The Montessori Philosophy

Montessori is an empirical discipline aiming to study and to help the development of the human individual from birth to maturity within the context of his life-situation. It is an educational method insofar as education is an integrative part of the formative process. Dr. Maria Montessori in discovering the role of the Child in the formation of Man, became its helper and its advocate. She thus generated a movement in which those involved in human sciences and their applications can find a coordinating factor in the resulting vision of man. Its impact within this broad and complex field has been considerable throughout the ongoing century. The most tangible manifestation, however are to be found in the educational field at large, from preparation for parenthood, childbirth and infant care at home and in institutions, at centers concerned with the learning process in children from birth to three years, three to six, six to twelve and beyond with both normal and handicapped children . Montessori should concern all who are genuinely interested in children and in man's future.

History of Montessori

Dr. Maria Montessori, the founder of the Montessori Method, graduated from the medical school of the University of Rome in 1896, and was the first woman to practice medicine in Italy. As a physician, Dr. Montessori was very involved with the care of young children. Through scientific observation, she came to see how children interacted with one another, learned through the use of materials she provided, and went through specific phases of development. Her approach to education was developed based on her observations, in collaboration with her background in psychology and her belief in the education of children as a means to create a better society. She continued to observe children around the world and found that the universal law of development she had recognized were inherent to children of all races and cultures.. The Montessori approach to education continues to be respected and practiced internationally.

 

How The Children Learn

The use of the material is based on the young child's unique aptitude for learning which Dr. Montessori identified as the Absorbent Mind. In her writings she frequently compared the young mind to a sponge. It literally absorbs information from the environment. The process is particularly evident in the way which a two year old learns his native language without formal instruction and without the conscious tedious effort which an adult must make to master a foreign tongue. Acquiring information in this way is a natural and delightful activity for the young child who employs all his senses to investigate his interesting surroundings.

Since the child retains this ability to learn by absorbing until he is almost seven years old Dr. Montessori reasoned that his experience could be enriched by classroom where he could handle materials which would demonstrate basic educational information to him. Over sixty years of experience have proven her theory that a young child can learn to read, write and calculate in the same natural way that he learns to walk and talk. In a Montessori classroom the equipment invites him to do this at his own periods of interest and readiness.

Dr. Montessori, always emphasized that the hand is the chief teacher of the child. In order to learn there must be concentration, and the best way a child can concentrate is by fixing his attention on some task he is performing with his hands. (The adult habit of doodling is a remnant of this practice.) All the equipment in a Montessori classroom allows the child to reinforce his casual impressions by inviting him to use his hands for learning. ( Ref. From A Parent's Guide to the Montessori Classroom - by Aline D. Wolf).

The Montessori Teacher

The role of a Montessori teacher is one of guide and observer, whose ultimate goal is to intervene less and less as the child develops. The teacher builds and atmosphere of clam, order and joy in the classroom and encourage the children in all their efforts, thus promoting self-confidence and discipline. With the younger students at each level, the teacher is more active, demonstrating the use of materials and presenting activities based on an assessment of the child's needs. Knowing when to observe and when and how much to intervene is a skill the Montessori teacher develops during a rigorous, specialized course of training at training centers though out the world