Montessori

I have chosen to write about Montessori Schools, as I find Maria Montessori's life and work very interesting. She has had such an impact on the way children learn and develop. I feel she was working beyond her years, and has influenced schools all over the world.
    Maria Montessori, 1807-1952, was the first person to emphasise the importance of a child’s first six years of life. She had a very different approach to a child’s development and the way they learn. She once said "I studied my children and they taught me how to teach them". (T Seldin, 2010)

    The schools which she set up are very distinguishable to others which exist. There are now 22,000 Montessori nurseries in 100 countries in the world, proving just how influential her approach was, and still is. She stressed the importance of three, six year periods which a child goes through. The key principles which are evident in Montessori schools are: freedom, the cycle of work and the cycle of activity, vertical grouping, control of error, scaffolding, observation and assessment and promoting self-discipline. The main features of a Montessori classroom are: mixed age groups working together, a wide range of choice available to students, blocks of working time, teachers act as constructivists, the environment is shaped around the child, for example, child sized tables and chairs.(Isaac B, 2012)

A deeper insight

In 1901, Montessori was selected as director of a school in Rome, for children with special needs. She recognised the pupil’s needs for “stimulation, purposeful activity and self-esteem”.  She insisted that staff at the school would speak to the children with the highest respect. Montessori devised a program which taught the children how to care for themselves and their environment.

In 1907 she was given the chance to open a nursery for children from working class backgrounds, who were too young to go to school yet. The school was called “Casa Dei Bambini”- Children’s House. Montessori analysed the children, and took note of the changes they went through. At the beginning, pupils joined the nursery uninterested, but as time went on, they started to settle down and engage in constructive activities. Older children were encouraged to take care of the school and help the teacher in preparing meals and the environment. (Seldin T, 2010)

The three key stages:

Absorbent mind- birth to six years

·   Begins in the womb, unconscious memory- mneme

·   Absorb information effortlessly from the environment due to the inner drive- horme

·   Key sensitive periods: sensitivity to order, movement, small detail and language,     refinement of the senses, sensitivity to social aspects.

·   These stages can be nurtured

·    If opportunities are not provided to support these periods, the child may find it more difficult for development in the future

·    Spiritual embryonic stage- first 3 years

·    Experiences during this time are most important

·    Montessori referred to it as “unconscious absorbent mind”

·    Key features are need for independence, unfolding personality, human potential

·    Period of sensitivity to order, movement, small objects, language, refinement of senses and social aspects of life

Childhood- six to twelve years

·    Most productive and calm

·    Ready for new experiences and education

·    Culture and morality

Adolescence- twelve to eighteen

·     Volatile nature

·     Adult needs to provide more support

 (Isaac B, 2012)

Differences between Montessori and Foundation Phase:

   Some of the biggest differences between the two schools are the freedom of choice children are given in the Montessori schools, the vertical grouping, informal learning, play centred, children are more responsible for their actions, three-hour work periods,life skills developed (cleaning, tidying up) and lack of routine. However, there are some similarities in both methods, such as story time on the carpet, outdoor learning spaces, child sized furniture, classroom is vibrant, work is displayed, various different play stations. 

Summary 

   Montessori's ideas have undoubtedly had a profound effect on the education systems in the world. Montessori has created a solid foundation for educators to build upon. Her ideas of schooling are refreshing and innovative.

    However, some have criticized Montessori’s ideas on education for being “too structured and academically demanding of young children”. The only problems children may encounter in a Montessori school, could be that there are not many children of the same age as them in their class, vertical grouping. Also, the class keeps the same teacher for a number of years, there is no change or variation in the teaching. Also, children may find it quite hard to transition to a mainstream school after being in a Montessori one, as the two systems are quite different. (Seldin T, 2010)