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What Makes a Montessori Education Unique?
Back to Top How Does It Work? Children are free to work at their own pace with materials they have chosen, either alone or with others. The teacher relies on his or her observations of the children to determine which new activities and materials may be introduced to an individual child or to a small or large group. The aim is to encourage active, self-directed learning and to strike a balance of individual mastery within small group collaboration within the whole group community. The multi-year span in each class provides a family-like grouping where learning can take place naturally. More experienced children share what they have learned while reinforcing their own learning. Because this peer group learning is intrinsic to Montessori, there is often more conversation language experiences in the Montessori classroom than in conventional early education settings. Back to Top How Is Creativity Encouraged? Music, art, storytelling, movement, and drama activities are integrated into American Montessori programs. But there are other things particular to the Montessori environment that encourage creative development: many materials which stimulate interest and involvement; an emphasis on the sensory aspect of experience; and opportunities for both verbal and non-verbal modes of learning. Back to Top How Did It Begin? She called it a "Children's House" and based the program on her observations that young children learn best in a homelike setting, filled with developmentally appropriate materials that provide experiences contributing to the growth of self-motivated, independent learners. Montessori's dynamic theories included such innovative premises as:
She carried her message throughout the world, including the United States, as early as 1912. An enthusiastic first response in the U.S. resulted in a reintroduction of the method in the mid 1950's, and then was followed by the organization of the American Montessori Society in 1960. _________________________________________________ Additional Websites Montessori: The International Index Montessori: The Science behind the Genius North American Montessori Teacher's Association Montessori in America Slideshow: Back to Top Dr. Maria Montessori Her approach to education was developed based on her observations, in collaboration with her background in psychology and her belief in the education of children as a means to create a better society. She continued to observe children around the world, and found that the universal laws of development she had recognized were inherent to children of all races and cultures. The Montessori approach to education continues to be respected and practiced internationally. _________________________________________________ Montessori Education for the Early Childhood Years
_________________________________________________ Additional Information? American Montessori Society _________________________________________________ Celebrated Quotes We must give the child relaxation from the continuous direction of adults. So we give them the right environment, relaxation and freedom from orders. This is an indirect treatment; it is not the correction of the individual but the preparation for a new life. This is something children have never had. ~The Child, Society and the World :: Dr. Maria Montessori .................................................................................................................. Whoever touches the life of the child touches the most sensitive point of a whole, which has roots in the most distant past and climbs toward the infinite future. .................................................................................................................. When the children had completed an absorbing bit of work, they appeared rested and deeply pleasured. It almost seemed as if a road had opened up within their souls that led to all their latent powers, revealing the better part of themselves. They exhibited a great affability to everyone, put themselves out to help others, and seemed full of goodwill. .................................................................................................................. The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on curriculum, or a timetable, education must conform to the facts of human life. .................................................................................................................. The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult. .................................................................................................................. I know that happiness does not come with things. It comes from work and pride in what you do. .................................................................................................................. The needs of mankind are universal. Our means of meeting them create the richness and diversity of the planet. The Montessori child should come to relish the texture of that diversity. .................................................................................................................. A new education from birth onwards must be built up. Education must be reconstructed and based on the law of nature and not on the preconceived notions and prejudices of adult society. .................................................................................................................. Only practical work and experience lead the young to maturity. .................................................................................................................. Don't ask yourself what the world needs; ask yourself what makes you come alive. And then go and do that. Because what the world needs are people who have come alive. .................................................................................................................. The child is the spiritual builder of mankind, and obstacles to his free development are the stones in the wall by which the soul of man has become imprisoned. .................................................................................................................. It is every man's obligation to put back into the world at least the equivalent of what he takes out of it. |
