Edu- Essence.....
THE MONTESSORI METHOD OF EDUCATION:
The Montessori method is an educational approach to children based on the research and experiences of Italian physician and educator Maria Montessori (1870–1952). It arose essentially from Dr. Montessori's discovery of what she referred to as "the child's true normal nature" in 1907, which happened in the process of her experimental observation of young children given freedom in an environment prepared with materials designed for their self-directed learning activity. The method itself aims to duplicate this experimental observation of children to bring about, sustain and support their true natural way of being. Applying this method involves the teacher in viewing the child as having an inner natural guidance for his or her own perfect self-directed development. The role of the teacher (sometimes called director, directress, or guide) is therefore to watch over the environment to remove any obstacles that would interfere with this natural development. The teacher's Dr. Maria Montessori role of observation sometimes includes experimental interactions with children, commonly referred to as "lessons," to resolve misbehavior or to show how to use the various self-teaching materials that are provided in the environment for the children's free use. The method is primarily applied with young children (2-6), due to the young child's unique instincts and sensitivity to conditions in the environment. However, it is sometimes conducted with elementary age (6-12) children and occasionally with infants and toddlers, as well as at the middle and high
calling it a Children's House, and began observing the children in the scientific manner school level. indicat Although the "Montessori" name is e d b e fo re recognized by many, it is not a b y trademark, and it is associated with Seguin. more than one organization. Schools In this differ in their interpretation, practical proces application, and philosophy in using s , D r. Montes this method with children. This article s o r i is about Dr. Maria Montessori's s o o n research and discoveries and their d i s c ov practical application by adherents and ered that the children responded to the practitioners with children. materials with a deep concentration that resulted in a fundamental shift in their way of History being, changing from the ordinary behavior of fantasy, inattention, and disorder, to a state of The "Montessori method" developed from profound peace, calm and order within their experimental research that Dr. Maria environment. Observing this change occurring Montessori conducted with disabled and with all the children in her environment, she mentally challenged children in the early concluded that she had discovered the child's 1900s. She began this research using the basic true normal nature. Later, Dr. Montessori idea of scientific education that was referred to this change as normalization and developed and employed in the 1800s with the new emerging children as normalized. special needs children by French physicians After 1907, Dr. Montessori reported her Jean Itard and Edouard Seguin. A student and discovery and associate of Itard, Seguin experiences to extended Itard's initial idea educators and others of observing children in Dr.Maria Montessori has written a w h o b e c a m e their natural, free activity by book, De l'Enfant Ă l'Adolescent, (From increasingly interested adding a series of exercises Childhood to Adolescence) in learning how these with specially designed changes came about in self-teaching materials. children. This interest Based on Dr. Montessori's soon led her to write various books on the success using this same approach in her initial subject and conduct training programs to research with disabled and physically explain her approach, which eventually came challenged children, she began to look for an to be known as the "Montessori method." opportunity to study how it might be applied to Following her initial experiments with young benefit the education of more ordinary children, Montessori extended her research by children as introducing new materials and studying the well. In 1906, effects of her approach with children of the opportunity different ages. For example, near the end of presented itself her life, in her book De l'Enfant Ă l'Adolescent, w h e n (From Childhood to Adolescence), Montessori Montessori was contributed to the work of the International a s k e d t o Bureau of Education and UNESCO, by relating establish a dayhow her method would apply to the secondarycare center for school and university settings. Her writings, young children lectures, and research during some 40 years (2-6) in a lowuntil her death in 1952 constituted the basic income housing foundation of knowledge about the method, area of Rome's which is currently conducted according to S a n L o re n z o various philosophies in schools and other district. She institutions associated with the name opened the Montessori throughout the world. Since Dr. center in 1907,
Montessori's death in 1952, the method has developed along several different philosophical tracks. Each tract has evolved its o w n distinctive organizational a f f i l i a t i o n s, training and presentation of the method to the general public.
路 One main philosophy of the Montessori method is attached to the personality of Dr. Montessori herself. This philosophy defines the Montessori method according to the p ro n o u n c e m e n t s o f D r. M o n t e s s o r i ' s colleagues and successors who claim authority from Dr. Montessori herself or her biological son and heir, Mario Montessori. A second major philosophy developed around the idea that the method is controlled by the surrounding culture within which it is operating at the time. This culture-type philosophy defines the method to fit within the popular theories and ideas of conventional thinking of the day. For example, in this philosophy, the particular effects of the method as described by Dr. Montessori in 1907 would be explained The philosophy of the Montessori method as due to the unique Philosophy T h e p h i l o s o p h y o f t h e has remained somewhat obscure and Italian context of that M o n t e s s o r i m e t h o d h a s confused because Dr. Montessori's 1907 d a y, w h i c h i s n o t remained somewhat obscure discovery of the child's true nature was possible to replicate with children in a and confused because Dr. entirely accidental. different place and time. Montessori's 1907 discovery of A third main philosophy the child's true nature was holds that the Montessori method reflects a entirely accidental. Throughout her life, Dr. way of being committed to infinite and eternal Montessori never described the method that laws of nature, which is outside the context of evolved from her discovery in great detail; either personality or culture. This philosophy speaking and writing instead more about the has been described as a scientific way of effects of the method on children, rather than following laws of nature to bring about true the method itself. The question of its normal being. In 2003, a new, comprehensive underlying philosophy was therefore left to technology was announced for practicing this others, which eventually led in several different particular philosophy. In practice, the directions. For some, the method was closely Montessori method is applied with varying l i n k e d t o D r. degrees of adherence to these three main M o n t e s s o r i ' s philosophies, although they all usually personality, so that subscribe to at least part of the writings of Dr. when practiced outside Montessori on the subject. While some strictly her direct control and adhere to one philosophy or another, others presence, it was d ev e l o p t h e i r o w n u n i q u e b l e n d o f diluted and misapplied, philosophies and interpretation of her such as to conform to writings. Despite these differences, there are the needs and interests s e v e r a l of the particular concepts that cultural context. a re widely Confusion and conflict s h ared by about the method's m a n y philosophy emerged a d h erents with particular intensity in the modern a n d development of Montessori in the United practitioners States where, in 1967, the name "Montessori" as consistent was held to be a "generic term" that no w ith the organization could claim for its own exclusive M o ntessori use. Since then, the number and diversity of method. Montessori organizations and philosophies have expanded considerably.
· Inner
guidance of nature- All children have inherent inner directives from nature that guide their true normal development. · Freedom
for self-directed learningThe Montessori method respects individual liberty of children to choose their own activities. This freedom allows children to follow their inner guidance for self-directed learning. · Planes
of development- The natural development of c h i l d r e n proceeds through several distinct p l a n e s o f development, each one having its own unique conditions and sensitive periods for acquiring basic faculties in t h e developmental process. The first plane (ages 0-6) involves basic personality formation and learning through physical senses. During this plane, children experience sensitive periods for acquiring language and developing basic mental order. The second plane of development (6-12) involves learning through abstract reasoning, developing through sensitivity for imagination and social interaction with others. The third plane (12-18) is the period of adolescent growth, involving the significant biological changes of puberty, moving towards learning a valuation of the human personality, especially as related to experiences in the surrounding community. The fourth plane (18+), involves a completion of all remaining development in the
process of maturing in adult society. · Prepared
environment- The right precise conditions around. children allow for and support their true natural development. For young children, the environment must be prepared in this way by providing a range of physical objects that are organized and made available for free, independent use, to stimulate their natural instincts and interests for self-directed learning. · Observation
and indirect teaching- The teacher's role is to observe c h i l d r e n engaged in activities that follow their o w n n at u ra l interests. This i n d i r e c t teaching to c o n t ro l t h e environment, not the child, contrasts sharply with the ordinary teacher's role of implementing a pre-determined curriculum. For example, a Montessori method class has the teacher resolving misbehavior by refocusing the child to some positive activity, rather than engaging in the ordinary system of rewards and punishments. · Normalization- During the 0-6 plane of
development, children have the ability to shift their fundamental being from the ordinary condition of disorder, inattention, and attachment to fantasy The Montessori method respects individual liberty of children to choose their own activities.
through spontaneous e xperiences on the The Montessori method involves a curriculum of learning that comes from the child's own natural inner guidance and environment, which Dr. expresses itself in outward behavior as the child's various Montessori referred to as individual interests are at work. 'work'. In this sense, the children's normal activity is to a state of perfect normal being, attached to reality in the present showing such external behavior as moment, rather than idle spontaneous self-discipline, play through such means as independence, love of order, and toys and fantasy. complete harmony and peace with 路 Multi-age groupingothers in the social situation. This Children learn from each psychological shift to normal being other in a spontaneous occurs through deep manner that supports their concentration on some physical independent self-directed activity of the child's own free a c t i v i t y. T h e o r d i n a r y choice. Montessori classroom therefore 路 Absorbent mind- The young child (0-6)
has an absorbent mind which naturally incorporates experiences in the environment directly into its whole basic character and personality for life. This mental faculty, which is unique to young children, allows them to learn many concepts in an effortless, spontaneous manner. It also allows them to undergo the key phenomenon of normalization to return to their true natural development. After the age of about six, this absorbent mental faculty disappears. 路 Work, not play- Children have an instinctive tendency to develop
consists of a mixed-aged group, such as 2-6 (primary level) or 6-12 (elementary level).
Montessori materials and curriculum The Montessori method involves a curriculum of learning that comes from the child's own natural inner guidance and expresses itself in outward behavior as the child's various individual interests are at work. Supporting this inner plan of nature, the method provides a range of materials to stimulate the child's interest through self-directed activity. In the first plane of development (0-6), these materials are generally organized into five basic categories: practical life, sensorial, math, language, and culture.
Practical life Practical life materials and exercises respond to the young child's natural interests to develop physical coordination, care of self and care of the environment. Specific materials, for example, provide opportunities for self-help dressing activities, using various devices to practice buttoning, bow tying, and lacing. Other practical life materials include pouring, scooping and sorting activities, as well as washing a table and food preparation to develop hand-eye coordination. These activities also provide a useful opportunity for children to concentrate bringing about their normalization. Other practical life activities include lessons in polite manners, such as folding hands, sitting in a chair, walking on a line.
Sensorial The sensorial materials provide a range of activities and exercises for children to experience the natural order of the physical environment, including such attributes as size, color, shape and dimension. Many of these materials were originally suggested and developed by Seguin in his prior research with scientific education. Examples of these materials are pink tower (series of ten sequential cubes, varying in volume); knobbed cylinders (wooden blocks with 10 depressions to fit variable sized cylinders); broad stairs (ten wooden blocks, sequentially varying in two dimensions); color tablets (colored objects for matching pairs or grading shapes of color).
Mathematics In this area, materials are provided to show such basic concepts as numeration, place value, addition, subtraction, d i v i s i o n a n d multiplication. For numeration, there is a set of ten rods, with segments colored red and blue and “spindle boxes”, which consist of placing sets of objects in groups, 1-10, into separate compartments. For learning the numeral symbols, there is a set of sandpaper numerals, 1-9. For learning addition, subtraction, and place value, materials provide decimal representation of 1, 10, 100, etc., in various shapes made of beads, plastic, or wood. Beyond the basic math materials, there are materials to show the concept of fraction, geometrical relationships and algebra, such as the binomial and trinomial theorems.
Language
using a pencil or pen. For reading, a set of individual letters, commonly known as sandpaper letters, provide the basic means for associating the individual letter symbols with their corresponding phonetic sounds. Displaying several letters, a lesson, known as the Seguin three-period lesson (see below), guides children to learn the letter sounds, which finally blend together to make certain simple phonetic words like “up” and “cat”. The aim of these nomenclature lessons is to show the child that letters make sounds, which can be blended together to make words. For children over six, Montessori language materials have been developed to help children learn grammar, including parts of speech, such as nouns, verbs, adjectives, articles, prepositions, a d v e r b s , conjunctions, pronouns, and interjections.
C u l t u r a l subjects The Montessori classroom may also include other materials and resources to learn cultural subjects, such as geography (map puzzles, globes), and science, such as biology in naming and organizing plants and animals. Music and art are also commonly involved with children in various ways. After the age of approximately six, learning resources include reading books and more abstract materials for learning a broad range of advanced subject matter.
Elementary (6-12) Curriculum During the second plane (6-12) of development, the curriculum takes on a more conventional appearance of books and writing activities, since children now function more through abstract reasoning and are no longer as
In the first plane of development (0-6), the Montessori language materials provide experiences to develop use of a writing instrument and the basic skills of reading a After the age of approximately six, learning w r i t t e n l a n g u age. Fo r w r i t i n g s ki l l resources include reading books and more abstract development, the metal insets provide materials for learning a broad range of advanced essential exercises to guide the child's hand subject matter. in following different outline shapes while
not only recognizes the name of the material, sensitive to the but is able to tell you what it is. The teacher will p h y s i c a l point to the "u" sandpaper letter and ask the environment. The student, "What is this?" If the child replies contextual format with, "uuuuuuuuuuuuuuuu", the child fully for this more understands it. With letters, the lesson finally a d v a n c e d ends with the child blending the letters to make curriculum is a simple word, such as “up.” described as cosmic education, a Home schooling concept that was first explained in The Montessori Method is readily employed England in 1935. Cosmic with children at home. With young e d u c at i o n i s t h e t o t a l A 2006 study published in the children, the practical life interrelated functioning of journal "Science" concluded materials and exercises are the whole universe, which that Montessori students (at provided through everyday allows elementary children ages 5 and 12) performed better household activities and chores, to store and organize a great than control students. such as setting the table for amount of knowledge from meals, food preparation, and among a wide range of folding clothes for laundry. different subject matter areas and disciplines. Parents follow the method by using slow, simple movements in showing how to do these Lessons chores, as well as by establishing routines for In the Montessori Method, a lesson is an children to conduct their own activities with as experimental interaction with children to much independence and self-direction as support their true normal development. With possible. materials, these lessons primarily aim to Criticism of Montessori present their basic use to children according to their own individual interests. These lessons Some critics claim that a flaw in the Montessori are therefore given in such a way that the Method is its close association with Dr. teacher's personal involvement is reduced to Montessori herself. In Maria Montessori: a the least amount possible, so as not to Biography, Rita Kramer reports that a New interfere with the child's own free learning York Times writer interviewing Montessori in directly through the materials themselves. 1913 stated: For many presentations, a three-step process, ...the method is Montessori and Montessori is described originally by Seguin, is used in the the method and one may well have grave M o n t e s s o r i M e t h o d fo r s h o w i n g t h e doubts about how it will go with 'autorelationship between objects and names. This e d u c at i o n ' w h e n M a r i a M o n t e s s o r i ' s is called the "three-period lesson." With this nomenclature lesson, two or three materials are selected from what the children are working with. · Period 1 consists of providing the child with the name of the material. In the case of letter sounds, the teacher will have the child trace the letter and say, "This is /u/. This is /p/." This provides the children with the name of what they are learning. · Period 2 is to help the child recognize the different objects. Most of the time with the three-period lesson is in period 2. Some things the teacher might say are, "Show me the /u/. Show me the /p/” or "Point to the /u/. Point to the /p/.” After spending some time in the second period, the child may move on to period 3. · Period 3 involves checking to see if the child
social skills as well (though by age 12 academic benefits had largely disappeared).
personality is removed.� (p. 188) This close association between the method and Dr. Montessori led to many conflicts and lack of collaboration to extend research into the method itself. For example, despite new insight and greater knowledge available for applying the method in a scientific manner, the philosophical differences of personality and culture still exist to cloud and confuse its representation to the general public.
Benefits Angeline Stoll Lillard's award-winning 2005 book Montessori: The Science Behind the Genius (Oxford University Press) presents a recent overview evaluating Montessori versus conventional education in terms of research relevant to their underlying principles. Lillard cites research indicating that Montessori's basic methods are more suited to what psychology research reveals about human development, and argues the need for more research. A 2006 study published in the journal "Science" concluded that Montessori students (at ages 5 and 12) performed better than control students who had lost a random computerized lottery to attend a Montessori school and instead went to a variety of different conventional schools. This improved performance was achieved in a variety of areas, including not only traditional academic areas such as language and math, but in
On several dimensions, children at a public inner city Montessori school had superior outcomes relative to a sample of Montessori applicants who, because of a random lottery, attended other schools. By the end of kindergarten, the Montessori children performed better on standardized tests of reading and math, engaged in positive interaction on the playground more, and showed advanced social cognition and executive control more. They also showed more concern for fairness and justice. At the end of elementary school, Montessori children wrote more creative essays with more complex sentence structures, selected more positive responses to social dilemmas, and reported feeling more of a sense of community at their school. The authors concluded that, "when strictly implemented, Montessori education fosters social and academic skills that are equal or superior to those fostered by a pool of other types of schools." Research by K. Dohrmann and colleagues supplements this by showing superior math and science performance in high school by children who previously attended public Montessori (as compared to high school classmates, over half of whom were at the most selective city public high schools); and two studies by Rathunde and Csikszentmihalyi showing a higher level of interest and motivation while doing school work as well as more positive social relations among Montessori middle-schoolers as opposed to matched controls.¨
Research indicates that Montessori's basic methods are more suited to what psychology research reveals about human development, and argues the need for more research.