Montessori

                                           Montessori

 

 



 

 

 

 

 

 

 

 

 

Maria Montessori

Maria Montessori was born in 1870 in Chiaravalle Italy, but she grew up in Rome. She was the first female in Italy to become a Physician after she graduated from Medical school in 1896. Maria was raised in a family that valued education, she had a good education which was rare for women in this era. Maria was not like a traditional woman of that time and she did not succumb to the pressures of these traditions. In addition to her interests in medicine she was passionate about education. Her interests where researching methods of teaching, educational theories and the way children learn. 

In 1907 Maria opened a children's house for the uneducated, poor children in Rome, this was the first 'school' system established for the poor in that area. It was called 'Casa dei Bambini'.
 

 

 

 

 Maria's goal was to create a learning environment that would stimulate the children's natural desire to learn. Children would naturally imitate adults therefore one of her learning tools were for children to clean up after themselves for example wipe the table, prepare their own drink or wash the dishes. Just like an adult would do. The school only had basic household objects but it was still possible for the children to engage and interact.

 

Montessori Education Approach

 

The Montessori Education Approach is featured around the development of the child. The approach was designed to address individual learning styles. It is also known as the Montessori Method.

 

Stated by Isaccs,B.(2012,pp.18) 

The Montessori Approach 'lays a firm foundation for the whole future of the child, both in attitudes to social aspects of life and to learning.' 

The method is child-centred and the foundations of the framework are based on sensory experiences which are vital for learning.

Montessori said that if a task arouses interest then the child is engaging.  Montessori came to the conclusion that children need consistency, stability and a predictable environment in order for normal development. (Isaacs,2012).
 That is why order in the Montessori classroom is important, it supports children's learning and development. The approach is based on the nature of the individual child, active learning, social relationships and social awareness.

 

Areas of Learning

• Hands on experiences
• Practical Life
• Sensory development
• Cultural subjects
• Language and Literacy
• Creativity

Montessori Classroom

A typical Montessori classroom would consist of learning materials which are categorized into sensory tools for example there would be a shelf for visual materials and a different shelf for auditory materials. The toys are all based around the senses. They are colour coordinated, tactile and stereo gnostic. The aim of this is to develop a multi-sensory approach. The classroom is quite formal and structured but all objects are within reach of the children. The children then can independently get the objects the wish to play with. All equipment and furniture is child friendly and child size.

 

 

                                                                    

 

 

The classroom is an open plan space with low levelled shelves so that it is possible for children to reach learning materials. The learning materials are in specific order. After the child has finished with his/her activity he/she will have to put the materials or object back in order on the correct shelf ready for the next child. It is said by ICME, (2001) 'This external structure and order helps the child build his internal order.'

The classroom will have pets and plants for the children to nurture, feed and water. This is another Montessori principle that it is important for children to feel close to nature. The children will then feel a sense of empowerment and it will teach them to become responsible.

The classroom is a peacful envrioment.

   

Montessori's development Stages

Montessori believed that children's development can be organised into three six year periods.(Issacs,B.2012)

1. Birth to six-Key feature of this stage is 'independence'. There are sensitive periods in this stage of development.

     2. Six to twelve- The child engages with social life and is ready for new experiences.

      3.Twelve to Eighteen- Puberty and feels the need to identify with his/her social group.

 

Role of the Teacher

Issacs,B.(2012) "Montessori teachers use their observations and understanding of the sensitive periods as tools in organising and preparing the favourable environment and in planning children's learning."

Montessori teachers should never impose on a child's learning but should oversee the child instead. The teacher should offer help and guidance when needed but allow the child to observe and engage on their own. This will then help the child's observation and critical thinking skills. The teacher will prepare the classroom and make sure it is in order. The role of the teacher is to maintain this prepared environment. It is important that the teacher can direct and encourage the learning.

References

NAMC (2014) What is Montessori?
http://www.montessoritraining.net/what_is_montessori/overview.htm
(Accessed: 2014).



Isaccs,B.(2012) Understanding the Montessori Approach, Montessori's views of children's development(2), London:Routledge,pp.21



American Montessori Society (2013) Maria Montessori.
http://amshq.org/Montessori-Education/History-of-Montessori-Education/Biography-of-Maria-Montessori (Accessed: 2013).



Shugurensky,D. (2002) History of Education: Selected Moments of the 20th Century.
http://fcis.oise.utoronto.ca/~daniel_sch/assignment1/1907montessori.html
(Accessed: 13 June 2002).



ICME (2001) The Montessori Method.
http://www.montessori-icme.com/method.html
(Accessed: 2001).