THE MONTESSORI METHOD
Dr. Montessori founded a theory of education that has had a profound influence on the lives of thousands of children throughout the world since the beginning of the 20th century. She wrote that we should “ ...help the individual from birth and protect his environment”. From this crucial idea the whole of Montessori’s theory, her recommendation for educational practice including the organisation of the environment, the curriculum and the important role of the educator, have developed.
The Montessori method is an approach to education used predominately in the pre-school field. It is also used at the Junior, Middle and Senior levels. From being obscure and elitist, the method has now been widely adopted and there are now over twenty five thousand Montessori schools in 120 countries around the world.
The Montessori approach to education requires that children are placed in a well planned, well structured environment which will meet their individual, educational and cultural needs. The children are free to follow their own interests in this planned environment rather than be forced to learn something inappropriate to their developmental needs. The result is that children develop in a natural way and are highly motivated. They develop good discipline and master basic skills. To bring about these results, the teacher is educated in specific skills, the curriculum is carefully planned to reflect the children’s own culture and educational needs. The resources are specifically Montessori and the outcomes are unique.
The Montessori curriculum has a framework, which specifies learning outcomes and the knowledge and skills to be learned. It is divided into six areas of learning:
- Practical Life
- Sensorial
- Mathematics
- Language and Literacy
- Cultural Subjects (which include Geography, History, Science, Experimental Science)
- Creative Subjects (Art, Craft, Music, Movement and Dance)
The Montessori Teacher carefully observes the children in her class to ascertain the developmental needs of each individual child. Then comes the task of preparing the environment and the materials in it to meet the various needs of the individual children within the group. As the children begin to make free choices and interact and discover the materials, the teacher facilitates and guides their learning. There are some small group lessons when the teacher introduces new concepts and encourages the children to ask questions, investigate and discover new ideas.
The Prepared Environment is the physical appearance and the arrangement of the didactic materials adhering to certain principles that focus on meeting the needs of the ‘whole’ child. It is the teacher’s role to prepare and maintain this environment. These principles encompass:
- Freedom of movement and freedom of choice for the children
- Structure and order in the arrangement and sequence of the materials
- An atmosphere that is attractive, warm and inviting
- Materials that provide active learning experiences
- Vertical age grouping
- A closeness to nature and the natural world and activities and materials that reflect the reality of life not fantasy
The classrooms are open plan with the didactic activities arranged in areas and the children are given the freedom to move around and choose the activities that interest them. For the most part the materials have a control of error- this will give the children a sense of empowerment and helps them to become independent learners.
The outdoor environment is important. First and foremost the school should be located in a natural environment with trees, bushes, plants and animals so that the children remain close to nature. In addition, there will be attractive and safe equipment to encourage the development of different physical skills as well as to provide opportunities for the children to socialise with one another.
The Montessori classrooms are always attractive, warm and inviting and there are plenty of materials which reflect the children’s own culture. However, the classroom should not be over-stimulating but rather have a calming effect.
The Montessori didactic materials are the tools that provide the children with ‘hands on’ active learning experiences. Through this direct experience and the process of discovery and investigation, the children gradually progress from the concrete to the abstract. The principle of reality, not fantasy, is one of the distinguishing features of a Montessori classroom. The idea is to teach the children about how to live in the real world and the Exercises of Practical Life are the first activities that provide these experiences. Children learn how to look after themselves and the environment in addition to how to behave socially.
As a result children who experience a Montessori education are highly motivated, learn to be independent, self-confident and self –disciplined. Each and all are given the opportunity to develop their innate abilities to the full potential in an atmosphere where competition is irrelevant and non-existent. As a consequence they develop drive and a high level of achievement.
Aileen O’brien
Director of Training
Montessori School of Shanghai
