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The Montessori Method
We, as adults, are constantly learning. We will never be able to learn
everything, nor will we be able to teach everything to a child. Therefore, we
must teach a child how to learn and hope that he/she will find joy in learning.
Dr. Maria Montessori (1870-1952), visionary anthropologist and the first
Italian female physician, studied children of all backgrounds and
socioeconomic levels. Through scientific observation, she discovered that all
humans possess a system of natural guides that are essential to survival and
self-fulfillment. She called these natural guides "human tendencies," and given
the opportunity to express tendencies, the child uses them to aid in
self-construction. We differ from animals who are born with instincts to
ensure survival. Instead, our tendencies are a combination of intelligence,
logic, and instinct, although weaker than an animal's instinct. Dr. Montessori
identified specific tendencies, including the desire to work at something that
has a purpose, maintain order, explore, communicate, manipulate, take part in
repetition, reach goals, abstract, and self-perfect. The Montessori Method
recognizes these tendencies as inner-guides, allowing for us, the adults, to be
patient and trust these guides. Through subtle feedback and an environment
that fosters growth and independence, we can guide these tendencies and
allow the child to grow. Through gaining a feeling of independence, the child
gains the confidence to further take on challenges and learning opportunities.
Recent brain research has confirmed Dr. Montessori's belief that the human
brain continues to develop until six years of age. While the child is born when
the body's physical parts are fully-developed, the brain's dendrites continue to
develop, grow, and network based on stimulation provided by the
environment. Dr. Montessori recognized the child's gift of this "absorbent
mind." The "absorbent mind" of a child is like a sponge, absorbing everything
without judging or screening, thus becoming a part of him/her. Because the
child cannot discriminate or judge, he/she depends on us. The eye of the child
is like a camera, taking in everything in sight, not having to focus on one thing
at a time. For this reason, we must recognize that a child will learn not
through verbal commands, but through example, instructions, and
demonstrations. Although Dr. Montessori was not the first to recognize this
mentality, she was the first to set up the classroom based on this.
Dr. Montessori constructed a developmentally appropriate education based on
the child's sensitive periods and on the four planes of development. The
attitude of the classroom is based on respect and the harmony that exists
between "freedom and discipline," recognizing that freedom and discipline are
interdependent and that each helps the other to develop. Inter-freedom is the
ability to choose that which is right or good. Self-discipline is the ability to
regulate oneself in the service of good or improvement. In the classroom, for
every freedom granted, there exists a limit or restriction. Maria Montessori
wanted to encourage individuality rather than the conformity that is
encouraged by much of our culture.
Dr. Montessori "re-invented" the classroom and developed a child-centered
model for individualized, active learning within the framework of an integrated
curriculum. She called this "the prepared environment." The "prepared
environment" is carefully planned so that the "materials for development" are
scientifically arranged and the child can spontaneously explore and progress at
his or her own individual pace. Dr. Montessori recognized that isolating and
addressing difficulties was the key in developing a child's feeling of success in
learning. For example, in writing, a child faces several challenges, but many
people do not understand this and get frustrated when they hand a child a
pencil and he/she cannot write the letter "a." The child must first develop the
pincer grip, a fine motor skill or muscle strength, to hold the pencil. He/She
also must learn directionality of reading and writing English (left to right with a
return sweep to reach the next line). And, the child must understand how the
letter is formed through learning the strokes of the pencil (counter-clockwise,
such as the cursive "l", "d", etc.) and developing that muscle memory.
Through many different Practical Life exercises that seem to be unrelated to
reading and writing, the child learns these skills. The child does not even know
that he/she is developing these skills because it is presented within the
framework of another task, such as washing a table or pouring liquid.
For more information on Montessori education, please visit the following links:
Introduction to Montessori Education
The Montessori Developmental Continuum
The Montessori Preschool Program
Informative articles about Montessori education and implementing Montessori
at home can be read on the Montessori Foundation's website.
Please also visit the following non-Montessori sites for additional resources:
123 Child
Families and Work Institute
Disney Family Website
Parent Issues Website
PBS Ready to Learn Website
US Department of Education
We, as adults, are constantly learning. We will never be able to learn
everything, nor will we be able to teach everything to a child. Therefore, we
must teach a child how to learn and hope that he/she will find joy in learning.
Dr. Maria Montessori (1870-1952), visionary anthropologist and the first
Italian female physician, studied children of all backgrounds and
socioeconomic levels. Through scientific observation, she discovered that all
humans possess a system of natural guides that are essential to survival and
self-fulfillment. She called these natural guides "human tendencies," and given
the opportunity to express tendencies, the child uses them to aid in
self-construction. We differ from animals who are born with instincts to
ensure survival. Instead, our tendencies are a combination of intelligence,
logic, and instinct, although weaker than an animal's instinct. Dr. Montessori
identified specific tendencies, including the desire to work at something that
has a purpose, maintain order, explore, communicate, manipulate, take part in
repetition, reach goals, abstract, and self-perfect. The Montessori Method
recognizes these tendencies as inner-guides, allowing for us, the adults, to be
patient and trust these guides. Through subtle feedback and an environment
that fosters growth and independence, we can guide these tendencies and
allow the child to grow. Through gaining a feeling of independence, the child
gains the confidence to further take on challenges and learning opportunities.
Recent brain research has confirmed Dr. Montessori's belief that the human
brain continues to develop until six years of age. While the child is born when
the body's physical parts are fully-developed, the brain's dendrites continue to
develop, grow, and network based on stimulation provided by the
environment. Dr. Montessori recognized the child's gift of this "absorbent
mind." The "absorbent mind" of a child is like a sponge, absorbing everything
without judging or screening, thus becoming a part of him/her. Because the
child cannot discriminate or judge, he/she depends on us. The eye of the child
is like a camera, taking in everything in sight, not having to focus on one thing
at a time. For this reason, we must recognize that a child will learn not
through verbal commands, but through example, instructions, and
demonstrations. Although Dr. Montessori was not the first to recognize this
mentality, she was the first to set up the classroom based on this.
Dr. Montessori constructed a developmentally appropriate education based on
the child's sensitive periods and on the four planes of development. The
attitude of the classroom is based on respect and the harmony that exists
between "freedom and discipline," recognizing that freedom and discipline are
interdependent and that each helps the other to develop. Inter-freedom is the
ability to choose that which is right or good. Self-discipline is the ability to
regulate oneself in the service of good or improvement. In the classroom, for
every freedom granted, there exists a limit or restriction. Maria Montessori
wanted to encourage individuality rather than the conformity that is
encouraged by much of our culture.
Dr. Montessori "re-invented" the classroom and developed a child-centered
model for individualized, active learning within the framework of an integrated
curriculum. She called this "the prepared environment." The "prepared
environment" is carefully planned so that the "materials for development" are
scientifically arranged and the child can spontaneously explore and progress at
his or her own individual pace. Dr. Montessori recognized that isolating and
addressing difficulties was the key in developing a child's feeling of success in
learning. For example, in writing, a child faces several challenges, but many
people do not understand this and get frustrated when they hand a child a
pencil and he/she cannot write the letter "a." The child must first develop the
pincer grip, a fine motor skill or muscle strength, to hold the pencil. He/She
also must learn directionality of reading and writing English (left to right with a
return sweep to reach the next line). And, the child must understand how the
letter is formed through learning the strokes of the pencil (counter-clockwise,
such as the cursive "l", "d", etc.) and developing that muscle memory.
Through many different Practical Life exercises that seem to be unrelated to
reading and writing, the child learns these skills. The child does not even know
that he/she is developing these skills because it is presented within the
framework of another task, such as washing a table or pouring liquid.
For more information on Montessori education, please visit the following links:
Introduction to Montessori Education
The Montessori Developmental Continuum
The Montessori Preschool Program
Informative articles about Montessori education and implementing Montessori
at home can be read on the Montessori Foundation's website.
Please also visit the following non-Montessori sites for additional resources:
123 Child
Families and Work Institute
Disney Family Website
Parent Issues Website
PBS Ready to Learn Website
US Department of Education
| "Education is a natural process spontaneously carried out by the human individual and is acquired not by listening to words, but by experiences in the environment." -Maria Montessori |
| Blue River Montessori School Duxbury, Massachusetts |
| Please email Sonia Kelly at SKelly@BlueRiverMontessori.org or call (781) 834-4480 for more information. |