Classroom
Montessori Education & Philosophy
Montessori Preschool Methods
- Emphasis is on cognitive and social development
- Teacher has an unobtrusive role in the classroom
- Environment and method encourage self-discipline
- Mainly individual instruction
- Mixed age group
- Grouping encourages children to teach and help each other
- Child chooses own work
- Child discovers own concepts from self-teaching materials
- Child works as long the child wishes on chosen project
- Child sets own learning pace
- Child spots own errors from feedback of material
- Child reinforces own learning by repetition of work and internal feelings of success
- Multi-sensory materials for physical exploration
- Organized program for learning care of self and environment
- Child can work where the child chooses, move around and talk at will (yet not disturb the work of others); group work is voluntary
- Organized education for parents to better understand the philosophy and collaborate
Traditional Preschool Methods
- Emphasis on social development
- Teacher is center of classroom (more obtrusive)
- Teacher is primary enforcers of discipline
- Group and individual instruction
- Same age grouping
- Most teaching is done by one adult
- Curriculum is structured for the child
- Child is guided to concepts by the teacher
- Child is generally allotted a specific time for work
- Instruction pace is usually set by the group norm
- When work is corrected, errors are usually pointed out by the teacher
- Learning is reinforced externally by repetition and rewards
- Fewer materials for sensory development
- Less emphasis on self-care instruction
- Child is usually assigned own chair or desk; encouraged to participate; sit still and listen during group sessions
- Voluntary parent involvement in the learning process
Frequently Asked Questions about Montessori Preschool Education
Most educators and psychologists today agree that the single most important period in development occurs between birth and age five. When properly nourished and stimulated the child’s mind forms patterns for learning that serve him well through out his life. The Montessori preschool education has proven to be one of the most effective and fastest growing methods to guide a child through these critical years.
In many preschools a teacher teaches children educational concepts in a group. In a Montessori preschool the children learn concepts spontaneously as they work independently with the many materials in the prepared environment.
Dr. Maria Montessori, over 100 years ago, was Italy’s first female medical doctor. Using her scientific background, she began observing children in Rome. Based on her observations she developed unique materials, a child-centered environment, and was one of the first persons to revolutionize educational thought by stressing respect for the child, freedom of expression, self-education, and learning through use of movement and the senses.
The Montessori method of education is basically a unique approach to learning. Rather than “teaching” the child concepts, an environment is designed to stimulate the child’s interest and facilitate her understanding and learning capacities spontaneously with very little adult intervention.
The main purpose of the Montessori method is to prepare an environment where the child can unfold spontaneously and manifest the greater person within. According to Maria Montessori, “the child is the father of the man.” As the child begins to develop inner self, his love of life and learning expands continuously.
The Montessori classroom is a child-sized world. Whatever is in the world outside can be incorporated meaningfully into a Montessori classroom. To a child, the world is unmanageable – – it is too big, too complex and often too confusing. By careful selection of materials by the Directress (teacher), an environment is set up to allow the child to explore life at a level she can understand. The materials or exercises are designed to stimulate independent exploration. This prepared environment entices the child to proceed at her own pace from simple activities to more complex ones. Through this process the child’s natural curiosity is satisfied as she begins to experience the joy of discovering the world about her. Materials and curriculum center on practical life, sensorial, language, math, geography, sciences, art, music, drama and dance/movement.
The Montessori method is an “approach to learning” and as such has no distinction of class or intelligence. It has been successful in all parts of the world and with all kinds of learning styles. The Montessori style is appropriate for every child but not necessarily for every family home culture. If you do not personally value rituals, routines and consistency and find them important, then it is unlikely that you will be satisfied with the culture of a Montessori program.
The Montessori teacher is called a guide because they facilitate the classroom activity. They carefully plan the environment in the interests of the children and help the children progress from one activity to the next. They are trained to deal with each child individually allowing the child to choose from many activities within their range of ability. The guide stands back while a child is working and allows them the satisfaction of their own discovery.
The concept of freedom within the classroom is one of freedom within limits. A child is allowed to work freely so long as they do not disturb others. Actually, the children having the freedom to follow their interests are generally engaged and busily involved with their work. There seems to be a spirit of respect, love and cooperation among the children.
Maria Montessori outlined various periods of “sensitivity”. During these times, a child is more capable of and interested in learning specific concepts. At age 2.6 to 3.6 a special sense of order, concentration, coordination and independence begin to emerge. This time is ideal to being a child’s training in Montessori as he is at the perfect period to build a strong foundation for future learning.
The Montessori experience is for five consecutive days in order to allow the spontaneous learning of the child to flow smoothly. A child taken in and out of school does not have the same opportunity to pursue their unfolding interests.
Socialization is very much a part of the Montessori method. In the classroom children are interacting continuously, choosing to work on projects together while older children help younger ones. Each day there is some sort of group activity as well as play outside.
Montessori is not a static or closed system of education. While there are certain materials and methods that have been proven effective during the years, Montessori is as much an attitude about education and children as it is a specific method.
We encourage parent involvement through meetings, discussions, phone calls, parent education and the occasional celebration. The more parents understand the developmental experiences of their child, the better able they are to follow through at home.
