Maria Montessori was born in Italy in 31st August, 1870. On graduation as the first woman doctor in Italy, Dr Montessori developed an interest in the education
of young children. She gave up her medical practice, went back to university to study psychology and philosophy and started working with a group of working
parents in the San Lorenzo district of Rome. It was here that she founded the first Casa dei Bambini or “children’s House”. This was the forerunner of the
Montessori School, as we know today.
As a result of her medical background, she approached education not as an educator or a philosopher, but as a scientist. The Montessori Method of education was
developed over many years of observation of children and the development of many ideas and materials that would help them achieve their full potential. Her
theories were tailored to the needs of the growing child and sprang from Montessori’s intense love and respect for all children. Her work soon became widely
known and she travelled the world, establishing schools and lecturing about her discoveries. She wrote numerous books and many articles until her death in 1952
at the age of 82. She left the world a legacy of a method of education, which combines a practical approach, based on the carefully planned learning
environment, with a philosophy centered on the idea of developing independence in the child. She believed all children are intrinsically motivated to learn and
that they absorb knowledge without effort, when provided with the right kind of activities, at theright time in their development.
She was nominated for the Nobel Peace prize three times in 1940, 1950, and 1951, with a move a foot again this year (2002) re-nominate her. |
Dr Maria Montessori believed that no human being is educated by another person. She must do it herself or it will never be done. A truly educated individual
continues learning after the hours and years she spends in the classroom because a natural curiosity and love for knowledge motivates her from within. Dr
Montessori felt, therefore, that the goal of early childhood education should not be to fill the child with facts from a pre-selected course of studies, but
rather to cultivate her own natural desire to learn.
In the Montessori classroom this objective is approached in two ways, by allowing each child to experience the excitement of learning by her own choice rather
than being forced. Second, by helping her to reflect all her natural tools for learning, so that her ability will be at maximum in future learning situations.
The Montessori materials have this dual long-range purpose in addition to their immediate purpose of giving specific information to the child.
Another observation of Dr Montessori’s that has been reinforced by modern research is the importance of the sensitive periods for the early learning. These are
periods of intense fascinations for learning a particular characteristic or skill. Such as going up and down steps, putting things in order, counting or
reading. It is easier for the child to learn a particular skill during the corresponding sensitive period than at any other time in her life. The Montessori
classroom takes advantage of this fact by allowing the child freedom to select individual activities, which correspond to her own periods of interest.
The Montessori Classroom is indeed a child’s world, geared to the size, the pace and interest of boys and girls. It is designed to put the child at ease by
giving his the freedom in a environment prepared with attractive materials. These materials are arranged on low shelves with easy reach of even the smallest
child. The tables and chairs in the classroom are moveable, permitting a flexible arrangement for many activities. The children also work on small mats on the
floor where they are naturally comfortable. The Montessori materials are divided into three groups:
The practical life exercises
These await each child’s moment of interest in reading, arithmetic and geography. The role of the teacher or Directress is to observe the interests and needs of
the child. She demonstrates the correct use of the materials. She is trained to recognise the child’s sensitive periods. She allows the child to discover his
own mistakes through further manipulation of the self-correcting materials. She must encourage a child who is hesitant and divert a chid who chooses materials
beyond his ability.
The Montessori classroom offers the opportunity from a wide variety of graded materials. Having children ages 18 months through to three years, three to six
years, six to nine, nine to twelve years together in a 3 year cycle, permits the younger child a graded series of models for imitation and the older ones an
opportunity to reinforce their own knowledge by helping the younger ones.
The return of your investment in Montessori will be enhanced if there is a consistency between home and the child’s classroom. This does not mean put the Montessori materials in your living room. It means taking the Montessori perspective. With this perspective your attitude, your pace, your expectations and the limits you establish for your child will be in keeping with the principals that Maria Montessori developed for her teachers to gain. This perspective you can read Montessori writings, attend Montessori information evenings.
Wouldn’t it be wonderful if the sensitive period for order, which the child experiences, means that he will suddenly keep his room as neat as a pin.
- Take a good look at his room; does he have too many things out at a time? Is your child using everything? For example, keep out one puzzle, one set of stencils and one or two games.
- Does your child have shelves on which to place his toys? While toy boxes encourage confusion and chaos, a simple shelf can encourage a child to take better care of his toys.
- Does your child have suitable containers for toys? Save shoeboxes, ice cream containers – anything sturdy to store cars, blocks, dolls clothes etc
- Can your child use the bathroom without help? Keep a sturdy stool handy, which the child can use to get to the toilet or reach for his toothbrush. Adjust cupboards so those shelves are low and within his reach. A low mirror will enable him to look at himself and comb his hair. Keep small utensils in the kitchen – like a small pitcher of juice in the fridge and glasses stored low for independent snack.
Remember! Order out of chaos does not come easily, but it does come – if parents act early to help, our children work to the end. |
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