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-The Mandala Staff
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Maria
Montessori : The woman Behind the Name |
| Maria Montessori was a medical
doctor, born in Italy in 1870, whose interest in the mentally retarded
led her to develop a highly successful concrete and sensory-based
teaching approach that helped them to learn. Later, she applied her
discoveries to normal but impoverished children |
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| from the slums of Rome, and her success with these
children was even more remarkable. Soon, people from all over the
word came to her "Children's House" (Casa de Bambini) to
learn from her. She devised specialized materials, a teaching method,
and later a philosophy of education that is internationally known,
based on her careful observation of the child. She observed that children
had a need for order that is different from our own. She also observed
that children go through sensitive periods during which there is a
special window of opportunity open for their learning. [TOP] |
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The
Montessori Philosophy
Underlying Maria Montessori's
method was a philosophy based on the dignity and spiritual worth of the
child. The basis of the Montessori philosophy of education is that all children
carry unseen within them the person they will become. In order to develop
their unique potential, they must have freedom-freedom to explore, freedom
to be creative, freedom to choose. This freedom is achieved through order
and self-discipline. [TOP]
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Respect
For The Child
The Montessori
philosophy is based on a deep respect for the child, particularly
the individuality of each child. We respect the child and we nurture
the adult he is to become. [TOP]
The
Absorbent Mind
Every child
has an inner need to grow physically, emotionally and mentally (cognitively).
Maria Montessori used the term "a child's absorbent mind"
to label this inner motivation to learn. She observed that children
propel themselves towards greater learning, no matter what their
differences. [TOP]
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The
WHOLE Child
Maria Montessori was concerned with the development of the whole
child--body, mind and spirit. Everything in the Montessori classroom
is structured to support growth in every area for a child.
[TOP]
The
Three Elements: Teacher, Child, Prepared Environment
The Montessori approach to education involves a three-way interaction
between the child, the prepared environment, and the teacher. Through
this interaction, the natural process of learning occurs for a young
child. Maria Montessori believed that "education is not something
that the teacher does…it is a natural process which develops
spontaneously in the human being. It is not acquired by listening
to words, but (from) experiences in which the child acts on the
environment." [TOP]
Montessori
is Sensory-Based
Maria Montessori observed that children learn by doing. She designed
her materials so that children in the classroom may manipulate ("act
upon") them and learn through self-discovery. Every piece of
Montessori equipment has its basis in sensory discrimination. This
means that children touch, see, taste, hear, and feel the materials.
They then learn to classify and categorize their experiences, which
lead them to understand different concepts. As young children grow,
they develop sensitivities for the more intellectual pursuits of
mathematics and language. But even these materials have their basis
in sensory discrimination. Being an acute observer, Dr. Montessori
learned what recent brain research has shown us: the development
of a child's senses precedes the development of higher thinking
capacities. [TOP]
Following
The Lead Of The Child
Maria Montessori found that every child has his own unique pace
of development. The Montessori approach is based on trusting this
natural process and "following the child's lead," rather
than directing it. Presentations are given to children on an individual
basis, or in small groups of two or three, as the child is interested
in a material and the teacher sees a readiness to absorb the information.
[TOP]
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Sensitive
Periods
During a "sensitive period," a child is drawn to a material
and a unique window of opportunity is open to him or her to easily
absorb that information. For instance, a child may |
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begin exploring numerals (math area) and soon the information just
"clicks". During this time, a child may be drawn to the
same material over and over again. He is naturally working on grasping
the knowledge. It is important that he not be hurried or interrupted
during this work. He needs to repeat it often. Sometimes, another
child may want a turn with the material that the child is using. In
a Montessori classroom, we would not talk about sharing in this situation.
Instead, we would allow the first child to develop concentration skills
by continuing to use the material, and we would encourage the second
child to watch, thereby developing patience and learning through observation.
[TOP]
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The
"Prepared Environment"
In order to help
children with the monumental task of mastering all the sights and
sounds and sensory impressions that bombard them, Maria Montessori
developed what she called "the prepared environment." The
prepared environment maintains an order-or framework-through which
children can evaluate and classify their sensory input. The prepared
environment allows a child to explore at her own speed, according
to her own capabilities and her own interests.
In the prepared
environment, shelves are open, which encourages children to freely
choose and explore. Montessori classroom materials are designed
to meet the needs of young children's sensitive periods. Many are
beautifully made of wood and neutral colors.
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Children focus
on how they do what they do in a Montessori classroom. They focus
on their own growth and development-not how they do in relation
to others. They help one another to achieve mutual success, rather
than competing among themselves. Without the stress of competition,
children are freer to experience the natural joy that is intrinsic
to learning. [TOP]
The
Hand Is Teacher Of The Child
The
prepared environment is structured to allow children to use many
different materials independently, although the teachers will demonstrate
them. Maria Montessori believed that children's hands are their
chief teachers, since they learn by doing. Children develop concentration
and good working skills by focusing attention on the task they are
performing with their hands. She valued children's efforts and she
did not attempt to correct them because it prematurely deprived
them of discovery. For this reason, many of her materials are self-correcting.
For example, the knobbed cylinders will only fit back into the block
in the correct order. [TOP]
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"Jobs"
and "Work"
Maria Montessori knew the intrinsic value of "work." It
is the inner pleasure of a job well done that brings us a sense of
accomplishment. A child |
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need this to sustain him in his work for his entire life. Maria Montessori
understood that a child's play is his work, and for this reason she
called her Montessori materials "jobs." She believed that
we should not make children dependent on adult praise for what they
do because it robs them of their own deeper feeling of satisfaction.
A child's delight in the process of discovery is more important than
the outcome. So when we talk about a child's artwork, we say, "You
used red and green and made long horizontal lines," rather than
placing a judgment that it's "good" or "pretty."
[TOP] |
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The
Teacher Is A Catalyst
In a Montessori classroom, the teacher is the catalyst that activates
the relationship between the child and the "prepared environment."
She shows the child, she does not tell him. She helps the child focus
his attention, she demonstrates materials to him, and then she allows
him to work on his own. She shows respect for the child by not getting
in the way of his self-discovery. A Montessori teacher does not push
a child, but rather follows the child's lead. |
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By constantly
observing, she stays aware of the needs and abilities of each child.
She will "invite" a child to learn by introducing new
materials appropriate to his or her stage. She nurtures the child's
natural unfolding through modeling and demonstrating. [TOP]
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Freedom
Within Limits
The Montessori classroom is a steppingstone to the larger world. Children
must eventually learn to live within a society that has rules and
laws. The Montessori classroom has clear expectations for behavior
that children learn to follow. The Montessori philosophy promotes
success by making children aware of the rules when they first enter
the classroom, rather than informing them of the rules when they have
broken them. Children are introduced to ground rules during an orientation
and the group discusses them. Sometimes, they decide |
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on additional rules together. [TOP] |
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Respect
For Self and Others
Many people comment on the remarkably respectful atmosphere of the
Montessori classroom. Teachers model respect of children, and children
model respect for each other. One of the most important aspects of
a Montessori environment is children learning about each other. Through
their daily interactions, they develop a true sense of community.
They learn to respect each other's needs and to value each other's
work. |
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They learn
to solve problems together peaceably. They learn tolerance and an
appreciation of differences. They share a care and concern for others
and for their environment. They learn that we are all linked by
common needs and feelings. [TOP]
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Learning
"The Montessori Way"
Children have many opportunities for free choice during their day,
but they must follow the order and structure of the classroom. When
they first enter school, children are introduced to the practices
of the classroom. They are shown how to work at the table or how to
get a rug and work on the floor. They are shown the proper way to
carry a pencil and scissors, how to take materials from the shelf,
and then return them to the same place. They learn not to touch another
person's job, and |
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they are shown how to observe another child at work and not intrude
upon her. They are introduced to pushing in their chair when they
get up. These things are done for the comfort and safety of the group.
Children learn that they may move from one room to another, but they
must first clean up and put their job away. They may work alone or
in groups. [TOP]
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The
Four Areas In Montessori
The basic Montessori equipment is divided into four main areas: Practical
Life, Sensorial, Language and Mathematics. Each area occupies a different
section of the room. [TOP] |
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Practical
Life
Care of
the Person,
Care of the Environment,
Exercises of Grace & Courtesy
Practical Life
is one of the first areas a young child is drawn to explore. These
activities parallel the activities of daily living. These are some
of the most important jobs in the classroom because they meet the
child's need for movement, balance and coordination. They develop
poise and confidence. Some exercises focus on care of the self,
such as blowing your nose. Other exercises teach social skills to
help children relate to peers and adults (i.e. saying "please"
and "thank you" and using table manners).
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Life activities help children cope with day-to-day situations, become
self-reliant, and develop a positive self-image. [TOP] |
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Sensorial
The Sensorial Area is also one of the first areas young children
seek out. Sensorial materials meet the child's need for sensory stimulation
and judgment. Exercises in this area train or refine the senses. They
help the child judge size, shape, taste, sound, and smell. Children
learn to discriminate. Since we know that sensory development must
come before higher intellectual capacities, sensory activities are
an essential part of the "prepared environment" because
they lay the groundwork for further growth in language and math. The
child begins his language work by first analyzing sounds and paying
attention to the sequence of sounds in the names of objects familiar
to him. Much conversation and vocabulary-building precedes work with
written letters in the Montessori classroom. Written letters are introduced
in the form of the Sandpaper Letters so that a child hears the name
and feels the shape of any sound he learns. From here, a child can
move on to word-building. Children use the Metal Insets in this area
to develop the manipulative skills for writing. Maria Montessori had
a strong sense of children "writing to read." Geography
and science are also extensions of the Language area, and activities
are presented for children to learn about their physical and cultural
world through puzzles, displays, and experiments. [TOP] |
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Language
The
child begins his language work by first analyzing sounds and paying
attention to the sequence of sounds in the names of objects familiar
to him. Much conversation and vocabulary-building precedes work with
written letters in the Montessori classroom. Written letters are introduced
in the form of the Sandpaper Letters so that a child hears the name
and feels the shape of any sound he learns.
From here, a child can move on to word-building. Children use the
Metal Insets in this area to develop the manipulative skills for writing.
Maria
Montessori had a strong sense of children "writing to read."
Geography and science are also extensions of the Language area, and
activities
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are presented for children to learn about their physical and cultural
world through puzzles, displays, and experiments.
[TOP]
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| Mathematics
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Many people
believe Maria Montessori was most inspired in the Math area. She
developed an array of wonderful materials to teach math concepts
in a simple, concrete way. In the Montessori class-
room, children first acquire a visual and tactile concept of numbers.
They begin with activities that teach sequence, recognition, and
quantity of numbers 1 to 10. Once children understand quantity (how
many objects make "nine") then they are introduced to
the symbol "9" (using Sandpaper Numbers).
There are many counting jobs in the Montessori classroom, which
give children the opportunity to experience reinforcement and learn
from their mistakes. With practice, they go on to learn the decimal
system, teens, hundreds, and thousands. They learn about the composition
of numbers and the operation of numbers, such as addition and subtraction.
Later, Montessori teaches complex concepts like multiplication and
division in a sensory way to older children. In the Math area, as
in all other areas, a child progresses at his own rate, according
to his own needs and interests. [TOP]
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When
Children Go On To School
Many parents wonder if Montessori preschool will adequately prepare their
child for further education. After 25 years of teaching experience and
parent feedback, we can firmly and resolutely say, "Yes, indeed it
does!" As Maria Montessori observed, the patterns of inner direction
and concentration stay with children as they go on to higher learning.
This is one of the great gifts of a Montessori early education. The joy
of exploration and the inner satisfaction of completing challenging tasks
set a positive attitude toward learning. Children with a Montessori foundation
are confident in their ability to acquire knowledge, solve problems, and
cope with new information and experiences. These form their blueprint
for becoming a successful student in the years ahead. [TOP]
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AKangas/Mandala Children's House 9-02 |
