Who is Dr Maria Montessori ?

Dr Maria Montessori was an engineer, doctor, women’s rights activist and a pioneer of education for children.

She was born on 31st August, 1870 in a town called Chiaravalle in Italy. A chance to work with children in her capacity as a doctor in 1907, gave her the opportunity to observe the true nature of children, which she says was revealed to her by the children themselves. Over the next 22 years, Dr Montessori kept observing children scientifically on how they took to learning with the help of specially designed material – the means of development. She then toured around the world spreading the discoveries of the psychology of the child and the ways of learning.

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What is special or characteristic of the Montessori philosophy ?

“I did not invent a method of education, I simply gave some children a chance to live.” – Dr Montessori

The Montessori philosophy is based on an understanding of the needs and characteristics of children at different stages of their development. This child-centric approach is based on years of scientific observation of children from birth to adulthood. The approach is time tested with over 120 years of success in diverse cultures all over the world.

Dr Montessori talks about periods of “sensitivity” for different ages. During these periods, a child is capable of, and interested in, learning specific concepts.

The four pillars of the philosophy – the prepared environment, the means of development (material), the mixed age group and a trained facilitator – support the sensitive periods and help facilitate the natural curiosity and interest in learning in a child, helping the development of the child in physical, social, emotional and cognitive spheres.

There is freedom in the environment – a freedom with responsibility. This allows the child to work, move and interact freely – without fear and without judgement. This enables the child to learn and discover concepts to one’s own satisfaction.

The Montessori philosophy is not considered a method of education or curriculum but a way of life!

How is Montessori education different from conventional education ?

Montessori philosophy caters to the needs and characteristics of children at different stages of their development. It recognizes that each child is unique and every child takes a personal journey in acquiring knowledge and discovering concepts according to their individual capabilities and conditions. Unlike a conventional classroom where a group of children, of a same age, are taught educational concepts and expected to learn all at the same time, the Montessori way provides a child the opportunity to learn and master concepts at one’s own pace and need. The child learns through concrete experiences based on free choice, without being subjected to forced memorisations, rewards and punishments.

Do children get dependent on Montessori materials ?

The Montessori materials or ‘Means of Development’ are learning aides which help the child discover concepts through hands on work with them. The materials are scientifically and aesthetically designed to appeal to the child’s inner need for learning. The material is offered employing a ‘Guided Discovery Approach’ that guides children closely in their discoveries, with the intention that with repeated use they cannot fail to discover what the materials are explicitly designed to offer. They have an in-built control of error that helps the child correct one’s own work and make discoveries. The material once manipulated and mastered, becomes redundant and children then move on to seek other means of development to satisfy their inner hunger and need to learn something new.

What is the role of the adult in the environment ?

The greatest sign of success for a teacher is to be able to say, ‘The children are now working as if I did not exist.’ – Dr Montessori

An adult in the Montessori environment is specially trained to understand the needs and characteristics of children and observe individual children to help facilitate their learning.

The adult prepares the environment with attention to detail to suit the needs and interests of the children. The training and observation help the adult identify the readiness of a child for the next concept or activity. The adult’s role is only to offer right help at the right time in the right manner. After which, the adult steps back to observe the child arrive at own discoveries. The approach is silent and indirect yet immensely rewarding.

As a parent/caregiver, how can I be sure to find a good Montessori environment ?

Observing an environment gives one an understanding of the quality of a Montessori environment. You could request for a time to observe the environment.

Angeline Stoll Lillard in her book, ‘Montessori – The Science Behind The Genius’, lists out a few questions that could be used as parameters to observe an environment. The questions:

• Is the physical environment beautiful?
• Is there a feeling of peace?
• Is there a variety of different kinds of work being done?
• Is there an absence of worksheets ad workbooks?
• Do the children seem to be relaxed and happy?
• Do the children seem to have a sense of purpose?
• Are the children kind and courteous with each other?
• In the Primary, are the children concentrating on their work?
• In the Elementary, are the children appearing to work seriously even while some are
• casually carrying on conversations with other?
• Does the facilitator appear to be constantly aware of the whole room, intervening
• only when children seem aimless or non-constructive, or disturbing others?

In the very best environments, Lillard says, the answer to all these questions is ‘yes’!

What does a typical day in a Montessori environment look like ?

When children arrive at their Montessori centre, they are greeted, warmly, and welcomed in. They put away their bags and footwear in designated areas. Children take help of the adults or other older children only if required. The aim is to become independent. With this confidence, the children enter the environment. The environment is a world apt for their needs, purposes, dimensions and abilities. Now the children have the freedom to choose a material and work towards their own development. They go through a ‘work cycle’ choosing material they want to work with, sometimes waiting patiently for their turn to work with a particular material already in use whilst they take up something else. At appropriate times, they are invited for presentations by the adults. Children have the freedom to move, speak to an adult or friend, use the rest room, eat a snack when they need to, as long as it does not interfere or disturb others. There is a freedom to transition between the indoor and outdoor environments for purposeful work. Whole group gatherings happen every now and then when the children and adults come together for sharing, discussions and special occasions. The end of the work day sees the children taking care of the environment to put material back in their designated place and in a condition fit for another child to take and use. Children then get ready to leave for the day, with satisfaction and a smile only to come back the next day with a lot more happiness, curiosity and determination to work and learn.

How do you assess the child if there are no examinations?

In a Montessori environment, children assess their own work. On an individual level, working with the material lends to self-correction as the materials have an in-built control of error. At a group level, being a mixed-age group, the group acts as a social control of error. There are no rewards and punishments. This aspect helps the children look at their work with a purpose of self-development and not to please external factors.

The adult keenly observes children in their progress and development and intervenes when necessary.

When will my child be able to read and write?

When the child is ready!

In the Montessori environment, a variety of activities and materials are offered to the child to prepare the hand for writing and senses for reading. There is physical and intellectual preparation that lays the foundation for these skills to develop naturally in the child. The child absorbs everything in the environment. If reading and writing are active or alive in the child’s environment, the child readily picks up these skills.

As a parent, how will I know my child’s progress ?

“Never help a child with a task at which he feels he can succeed.” – Dr Montessori

Keen observation of the child will reveal the progress the child has made in self-development. Very young children exhibit this when they develop a need to do things by themselves. They show curiosity in learning. They develop independence, patience, self-control, precision in movements, become more organised, have a greater sense of order and exhibit grace and courtesy in their social interactions.

Other ways to understand the child’s progress is to ask for or attend meetings and orientations organised by the Montessori adults to discuss Montessori philosophy in general and your child’s work and interactions in the environment in particular.

Will my child be able to settle in a conventional school with regards to work load and competition ?

Children adapt much more easily than adults do. Children who have had a working experience in a Montessori environment are often very adaptable to new environments. This is attributed to the fact that the child is adept at self-learning for the time spent in a Montessori environment. They are self-directed and have a positive attitude towards learning for both academics and social interactions. So, a change in the environment usually does not affect them adversely. They learn, very organically, to be responsible, organized, courteous, respectful, positive, owing to their own experiences which help them settle well in a new environment. In other respects, in the last year at the Montessori environment, most Montessori adults prepare children to cope with the changes that they would most likely encounter – competitions, exams, single age groups, etc.

How can I learn more about the Montessori philosophy?

Self-education, observation and interacting with Montessori children and adults are some of the keys to learning more about the Montessori philosophy.

Observing environments; attending Montessori open days, workshops, conferences; reading books by Dr Montessori and on her life and philosophy by other authors, guarantee a step towards better understanding of the philosophy. Whenever an opportunity arises, do take that up!

Recommended reading:

The Absorbent Mind

The Discovery of the Child

The Secret of Childhood

The Child in the Family

To Educate the Human Potential

From Childhood to Adolescence

Advanced Montessori Method Vol I

Advanced Montessori Method Vol II

The Formation of Man

Education for a New World

Education and Peace