Philosophy
What is Montessori?
Montessori is a philosophy and a teaching concept developed by Dr. Maria Montessori (1870-1952) in Europe during the early 1900's.
Montessori philosophy advocates independence and self-reliance; that a child's early education should be reality oriented, and should aid the development of the child's physical, mental, social, and emotional being.
Montessori identified the fact that all children pass through a "sensitive period" for sensory-motor activities; a time In which they experience a keen interest in touching, tasting, smelling, seeing, hearing, and exploring everything they come into contact with.
Montessori philosophy allows the child to acquire a love for, and joy in work; and the satisfaction of a task that is completed and well done. But mostly, the realization of who he/she is, and the development of a secure individual.
Dr. Montessori discovered that children possess amazing mental concentration, and a love for repetition and order. If allowed to choose their own activities, they preferred work to play and needed no reward or punishment.
She developed teaching materials termed "didactic", which allow the child to develop at his or her own rate of speed through a particular skill or conceptual level. If the materials are presented at the appropriate time, accordingly, the child will absorb the infor¬mation and use it as a foundation for his/her future accomplishments.
Most of all, Montessori's philosophy stresses the Innate potential of the child to develop in environmental conditions of freedom and love.
Montessori Approach
Three Year Age Span
Motivated by Self-Development
Self-Correcting Materials
Hands-On Learning
Individual Learning
Teacher is Observer & Directress
Cycles of Activity Completed within Child’s Time
Few Interruptions
Freedom to Move & Work
Materials Used in Sequence w/Presentations
Work of Joy & Sense of Discovery
Environment Provides Discipline
Encouraged to Help Each Other
Child Chooses Materials
Child Sets Own Pace
Emphasis on Concrete
Reality Oriented
Recognition of Individual Sensitive Periods
Child Free to Discover Alone
Carefully Organized Environment
Multisensory Materials to Develop Specific Skills
Self-Education Through Self-Correcting Materials
Respect of Child Foremost
Other School’s Approach
Traditional
All One Age
Teacher Motivated
Teacher Lectures
Group Learning
Teacher is the Focal Point & Dominant Influence
Activity Cycles Determined by Set Time
Frequent Interruptions
Assigned Sets & Specific Class Periods
Materials Used w/No Prior Instruction
Work Because They Are Expected To
Teacher Provides Discipline
Seek Help From Teacher
Teacher Sets Curriculum
Teacher Sets Pace for Entire Group
Emphasis on Abstract
Much Role Playing & Fantasy
All Children Treated a Like
Teacher Continuously Guides Child
Materials Placed at Random
Play Materials for Non-Specific Skills
Use of Reward & Punishment in Motivation
Community Needs to Take Precedence