Montessori Methods

Montessori Method

The Montessori method is an alternative child educational method based on child development theories originated by Italian educator Maria Montessori (1870-1952). The Montessori method discourages traditional measurements of achievement (grades, tests) on the premise that it damages the emotional inner-growth of children (and adults), yet, it does measure feedback and qualitative analyses of a child’s schooling performance, usually recorded as a list of skills, activities, and critical points, and sometimes including a narrative explanation of the child’s educational achievements, strengths, and weaknesses – with the emphasis upon the improvement of said weaknesses. The Montessori method of child education is characterised by self-directed activity on the part of the child with observation on the part of the teacher, often called a director, directress or guide. The teacher will use their observations of the childs activity to adapt the child’s learning environment to his/her development level, introducing auto-didactic (self-correcting) equipment to facilitate the learning of concepts. Reading is taught via phonics and whole language. The premises of a Montessori approach to teaching and learning include the following:

That children are capable of self-directed learning.
That it is critically important for the teacher to be an ‘observer’ of the child instead of a lecturer. This observation of the child interacting with his or her environment is the basis for the continuing presentation of new material and avenues of learning. Presentation of subsequent exercises for skill development and information accumulation are based on the teacher’s observation that the child has mastered the current exercise(s).
That there are numerous ‘sensitive periods’ of development (periods of a few weeks or even months), during which a child’s mind is particularly open to learning specific skills or knowledge such as crawling, sitting, walking, talking, reading, counting, and various levels of social interaction. These skills are learned effortlessly and joyfully. Learning one of these skills outside of its corresponding sensitive period is certainly possible, but can be difficult and frustrating.
That children have an ‘absorbent mind’ from birth to around age 6, possessing limitless motivation to achieve competence within their environment and to perfect skills and understandings. This phenomenon is characterized by the young child’s capacity for repetition of activities within sensitive period categories, such as exhaustive babbling as language practice leading to language competence.
That children are masters of their school room environment, which has been specifically prepared for them to be academic, comfortable, and to encourage independence by giving them the tools and responsibility to manage its upkeep.
That children learn through discovery, so didactic materials with a control for error are used. Through the use of these materials, which are specific to Montessori schools (sets of letters, blocks and science experiments) children learn to correct their own mistakes instead of relying on a teacher to give them the correct answer.
That children most often learn alone during periods of intense concentration. During these self-chosen and spontaneous periods, the child is not to be interrupted by the teacher.
That the hand is intimately connected to the developing brain in children. Children must actually touch the shapes, letters, temperatures, etc. that they are learning about–not just watch a teacher or TV screen tell them about these discoveries.

Strengths

The Montessori teaching method provides a rich learning environment empowering a child to develop to his or her full potential. We aim to guide children on their exciting voyage of discovery, in the journey to independent life.

Three core values permeate our Nursery School:

Quality Montessori education.
A partnership between home and School.
A strong sense of community as well as contribution to the larger community.

Built around our core values, our Nursery demonstrates the following strengths:

Quality, Montessori and Early Years trained staff.
Staff and family community with diverse backgrounds.
High level of staff retention.
Toddler, Pre-School and Aftercare curriculum, in calm peaceful relaxing, homely atmosphere.

The history of Montessori

Dr. Maria Montessori was born in Chiaravalle, Ancona, Italy in 1870. She was the first women to graduate from The University of Rome La Sapienza Medical School, becoming the first female doctor in Italy.

After becoming intrigued with trying to educate children with special needs she began a post-graduate research degree into the intellectual development of special needs children. She later developed what came to be called the Montessori Method as an outward growth of her studies by extending the application of her successful techniques to children without learning and development disabilities.

In 1906, Dr. Maria Montessori was well-known enough that she was asked to head a day-care center in Rome’s poor San Lorenzo district. She used the opportunity to observe the children’s interactions with sensorial materials (materials developed to appeal to the senses). Based on her observations she would refine and develop new materials with which the children could work. It is this self-directed, interactive, materials-centered approach, where the teacher mainly observes while the children select objects specifically designed to impart conceptual frameworks and skills that is the hallmark of the Montessori method of education.

With the 1907 opening of Dr. Montessori’s first school in Rome, her surname – Montessori – became associated with schools applying her educational approach and educational materials in schooling tailored to children’s developmental needs.

Montessori Methods

Montessori Method

Strengths

The history of Montessori

Further reading