Montessori

      

 

 

Maria Montessori

        Maria Montessori, an Italian born in 1870, studied paediatrics. Whilst visiting patients for treatment, she became interested in young children and their needs. She used observation from previous experience to determine what the child’s needs were. Montessori gradually distinguished that children with problems, had them because of the adults and their approaches and in the environment that surrounded them (Mooney, 2000).

       Montessori has contributed significantly to understanding children and is a pioneer of early childhood education, emphasising the provision of outdoor play and learning environments. Her pedagogy identified that young children are active learners, desiring independence and personal choice, yet having guidance from teachers who facilitate their learning by providing an environment which is suitable and favourable (Isaacs, 2012).

        In 1906, Dr Montessori was invited to look after three to six year old children of migrant workers. They were placed in a room which Montessori had furnished with small tables and chairs and a selection of materials. After contributing and taking part in looking after them, this then was the foundation of the Montessori approach to education (Isaacs, 2010).

       The Montessori philosophy signifies the importance of decision making and self reliance. Montessori schools encourage children to choose equipment they wish to use rather then have them set up ready. Resources need to be accessible to the children and they need to have trust and support when using them. The children need to be shown how to use the materials and how to return them after use (Dowling, 2005).

     Montessori believed that the environment of the child should be child sized, offer independence and be organised. Her first ‘children’s house’ was in Rome, where she pioneered the idea of having open access from indoors to outdoors, freedom of choice and self direction. (Tovey, 2007). Montessori schools minimise children’s literature and dramatic play, there is a lack of field trips and excursions, children are taught work experiences such as polishing shoes and rely on Montessori materials to support their learning and incorporate children working as individuals. Hymes (1965) argues that ‘there are significant differences to Montessori school compared to modern schools’.

      Cohen (1990) states that children succeed better when they are supported and respected as an individual. Montessori’s method relies upon practical and hands on activities which include bead sorting, button work and cultural studies. These are designed to help children improve their understanding of whole processes and teachers are able to assess their progress through developmental stages rather than grading.

     Theorists identify the Montessori method through her emphasis placed on preparation of the environment. Montessori believed that it was not just the space, furnishings and materials which contribute to their learning, but also adults and other children. Children can learn language and other life skills from their environment without being aware of it(Mooney, 2000).

The Montessori method video



http://www.youtube.com/watch?v=F2NjD65HrBA

 

 

Montessori schools

 

http://www.happyhandsmontessorinursery.co.uk/the-montessori-method.html
 

Practical life

 

                        Pouring

                       Transferring

                        Polishing

                        Threading

 

Sensorial

 

                                 Sounds

                          Weights

 

                          Textures

 

                          Smells 

 

 Mathematics

 

Count

 

Combine

 

Share

 

Combine

 

 

Language and literacy



    Reading

 

    Writing

 

    Vocabulary

 

    Alphabet

 

 

 



 

Cultural

 

 

 

 

 

 

 

Geography

 

History

 

Biology

 

  Science

 

  Cookery

 

  Animal care

 

  Global festivals

 

 

 

Creativity

 

 

 

 

 

Arts and crafts

 

Role play

 

Dance

 

         Music



Montessori: Learning for life video

http://www.youtube.com/watch?v=rZLq5Uttq8M



Typical day in a Montessori school

Morning
8:00am	Free play
8:40am	Tidy up
9:00am	Breakfast time
9:30am	Circle time
10:00am	Montessori activities incorporating arts and crafts and role play
12:00pm	Tidy up
12:15pm	Story time/ home time
Afternoon
12:30pm	Lunch
1:15pm	Garden time/ sleep time
2:00pm	Montessori activities incorporating arts and crafts and role play
4:30pm	Tidy up
4:45pm	Snack
5:15pm	Garden time
6:00pm	Close

 

 

 

Maria Montessori's children's school foundation video

 

http://www.youtube.com/watch?v=f2cb0ajbOjk

 

 

 



 

 Useful websites for Montessori Schools

 

http://www.montessori.org.uk/what_is_montessori

 

http://www.mariamontessorischools.co.uk/

 

http://www.montessorisociety.org.uk/parents/schools-uk

 

http://www.montessorieducationuk.org/

 

 

References

Cohen, D. (1990), ‘The education digest’, Montessori methods in public schools, Volume 56, Number 1, Page 63.

 

Dowling, M. 2005. Young children’s personal, social and emotional development. London. Sage. Second edition.

 

Hymes, J. (1965), ‘Educational leadership’, Montessori, Volume 23, Issue 2, p.127.

 

http://www.happyhandsmontessorinursery.co.uk/index.html.

 

Isaacs, B. 2012. Understanding the Montessori approach; early years education in practice. Oxon. Routledge.

 

Isaacs, B. 2010. Bringing the Montessori approach to your early years practice. Oxon. Routledge. Second edition.

 

Mooney, C. 2000. Theories of childhood; an introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. St. Paul. Redleaf Press.

 

Tovey, H. 2007. Playing outdoors; spaces and places, risk and challenge. England. Open university press.