Montessori Philosophy

Dr. Maria Montessori

"It is true, we cannot make a genius, we can only give each individual the chance to fulfill their potential abilities to become an independent, secure and balanced human being."
The fundamental aspect of Montessori philosophy is "Self Directed Learning". The Human Tendencies: The practical application of the Montessori method is based on human tendencies— to explore, move, share with a group, to be independent and make decisions, create order, develop self-control, abstract ideas from experience, use the creative imagination, work hard, repeat, concentrate, and perfect one's efforts. The tangible aspects of this philosophy which facilitates the self directed learning process are,

Multi-aged Grouping

Children are grouped in three or six-year spans and have the same teacher for this period. The first group is called the "Nido" and consists of children in necessary daycare for working parents. This is age 0-1, or "until walking". The second group is known as the "Infant Community" and is from around one year to age 2-3. The third group is the "casa dei bambini" and is from 2.5-6 or 3-6, depending on the training of the teacher. The fourth group is from 6-12, a larger age span because the children for this 6 years exhibit the same tendencies and learning habits. The 3-Hour Work Period: Aft every age, a minimum of one 3-hour work period per day, uninterrupted by required attendance at group activities of any kind is required for the Montessori method of education to produce the results for which it is famous.

Indirect Preparation

The steps of learning any concept are analyzed by the adult and are systematically offered to the child. A child is always learning something that is indirectly preparing him to learn something else, making education a joyful discovery instead of drudgery.

The Prepared Environment

Since the child learns to glean information from many sources, instead of being handed it by the teacher, it is the role of the teacher to prepare and continue to adapt the environment, to link the child to it through well-thought-out lessons, and to facilitate the child's exploration and creativity. The Prepared Environment is essential to the success of Montessori. There must be just the right amount of educational materials to allow for the work of the child. However, one thing that has become very obvious in our materialistic society in the west, is that TOO MUCH is worse than TOO LITTLE. The basic collection of didactic materials (such as that approved by the materials committee of AMI, The Association Montessori International) has been thoroughly tested over many years and has been shown to engage the children as much today as it has, as much in the USA as in other countries. Therefore it is very important to only supplement these materials with essential books and materials that are chosen only by an experienced teacher.

Observation

Scientific observations of the child's development are constantly carried out and recorded by the teacher. These observations are made on the level of concentration of each child, the introduction to and mastery of each piece of material, the social development, physical health, etc.

Work Centers

The environment is arranged according to subject area, and children are always free to move around the room, and to continue to work on a piece of material with no time limit.

Teaching Method

There are no text books, and seldom will two or more children be studying the same thing at the same time. Children learn directly from the environment, and from other children—rather than from the teacher. The teacher is trained to teach one child at a time, with a few small groups and almost no lessons given to the whole class. She is facile in the basic lessons of math, language, the arts and sciences, and in guiding a child's research and exploration, capitalizing on interests and excitement about a subject. Large groups occur only in the beginning of a new class, or in the beginning of the school year, and are phased out as the children gain independence. The child is scientifically observed, observations recorded and studied by the teacher. Children learn from what they are studying individually, but also from the amazing variety of work that is going on around them during the day.

Assessment

There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio and the teacher's observation and record keeping. The real test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning, concentration, and work.

Requirements for Age 3-6

There are no academic requirements for this age, but children are exposed to amazing amounts of knowledge and often learn to read, write and calculate beyond what is often thought usual for a child of this age.

Learning Styles

All intelligences and styles of learning—musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, natural, and the traditional linguistic and logical-mathematical—are nurtured and respected.

Character Education

Opportunities for the valorization of the personality is considered at least as important as academic education. Children are given the opportunity to take care of themselves, each other, and the environment—gardening, cooking, building, moving gracefully, speaking politely, doing social work in the community, etc.

The Results of learning in this way

In looking at the results one must be sure they are judging a class run by a fully trained teacher. Using Montessori without this training will not have the same results. When the environment meets all of the needs of children, as in Lil Sparks Montessori, they become, without any manipulation by the adult, physically healthy, mentally and psychologically fulfilled, extremely well-educated, and brimming over with joy and kindness toward each other.