Dr. Maria Montessori was, in many ways, ahead of her time. Born in Italy in 1870 she was originally a medical doctor who brought the scientific methods of observation, experimentation and research to the study of children, their development and education.
The Qualities of Children
Her new approaches to education revealed that children worldwide possessed qualities and abilities (unsuspected until that time) that seemed to have been awaiting release. Among these qualities are:
- High level of concentration. Previously it was considered that children had short attention spans. Dr Montessori was amazed to observe the length of time that very young children would choose to attend to tasks which interested them.
- Love of repetition. On their own, children would choose to practice things they were trying to master over and over again.
- Love of order. Whereas we normally think of children as messy, Dr Montessori found that young children have a natural inclination for organization and orderliness. This natural inclination can be helped and developed if provision is made to foster it.
- Freedom of choice. Children like to choose things they do. If materials are set out for children so that they have easy access to them, children will choose, take and replace them without the need of assistance from an adult.
- Children prefer work to play. Adults tend to think children only want to play and not work. However, Dr Montessori found that play was a substitute for what the children really wanted to do, but couldn’t. For example children like to play “house”.
- No need for reward and punishment. Montessori discovered that children are intrinsically motivated to work. They do not need external rewards and punishments. What they need is help.
- Lovers of silence. Whereas it is easy to think of children as noisy, Montessori discovered that young children enjoy finding out how quiet they can be. Visitors to a Montessori classroom are struck by the orderliness and calm of the children. There is a buzz of conversation and activity, but not to the extent that one child or group disturbs another.
- Sense of personal dignity. Children want to be capable and held in high regard. They want to be able to do things for themselves. A child would rather tie his own shoe laces than have them tied.
- Desire to read and write. In the beginning, Dr Montessori didn’t believe that young children of four and five years of age should be involved in reading and writing. However, the children showed such interest that she provided some beginning materials.
A Montessori program is different in a number of ways:
- It teaches to individuals instead of to groups
- Children learn through experience rather than through listening and having to remember.
- The Montessori curriculum is much broader than many other programs.
- With regard to discipline, in a Montessori program the emphasis is on self-discipline developed through helping a child learn how to appropriately meet needs rather than disciplining through the use of rewards and punishments.
- In a Montessori classroom the organisation of the room allows children easy access to a variety of learning experiences.
- The materials in a Montessori classroom are carefully designed and thoroughly researched to fit the developmental needs and characteristics of children.
- The Montessori method of helping a child is through a process of showing a child what to do in a positive manner.
- The Montessori Program is systematic and carefully sequenced according to principles of development. Every activity is carefully thought out to build upon previous preparation and to lead on to a more complex activity.
- The Montessori program is designed to develop independence and responsibility.
- The routine of the Montessori program is based on the principle of freedom of choice, rather then on set times for prescribed activities.
- In Montessori Programs children are viewed as positive beings whose primary work is the construction of an adult.
The Montessori Preschool
The preschool room is attractive, with many carefully designed materials and activities. The children are free to engage in any activities that interest them. They can work by themselves, or with a friend, or a group of friends. They can spend as much time as needed in any activity. They have opportunities to do things they see parents do at home. They can prepare food such as grating carrots, peeling tomatoes, cutting bananas, cracking nuts, or squeezing oranges. They can do carpentry such as hammering, nailing and sawing. They can learn to tie shoes, use a zip, and buttons. They can listen to music, sing, dance, and learn to play an instrument. They can paint, draw, work with clay, learn to sew, make masks or puppets. They can learn to count or make words. They can look at books about all the wonderful things in the world around them. They can look at a globe and look at pictures taken from different parts of the world. And, they can run, climb, play games, and have fun with their friends. They can sit on a knee and hug a teacher.
