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The
approach
The Montessori approach was formulated by Dr Maria Montessori
(1870–1952), an Italian doctor then educationalist who
worked with children over many years. She revolutionised the
idea of education, giving back to children the opportunity
for self-expression, for decision-making, for exploration
and discovery, for following their interests, and for developing
their own abilities and self-confidence. “We cannot
create a genius,” she wrote. “We can only give
each individual the chance to fulfil his potential possibilities
to become an independent, secure and balanced human being.”
Maria Montessori’s ideas
are as valid and relevant today as they were in her lifetime
and have proved successful in providing children with the “education
for life” that was her objective.
The Montessori approach emphasis the development of each
child, respecting their individual needs, interest and abilities.
It is based on children’s natural desire to learn, and
allows each child to experience the excitement of learning
by his or her own choice and at his or her own speed.
Children learn willingly
under these circumstances, and the Montessori teacher –
or “directress” in Montessori terms – spends
time with each child individually. She (or he) is a gentle and
sympathetic presence in the classroom, there to observe, to
guide, to help and to be full of encouragement, but never to
dictate or impose herself.
She is trained to help children of all abilities – fast
learners can move quickly on, while others can take their time
until they are ready to progress to the next stage; the teacher
always shares each child’s pride in his or her achievements.
There is no competitiveness between the children – they
are all busy with their own activities. Each child’s individual
activities and learning are carefully recorded, and regularly
shared with parents.
The
Montessori classroom and materials
The Montessori classroom is bright and cheerful, carefully
ordered with a place for everything. The furniture and fittings
are child-sized with corners set up for different activities,
and all the materials are accessible to the children. This
is their space, and it must be attractive to them if they
are to feel responsible for it.
The children are free to move
around to choose their activities, to work on their own or alongside
their friends, at a table or on a mat on the floor, to watch
or converse, but they may not disturb or disrupt others. They
put things away when they have finished before moving on to
their next activity. There will be a happy buzz of conversation,
movement and activity in the room, yet an overall atmosphere
of calmness and concentration.
Social skills are important and the boundaries of acceptable
social behaviour within the classroom are clearly defined.
The children are all treated with respect and affection –
and are expected to learn to respect the materials they are
working with and act with respect and consideration towards
others. Children who need extra help with behaviour are treated
clearly, calmly and consistently - and are given lots of opportunities
to make good choices; school and parents work together in
this area.
Young children have an aptitude
for learning, which Maria Montessori identified as “the
absorbent mind” (she frequently compared the young mind
to a sponge), and can absorb information from their environment.
It makes sense, therefore, to make that environment as rich
and meaningful as possible.
The equipment and materials found in a Montessori classroom
from which the children can choose are wide-ranging, encompassing
creative activities, practical life skills, exercises involving
colour, shape, dimension, weight, sound and texture, as well
as academic areas including mathematical activities, language
and literacy. The cultural materials cover nature studies,
geography and early science. The materials move from simple
tasks and skills to more complex activities in a logical progression
in each areas, are very “hands-on” and inviting
to work with, and make it easy for the children to understand
what they are doing.
Through working with the equipment
and in topic and project work, the children cover many areas
of knowledge. There is also time for art, music, drama, cooking,
outside play and story-telling.
Maria Montessori left behind her a
wonderful legacy: a philosophy of life, a unique method of
education, materials for children to use, a new and meaningful
role for teachers – overall, a chance to give children
the best possible foundation for their later learning –
and for life.
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