What is Montessori Education?

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Dr. Maria Montessori (1870-1952) was the first woman to receive a medical degree in Italy. She worked in the fields of psychiatry, anthropology, and education. She developed her philosophy of education based on observation of children of all social classes and in many countries. She believed that each child is born with a unique potential to be revealed, rather than a “blank slate” waiting to be written upon. Montessori recognized that the most important years for learning are those between birth and age six. She felt education should be an aid to life, a collaboration with nature. To assist the child in achieving this natural potential within him/herself, Montessori used her vast experience with and observations of children to develop a method of education that allows the child to develop and learn naturally through spontaneous, self-directed activities. Montessori stressed the importance of preparing the best environment for the child, according to the various stages of life. She recognized that at certain times, young children had a special ability to focus on specific aspects of their environment. Montessori described these stages as sensitive periods, which are a length of time in a child’s life when he/she is most eager and best equipped to learn particular concepts.

 

A young child effortlessly acquiring his native tongue is an example of a sensitive period in motion that we have all witnessed. As well, today, neuropsychiatrists are now starting to prove scientifically the theories that Montessori formed through her extensive observations of children beginning over 90 years ago. The Montessori classroom (known as the prepared environment) allows the child the freedom to choose actively, to manipulate specifically designed materials and to work through cycles of learning according to their needs and capabilities, all within an organized framework.

 

This active education encourages concentration and self-discipline while allowing the child to absorb new concepts and skills. The Montessori teacher (called the Guide/) offers new experiences and encourages enthusiasm for learning without interfering with the child’s independence. Children are encouraged to share accomplishments, resolve problems and to develop an understanding of the other members of their classroom community. In this atmosphere of acceptance and respect, the development of responsible, self-directed and self-disciplined students with a love of learning. The aim of Montessori education is not to fill the child’s head with facts; it is to cultivate the natural desire to learn and the opportunity to reach his or her fullest potential.

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How do I know if Montessori Education is right for my child?

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Montessori Education is a philosophy that encompasses the entire development of the child. Using basic fundamental principles that respect the physical, emotional, and mental development of the child, the Montessori program is appropriate for all children regardless of cultural, socioeconomic, and personal differences.

This said, however, the children who will receive the most benefits from a Montessori program are children who are fortunate enough to have the adults in their lives respect and adhere to these basic principles that Montessori wrote about.

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Parents whose philosophies include:

• Giving time and patience to show their child how to be independent (i.e., dressing, feeding, cleaning up, even though it is slower and messier than doing it themselves).

• Giving thought to the setup of the rooms of their homes to allow children independence.

• Using co-operation, mentoring, and teamwork, rather than competition, to help each child achieve their best.

• Discipline rather than reward and punishment.
   

The Montessori education will be a natural extension of their parenting style and a comfortable transition for their child.

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Why the three-year age mix?

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If a classroom is to be challenging enough to provoke a learning response, it must be properly matched to the standard which an individual child has already developed in his past experience. This experience is so varied that the most satisfying choice can usually be made only by the child himself. The Montessori classroom offers him the opportunity to choose from a wide variety of graded materials. The child can grow as his interests lead him from one level of complexity to another. Having children ages three to six, six to nine and nine to twelve together permits the younger children a graded series of models for imitation, and the older ones an opportunity to reinforce their knowledge by helping the younger ones.

 

How does Montessori Education deal with discipline?

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As with all areas of Montessori Education, discipline at the Children’s House is primarily taught through teaching and not through correcting. Children are given presentations in Grace and Courtesy, and the teacher role models proper etiquette and social skills, i.e., shaking hands, greeting, interrupting, blowing nose, etc.

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The classroom is a “prepared environment” into which thought was given to the expectations and routines of the children in order to minimize line-ups, waiting times, and disruptions to the child’s work cycle. This allows the child more options in problem-solving and minimizes the frustrations and conflicts for the students in the classroom. There are many examples of this in the classrooms, such as no assigned seating, so that children may choose to work with others or alone.

This framework of “freedom with responsibility” effectively reduces discipline problems significantly. That said, of course, we are dealing with young children who are growing and maturing and learning each day and through that process, there will inevitably be some discipline issues that the directress will need to deal with.

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When these arise, we believe that children are not to be punished, but instead disciplined. Discipline is not synonymous with punishment. Discipline is not judgmental, arbitrary, confusing or coercive. Our goal as Montessorians is to help children develop self-discipline, an ordering of the self, from the inside, not imposition from the outside. The exact details of the discipline will vary based on the age of the child involved and the nature of the incident, but every situation will involve discipline that:

• Shows the child what they have done.

• Gives the child ownership of the problem.

• Gives them options for solving the problem.

• Leaves their dignity intact.
   

A recent example of this approach in action involved a situation where a 4-year-old girl drew a picture and wrote her name on a classroom shelf. The teacher pointed out the drawing to her and explained that this was not an appropriate place to draw. She then asked the child if she could fix this problem on her own. The child said yes, got a cleaner and a cloth, and removed the artwork. (A younger child may have required suggestions or choices about how to solve the problem provided by the teacher.) The child then, on her own, decided to write a letter of apology and brought it in the next day to the teacher.

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For more information and suggestions on discipline, I would recommend all parents read Barbara Colorosso’s ‘Kids are Worth It – Giving Your Child the Gift of Inner Discipline.‘

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Additional Readings by Dr. Maria Montessori, Other Authors:

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• The Discovery of the Child Walbank, E. – Montessori Now

• What You Should Know about Your Child E.M. Standing - Maria Montessori, Her Life and Work The Child in the Family • ª • D.C. Fisher – A Montessori Mother

• The Absorbent Mind Dreikurs, R – Children- The Challenge

• The Secret of Childhood Angeline Lillard - The Science Behind the Genius

• Education for a New World Seldin, Tim – How to Raise an Amazing Child…the Formation of Man Montessori Way!

• To Educate the Human Potential Davies, Simone – The Montessori Child  Toddler Spiritual Outlook and the Child - The • • Montessori Toddler Education and Peace -The Montessori Baby

 

The school office has a library of parenting-oriented books and videos to loan upon request.

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I’ve heard Montessorians do not use praise (or other rewards and punishments); does this mean you will never say anything nice to my child?

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No, it doesn’t! In fact, giving and receiving compliments is actually a “Grace and Courtesy” Presentation in the Practical Life area of the classroom.

What it means is that the staff of The Children’s House will never praise your child, but instead, we will support and encourage what your child does. For example, we might say “That’s a beautiful drawing” rather than “You are a great artist.”

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At first glance, these statements may appear to say the same thing. But, in fact, they are very different. The 2nd statement comments on the child’s worth as a person in the opinion of the teacher based on what they can or cannot accomplish. The 1st way complements the task the child was performing, not the child him/herself. This way, children are not afraid to try new things (for fear failure will mean they are “bad”). They do not become dependent on others for approval, but learn to use their own judgement.

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Recommended Reading – "Punished by Rewards" by Alfie Kohn