The Montessori Method of Education
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The Montessori Method of education was developed by Dr. Maria Montessori. It is a knowledge-rich, child-centered educational approach that is embraced around the globe. Children learn in a carefully prepared learning environment with a comprehensive curriculum presented in the form of multi-sensory, hands-on materials. This approach values the development of the whole child—physically, socially, emotionally, and cognitively. At its heart, the Montessori method emphasizes independence, freedom within limits, and a respect for the child. Classroom spaces are purposefully designed and materials carefully curated in pursuit of an educational partnership. Dr. Montessori believed that the goal of the educational process was to cultivate a child’s natural desire to learn.
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Montessori educators take a great deal of time to design and prepare environments for their students. Every tool, piece of furniture, and shelf is meticulously selected and arranged such that students are able to independently know it and access it. This instills in students a sense of reverence: that their everyday interactions with the world are purposeful and profound. Children are taught to take are of their environment; they are taught this through continuous modeling by all of the adults, who are trained to showcase their grace and respect. Dr. Montessori held just such a conviction: that the environment, in addition to the student and the classroom guide, is the “third teacher.” Just as every child effortlessly absorbs their native language, so they absorb the ideas guiding the design of their environment.
In a Montessori classroom you will experience a clear sense of freedom, but you will also realize that freedom is attainable for the children only because the environment is carefully prepared and controlled in a different way. There are a few rules, but they are consistent and equitable. Students learn not to disturb each other or to misuse the materials. They are shown how to select an exercise carefully, complete the procedure, repeat it as many times as desired, and replace it on the shelf as they found it. They learn that preparation and clean-up are part of the activity, not an adjunct. Within these limitations they have the opportunity to choose from every activity the teacher has presented to them.
Dr. Montessori observed that children are motivated through the work itself and that children, like adults, learn best by doing rather than by being filled with facts. Concentration, determination, and purpose established in early childhood lead to confident, successful learning later in life. At The Montessori School, children learn how to observe, think, and evaluate and experience the joy of learning. The Montessori approach is not a tweaking of traditional models of education, it is a completely different way of learning and teaching designed to prepare children for success in an increasingly complex world.
In a Montessori classroom you will experience a clear sense of freedom, but you will also realize that freedom is attainable for the children only because the environment is carefully prepared and controlled in a different way. There are a few rules, but they are consistent and equitable. Students learn not to disturb each other or to misuse the materials. They are shown how to select an exercise carefully, complete the procedure, repeat it as many times as desired, and replace it on the shelf as they found it. They learn that preparation and clean-up are part of the activity, not an adjunct. Within these limitations they have the opportunity to choose from every activity the teacher has presented to them.
Dr. Montessori observed that children are motivated through the work itself and that children, like adults, learn best by doing rather than by being filled with facts. Concentration, determination, and purpose established in early childhood lead to confident, successful learning later in life. At The Montessori School, children learn how to observe, think, and evaluate and experience the joy of learning. The Montessori approach is not a tweaking of traditional models of education, it is a completely different way of learning and teaching designed to prepare children for success in an increasingly complex world.
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The Work Cycle
There are many features which characterize a secure, yet stimulating environment appropriate to the needs of a child. Safety in the physical sense is a given. Ideally there is also an intangible quality or “feeling” that permeates the entire school, emanating from the staff and present in each classroom, nurtured by the teacher. Montessorians seek to provide positive support, believing that the good within each child will flourish and develop. Developing a positive emotional climate is the responsibility of the adult. To maintain that climate, the children gradually accept simple ground rules. We are not free to harm others or to disturb the work of others. Lessons involving grace and courtesy are implemented in daily life. Dr. Montessori created an environment where certain characteristics of childhood were revealed that had not been previously observed. One phenomenon was the ability to work for long periods of time in concentrated activity. For this to occur, an unbroken cycle of three hours must be provided.
When the time available is less than three hours, the great work period does not occur and the work cycle does not complete itself. To protect themselves from the frustration of having their great work period interrupted, children either do not choose any work after the false fatigue or they choose something that involves only superficial involvement. Considering the intensity of the “great work period” and the value derived from the child's development of concentration, regular attendance, adequate rest, and the opportunity for physical exercise before and after school is important. Your child should feel rested strong when they arrive each morning. Careful consideration should be given to nutrition, bed times and opportunities for physical activity after school. |
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Repetition
Understanding an idea and accepting a concept are just the beginning; they are the precursors to meaningful repetition for a child. Occasionally curiosity and creativity can be confused with idle manipulation of an object or an idea. A period of involvement and deep integration begins when children of their own volition choose, focus on, and repeat an activity. A sense of satisfaction and calm may be observed. Dr. Montessori said upon observing such a child, “He shows no progress in speed or skill. It is a kind of perpetual motion. The achievement of repetition, no matter how trivial it is to the adult, gives a strength of power and independence to the child.” True inquisitiveness and curiosity are expanded here. An inner need of the child has been satisfied. In the classroom and at home we need to protect children from interruptions during such a period.
Understanding an idea and accepting a concept are just the beginning; they are the precursors to meaningful repetition for a child. Occasionally curiosity and creativity can be confused with idle manipulation of an object or an idea. A period of involvement and deep integration begins when children of their own volition choose, focus on, and repeat an activity. A sense of satisfaction and calm may be observed. Dr. Montessori said upon observing such a child, “He shows no progress in speed or skill. It is a kind of perpetual motion. The achievement of repetition, no matter how trivial it is to the adult, gives a strength of power and independence to the child.” True inquisitiveness and curiosity are expanded here. An inner need of the child has been satisfied. In the classroom and at home we need to protect children from interruptions during such a period.