates the correctional, disciplinary role of traditional teacher. Montessori Teaching Staff and students are fast friends with a healthy respect for one another.

Montessori believed that a child who is allowed to develop his or her personality freely and independently, who is encouraged to investigate and try new things would grow to be a far more responsible and creative adult than one who is heavily suppressed and disciplined. Her philosophy is not to be confused with over-permissiveness as is usually construed. There is an order in a Montessori classroom that works to the advantage of everyone. Children quickly learn that if they care for their environment and their fellow human beings, they themselves will have a richer variety of experiences. They learn that freedom is precious, but to retain it we must assume certain responsibilities.

The Montessori Environment

The Montessori environment is a highly social one in which the children are continually interacting with and caring for each other. They are proud of their environment because they are directly involved with caring for it and contributing to it. There is a great deal of material available to them concerning plants and animals throughout the world. Artists and musicians are represented through reproductions and recordings of their works, and children enter the world of the arts through participation in arts and crafts and musical activities.

The Montessori environment is designed to be a total environment, representing the child's world. It is hoped that each child will achieve a feeling of self-confidence, enthusiasm and responsibility about his/her world, and a sense of satisfaction about him/herself.