WHO WAS MARIA MONTESSORI

About Montessori Cares

Maria Montessori lived from 1870 to 1952. She was the first woman to attend medical school and the first female Doctor of Medicine in Italy. Through her work with handicapped and socially deprived children, she developed her unique educational method, known as the Montessori method. As a result of her further study, observation, and experimentation, she found the principles of her method to be applicable to all children. She has had an impact on the field of education in general and the way we understand and teach children today.
Montessori's influence can be seen not only in the number of schools that bear her name, but throughout the fields of child care, education, and child development. Many of her ideas are now part of our common knowledge, language, and thinking about children. She was an innovator in the field of education and ideas that were once met with great resistance in her day now seem natural as accepted aspects of childhood.

This system of education is both a philosophy of child development and a rationale for guiding such growth. It is based on the child's developmental needs for freedom within limits, as well as, a carefully prepared environment which guarantees exposure to materials and experiences. Through this, the child develops intelligence as well as physical and psychological abilities. It is designed to take full advantage of the child's desire to learn and their unique ability to develop their own capabilities. The child needs adults to expose him to the possibilities of his life, but the child must determine his response to those possibilities.

The child has a deep love and need for purposeful work. He works, however, not as an adult for completion of a job, but the sake of an activity itself. It is this activity which enables him to accomplish his most important goal: the development of himself - his mental, physical, and psychological powers.

The whole child approach - The primary goal of a Montessori program is to help each child reach their full potential in all areas of life. Activities promote the development of social skills, emotional growth, and physical coordination as well as cognitive preparation for future intellectual academic endeavors. The holistic curriculum, under the direction of a specifically prepared teacher, allows the child to experience the joy of learning, the time to enjoy the process, and ensures the development of self-esteem. It provides the experiences from which children create their knowledge.

The Prepared environment - In order for self directed learning to take place, the whole learning environment - classroom, materials, and social setting / atmosphere - must be supportive of the child. The teacher provides the necessary resources, including opportunities for children to function in a safe and positive environment. Together, the teacher and child form a relationship based on trust and respect that fosters self confidence and a willingness to try new things.

The Montessori materials - Dr. Montessori's observations of the kinds of things which children enjoy, and go back to repeatedly, led her to design a number of multi-sensory, sequential, and self correcting materials to facilitate learning.

The teacher - Originally called a "directress", the Montessori teacher functions as a designer of the environment, resource person, role model, demonstrator, record-keeper and meticulous observer of each child's behavior and growth. The teacher facilitates learning. Extensive training is required for a full Montessori credential, including a minimum of college degree and a year's student teaching under supervision - is specialized for the age group with which a teacher will work, i.e. infant and toddler, pre-primary, or elementary level.

The main purpose of a Montessori school is to provide a carefully planned, stimulating environment which will help the child develop an excellent foundation for creative learning. The specific goals for the children who attend a Montessori school are:

Developing a positive attitude toward school - Most of the learning activities are individualized: i.e., each child engages in a learning task that particularly appeals to him...because he finds the activities geared to his needs and level of readiness. Consequently, he works at his own rate, repeating the task as often as he likes, thus experiencing a series of successful achievement. In this manner, he build a positive attitude toward learning itself.

Helping each child develop self confidence - In the Montessori school, tasks are designed so that each new step is built upon what the child has already mastered, thus removing the negative experience of frequent failure. A carefully planned series of successes builds upon inner confidence in the child assuring him that he can learn by himself. These confidence building activities likewise contribute to the child's healthy emotional development.

Assisting each child in building a habit of concentration - Effective learning presupposes the ability to listen carefully and to attend to what is said or demonstrated. Through a series of absorbing experiences, the child forms habits of extended attention, thus increasing his ability to concentrate.

Fostering an abiding curiosity - In a rapidly changing society, we will all be students at some time in our lives. A deep, persistent and abiding curiosity is a prerequisite for creative learning. By providing the child with opportunities to discover qualities, dimensions, and relationships amidst a rich variety of stimulating learning situations, curiosity is developed and an essential element in creative learning has been established.

Developing habits of initiative and persistence - By surrounding the child with appealing materials and learning activities geared to his inner needs, he becomes accustomed to engaging in activities on his own. Gradually, this results in a habit of initiative - an essential quality in leadership. "Ground rules" call for completing a task once begun and gradually results in a habit of persistence and perseverance for replacing materials after the task is accomplished. This "completion expectation gradually results in a habit of persistence and perseverance.

Fostering inner security and sense of order in the child - Through a well ordered, enriched but simplified environment, the child's need for order and security is intensely satisfied. This is noticed in the calming effect the environment has on the child. Since every item in the Montessori classroom has a place and the ground rules call for everything in its place, the child's inner need for order is directly satisfied.

BENEFITS OF THE MONTESSORI METHOD

Maria Montessori saw much need for reform in the educational system of her day, just as we see the same need for reform in our educational system today. Her goal was to develop the whole personality of the child, and her system is based on a strong belief in the spontaneous working of the human intellect. Her three primary principles are observation, individual liberty, and preparation of the environment. These principles and their various practical expressions with children are gradually becoming part of our educational system. Modem kindergarten classrooms use the child sized furniture and didactic materials first introduced by Montessori. Such current concepts as individualized learning and readiness programs, manipulative learning, un-graded classes, combined age groups, team teaching, and open classrooms reflect many of her early insights.

Parents of young children in the 90's want to feel safe and secure in leaving their children in an environment that provides for all of their academic, social and emotional needs. A Montessori environment does meet all of the above needs, but it also teaches children an "I can do it" attitude that will ensure their future success in all aspects of their life. Below are some characteristics and benefits of the Montessori method:

The items found on the shelves in the classroom are "materials" rather than "toys." The children "work with the materials" rather than "play with the toys." This allows the children to gain the most benefit from the environment by giving them a sense of worth - the same sense of worth adults experience as they go to their jobs and do their "work".

Ground rules protect the rights and liberty of each individual child and the group as a whole. They promote the internalization of pro social behaviors and values including: self-control of impulses, consideration of others, and a sense of responsibility for oneself and the welfare of the group. Ground rules can help to make life at school easier, make the days run more smoothly, enable children to be more independent, and help to develop responsibility. The number of ground rules is generally kept to a minimum, stated and presented in a positive manner with an emphasis on safety, respect for others / environment, and the results benefits all members of the group.

Here is a list of some typical, often automatic, ground rules used in most Montessori classrooms:

Many other common ground rules are established to insure safety if special equipment is used, when traveling as a group, or when staying within supervised areas.

Montessori children are unusually adaptable. They have learned to work independently and in groups. Since they've been encouraged to make decisions at an early age, these children are problem solvers who can make choices and manage their time well. They have also been encouraged to exchange ideas and to discuss their work freely with others and good communication skills ease the way in new settings.

To facilitate the transfer, good communication between the Montessori school and the traditional schools in a community must be maintained. Montessori parents and teachers can visit the traditional schools and prepare the child for whatever will be different. Teachers from traditional schools can be encouraged to visit the Montessori classes to observe the level of academic work.

Any good teacher will meet a child at that child's own level of development and make the necessary allowances for what has already been achieved. It is important for parents to monitor their child's work in the new academic situation and to keep in close contact with their child's teachers. Parent and teachers working together can ensure that the child will continue the love of learning acquired in Montessori.

The habits and skills, which a child develops in a Montessori classroom, are good for a lifetime. They will help him to work more efficiently, to observe more carefully and to concentrate more effectively, no matter where he goes. If he is in a stimulating environment, whether at home or at school, his self education - which is the only real education- will continue.

Research has shown that the best predictor of future success is a sense of self-esteem. Montessori programs, based on self directed, non-competitive activities, help children develop good self-images and the confidences to face challenges and change with optimism.

The main way children are introduced to the materials in the classroom is through careful presentation. A presentation is a time when the teacher slowly and precisely uses the material in its intended way while an individual or small group of children observe. During such a presentation unnecessary words and movements are avoided and actions are broken into discernible steps in order to increase understanding and the chance for success when the child uses the materials later. A particular point of interest may also be shown to attract the child to the materials.

At times it is appropriate and desirable for the teacher to offer some instruction to the child. This usually occurs at a separate occasion after times of repeated concentrated work with the materials has been observed. The teacher may then re-present the exercise in order to show variations or extensions or to help the child learn the terminology involved.

An essential part of the learning environment is the other children in it. The Montessori classroom provides ample opportunities for making friends, interacting with others, developing consideration for others, learning how to cooperate and fostering a sense of interdependence.

In the prepared environment, cooperation and a sense of community are stressed. individual differences are easily accepted and appreciated while each child is treated and taught as an individual. Children of different ages are together in the same group. This provides abundant opportunities for learning and helps to create a sense of family while everyone contributes and takes responsibility for the functioning and maintenance of the environment.

Because of the multi-aged group, the classroom has a heritage. The older children provide leadership, guidance, and act as models for the younger children. The older children also benefit by helping younger children, reinforcing previous skills, and knowledge and benefiting from the satisfaction of helping others. The mix of ages also provides opportunities for a variety of safe, lasting, and meaningful friendships.

The social life of the children is a vital aspect of the Montessori classroom and curriculum. Assisting the social skills, development, and abilities of children is vital to the implementation of an effective Montessori program. It is important that the complexities and ups I downs of relationships are supported and enhanced by adults sensitive to the needs and social development of children.

Montessori stated that children have a natural tendency to learning, that stages of learning exist for which there should be corresponding educational environments and appropriately trained teachers to "prepare the environment". The child learns independently using the components of the environment: the teacher guides and observes the child who chooses his activities. The teacher is the link between the child and the environment. The learning environment cultivates individualization, freedom of choice, concentration, independence, problem solving abilities, social interaction, interdisciplinary breadth, and competency in basic skills.

The toddler classroom offers very young children a unique year of self-development in a tender atmosphere of special understanding, respect, and support. They are unique in that they provide a very specific structure, which fulfills the social, physical, emotional, and psychological needs of each child.

In these environments, there is space for movement, space for individual work, and space for group activities. The eating area and the sleeping area are separate from the other areas. Everything in the environment is proportionate to the child's size and is designed to be safe and aesthetically pleasing for children. The toddler classroom is simpler an slower paced than the early childhood (three to six year old) classroom.

Toddlers are given opportunities to work in the development of language skill, art, music sensorial, and practical life. The practical life area is particularly emphasized as the activities in this area give children the chance to develop skills to care for themselves and their environment in the following areas: control of movement, and grace and courtesy Practical life activities are simple and can be accomplished by each child. They offer repetitive cycle, which helps the child establish patterns of order and sequencing. Due the fact that these are very real activities, each child becomes grounded in reality, building the child's self esteem is the ultimate goal and this is accomplished through repeated successes with these activities.

Through song and dance, and freedom of choice, the toddlers have access to a variety of large muscle activities that offer them opportunities to jump, climb, balance, crawl, or skip. These exercises as well as creative art activities, are offered for each child to choose. This freedom in a safe space is crucial to the toddler program. However, it is always tempered by two important limits that will be beneficial for a lifetime, respect for others and respect for the environment.

The Montessori classroom is a "living room" for children. Children choose their activities from open shelves with self correcting materials and work in distinct work areas - on tables or on rugs on the floor. Over a period of time, the children develop into a "normalized community" working with high concentration and few interruptions. The classroom includes the following components:

The practical life exercises enhance the development of task organization and cognitive order through care of self, care of the environment, exercises of grace and courtesy, and refinement of physical movement and coordination. The sensorial materials enable the child to order, classify, seriate, and describe sensory impressions in relation, length, width, temperature, mass, color, etc. The Montessori math materials, through concrete manipulative materials, allows the child to internalize the concepts of number, symbol, sequence, operations, and memorization of basic facts.

The language work includes oral language development, written expression, reading, the study of grammar, creative dramatics, and children's literature. Basic skills in writing and reading are developed through the use of sandpaper letters (loose alphabet letters), and various presentations allowing children to effortlessly link sounds and symbols and to express their thoughts in writing.

The child is also presented with geography, history, life sciences, music, art, and movement education.

Virtually every environment will also have an elliptical line on the floor. This is generally used for "walking on the line" activities that help children develop gracefulness and for the "silence game" where children can practice sitting without making a sound. The line is also frequently used for a large group meeting area. It is here, or in some other designated area, where the class meets as a whole. Often a class will have on or two large group meetings each day. One will usually serve as an opening meeting and precede a more individualized work period, and another will serve as a closing or transitional group time preceding the next activity (i.e., time out doors, lunch, dismissal, etc.) The group meetings may be used for large group presentations of materials, movement, and music activities, group celebrations, snacks, games, and discussions.

The parent of a Montessori student will have an opportunity to be involved in the Montessori program. Parents learn more about Montessori by: Attending orientation meetings to explain the program.

Attending meetings where the unique aspects of a particular classroom as well as the specifics of Montessori curriculum are presented.

Attending open houses where the children, as the host / hostess to their parents and siblings, present their favorite activities.

Attending parent discussions groups dealing with aspects of child rearing, home environment, and child psychology.

Observing the class and discussing any observations with their child's teacher. Receiving a regularly published newsletter which includes a calendar of events information on major developments at the school, books reviews, and a list of needs and requests for help.

In addition to Parent Education, which is designed primarily to orient the new parent and keep the returning parent informed, parents may form Parent Associations which coordinate volunteer activities, plan and carry out fundraising programs, and lend support to school staff.

Now that you have learned the basics of Montessori education, how do you use this information to find the best school for you and your child? A school should be judged by the following factors:

If you want a Montessori education for your child, you must first have done enough reading on the subject to know how your own philosophy of child rearing and education compare and differ from that offered in a Montessori school. Before going to observe ; school, set up a mental list of your criteria and know exactly what it is that you are looking! for to best suit the needs of your child. It is important to find a school atmosphere that is compatible with the home environment, rather than diametrically opposed to it. Children learn far more from imitation of what they see and do than from what they hear.

Because of individual adaptations and interpretations, all Montessori schools differ somewhat. These differences can be minor or significant, but there will always be common elements:

Remember that any classroom can have an impressive array of materials and the superficial appearance of a "good school", but there is far more to be observed than just that. You want a place where your child will feel happy and secure while he is learning, where he is treated and respected as an individual and where he feels comfortable in his surrounds while realizing what is expected of him in this new situation. A child's first school experience has a great effect on his future feeling concerning school and the learning process, therefore it is vitally important to make a wise decision in these early years of a your child's educational experience.

What Montessori can do for your child will largely depend on how his directress/director (teacher) interprets and applies Montessori philosophy and principles in a concrete situation. The biggest favor that you can do for your child, once he has been enrolled in a Montessori school, is to become actively involved yourself.

The return on your investment in Montessori will be enhanced if there is a consistency between your home and your child's classroom. This does not mean putting Montessori materials in your living room. It means taking the Montessori perspective. With this perspective, your attitudes, your pace, your expectations, and the limits you establish for your child will be in keeping with the principles that Maria Montessori developed for her teachers - principles that came from her lifelong observation of the nature of children. To gain this perspective, you can read Montessori's writings, attend parent information nights at your child's school, and / or join a Montessori discussion group.

Montessori children are unusually adaptable. They have learned to work independently and in groups. Since they've been encouraged to make decisions at an early age, these children are problem solvers who can make choices and manage their time well. They have also been encouraged to exchange ideas and to discuss their work freely with others and good communication skills ease the way in new settings.

The habits and skills which a child develops in a Montessori classroom are good for a lifetime. They will help him to work more efficiently, to observe more carefully and to concentrate more effectively, no matter where he goes. If he is in a stimulating environment, whether at home or at school, his self education - which is the only real education- will continue. Research has shown that the best predictor of future success is a sense of self esteem. Montessori programs, based on self directed, non competitive activities, help children develop good self images and the confidences to face challenges and change with optimism.