Montessori 101
Montessori is a child-centered alternative educational method, based on theories of child development originated by Italian doctor and educator, Maria Montessori (1870-1952), whose career was dedicated to the study of children.
She discovered that the characteristics at each stage of human development are unique, and that the foundation of the whole personality is laid during the early years of life. In her medical practice, her clinical observations led her to analyze how children learn. After extensive research, she concluded that they build themselves from what they find in their environment. Montessori education is a combination of philosophy, psychology, educational theory, and instructional materials guided by an understanding of developmental stages and respect for individual characteristics. Through her years of experience with children around the world, Dr. Montessori proved that children are able to learn to read, write and calculate as easily and naturally as they learn to walk and talk. Children develop practical and intellectual abilities through individual discovery and exploration of language, mathematics, geography, geometry, art and music. Teachers keep detailed records and notes about each individual child’s lessons. Progress in social and emotional development is also noted. The Montessori classroom allows children to learn independently in an environment carefully prepared and monitored by an educator trained to work with children of that specific age group. Each child has the same teacher for three years. This strengthens the bond between teacher, child, and parents. Multi-age grouping allows the child to proceed at an individualized pace. Older children build their self-esteem by helping younger children. Younger children learn language and social skills by observing older children. “We do not believe in the educative power of words and commands alone, but seek cautiously, and almost without the child’s knowing it, to guide his natural activity.” -Maria Montessori The foundation of a good education is learning how to learn, especially in an era of technological revolution and social change. At E.C. Montessori & Grade School (ECM) the curriculum is designed as an inclined spiral in which lessons are introduced simply and concretely in the early years of each cycle and are reintroduced several times during the following years at increasing degrees of abstraction and complexity. ECM’s course of study encompasses the traditional curriculum and goes beyond to teach students how to think clearly, do their own research, express themselves well in writing and speech, and apply their knowledge in authentic scenarios. Our course of study is also an integrated experience that ties the separate disciplines of the curriculum together into studies of the physical universe, the world of nature, and the human experience. As an example, when our students study Peru, they not only discover facts and figures, but they also create Peruvian masks in art classes, learn Peruvian music and dance in Spanish, and experience the flavors and aromas of foods from the continent. Literature, the arts, history, language, government, architecture, medicine, and science, all complement one another in the elementary curriculum. ECM’s curricula involve the education of the whole child. We set high expectations for the quality of work and thought, which includes how students deal with each other and how to live honorably and respectfully in the community. Peace is not just a topic of discussion or the absence of war, but rather a natural outcome of a method of education where children learn how to treat each other in their daily lives and how to solve problems through communication and cooperation. Dr. Montessori’s approach is based on these fundamental principles:
1. that learning and well-being are improved when people have a sense of control over their lives as exemplified by self-directed activity and freedom with repsonsibility on the part of the child; 2. that movement and cognition are closely entwined, and movement can enhance thinking and learning; 3. that children foster their innate love of learning when they are interested in what they are learning; 4. that tying extrinsic rewards to an activity, like candy or high grades, negatively impacts motivation to engage in that activity when the reward is withdrawn; 5. that order in the environment is beneficial to children; 6. that particular forms of adult interaction are associated with more optimal child outcomes: respect for children and their almost effortless ability to absorb knowledge from their surroundings, as well as their tireless interest in manipulating materials; 7. that the use of self-correcting equipment for introduction and learning of various concepts leads to the development of an independent learner; 8. that the clinical observation on the part of the teacher in combination with the adaption of the child's learning environment to his or her particular developmental level is essential for optimal learning. |