Highlights of the Montessori Approach
Mixed Age Group • There is a 3-year age span in a traditional Montessori classroom. The idea is that the children remain in the same class for 3 years (4 years depending on when their birthdays fall). The different age groups in the class are somewhat balanced, so that there is ample representation of each level in the class. The 3 year olds look up to the older children for support, guidance, and as behavioral models. The older ones tend to remember being 3, and are generous and gracious with their help and companionship.
We encourage observation of other children's work in the classroom, so children doing advanced activities are in fact preparing the younger children for those same activities. It is not unusual to see a 3 year sitting next to a 5 year old working on addition or some other advanced work. In addition to the visual observation, the younger children will often ask the older children questions about their work. The older children are happy to answer their questions, in effect teaching the younger children.
Sensitive Periods • Montessori observed that there were periods in the young child's life when she could easily absorb certain kinds of skills and information. She called these Sensitive Periods, and identified several of these periods of importance. Her teachings tell us that during these Sensitive Periods, children can learn things more easily than at any other time in their lives. The activities we provide the children in the classroom are indicative of the Sensitive periods they are experiencing between the ages of 3 and 6 years old.
The Importance of Movement • Montessori observed that children learned more readily when they were directly involved with the subject matter. Therefore, she developed materials that the children could handle, learning the concepts from their interaction with the different pieces of apparatus. For example, they learn the names of the different kinds of triangles by holding wooden cutouts of various types of triangles and running their fingers along the edges of the shapes as they learn the names. In this way, she took advantage of the child's desire to touch everything, making all the learning activities accessible to the students.
The children not only manipulate all the materials, they carry them from the shelves where they are kept to the place where they are going to work. When finished, they return them to the appropriate shelf, allowing them to move around once again.
Control of Error • While Montessori was developing the various materials, she sought to find ways that the children could see their own mistakes and correct them. This eliminates the need for the adults to constantly be interrupting the children while they are using the materials to point out errors. In other words, the control of error is built in to most of the materials. For example, the children like to use a piece of equipment called the cylinder block. It is a long block of wood with 10 different cylinders that slide perfectly into each socket. The cylinders are graded in size, so that only 1 cylinder fits perfectly into each socket. If the child puts a small one in a large socket, she will get to the end of the work and have 1 large cylinder left over. Being curious, the child will experiment with the cylinders until she figures out which one needs to be moved so that they all are in a socket. Solving these kinds of problems over a long period of time gives her confidence that she can figure things out, as well as the experience of solving problem after problem.
The Concept of Self Discipline • Another unique aspect of Montessori Education is the concept of self discipline. This concept takes into account that the children develop the ability to control themselves over time if environmental factors are favorable to that development. The children are gradually given more and more freedom, and with it more and more responsibility. Over time the children realize that they are extremely capable, and appreciate all the freedom of choice that the classroom allows. The adults intervene when individual children cannot handle all the freedom and responsibility, and need some guidance or fewer choices (that is less freedom).
For more information on Montessori education, visit these sites: AMI-USA (Association Montessori Internationale), NAMTA (North American Montessori Teachers' Association) and MariaMontessori.com. To read an important study by Angeline Lillard published in the Journal of School Psychology regarding preschool children's development in Montessori vs. non-Montessori programs, click here.
We encourage observation of other children's work in the classroom, so children doing advanced activities are in fact preparing the younger children for those same activities. It is not unusual to see a 3 year sitting next to a 5 year old working on addition or some other advanced work. In addition to the visual observation, the younger children will often ask the older children questions about their work. The older children are happy to answer their questions, in effect teaching the younger children.
Sensitive Periods • Montessori observed that there were periods in the young child's life when she could easily absorb certain kinds of skills and information. She called these Sensitive Periods, and identified several of these periods of importance. Her teachings tell us that during these Sensitive Periods, children can learn things more easily than at any other time in their lives. The activities we provide the children in the classroom are indicative of the Sensitive periods they are experiencing between the ages of 3 and 6 years old.
The Importance of Movement • Montessori observed that children learned more readily when they were directly involved with the subject matter. Therefore, she developed materials that the children could handle, learning the concepts from their interaction with the different pieces of apparatus. For example, they learn the names of the different kinds of triangles by holding wooden cutouts of various types of triangles and running their fingers along the edges of the shapes as they learn the names. In this way, she took advantage of the child's desire to touch everything, making all the learning activities accessible to the students.
The children not only manipulate all the materials, they carry them from the shelves where they are kept to the place where they are going to work. When finished, they return them to the appropriate shelf, allowing them to move around once again.
Control of Error • While Montessori was developing the various materials, she sought to find ways that the children could see their own mistakes and correct them. This eliminates the need for the adults to constantly be interrupting the children while they are using the materials to point out errors. In other words, the control of error is built in to most of the materials. For example, the children like to use a piece of equipment called the cylinder block. It is a long block of wood with 10 different cylinders that slide perfectly into each socket. The cylinders are graded in size, so that only 1 cylinder fits perfectly into each socket. If the child puts a small one in a large socket, she will get to the end of the work and have 1 large cylinder left over. Being curious, the child will experiment with the cylinders until she figures out which one needs to be moved so that they all are in a socket. Solving these kinds of problems over a long period of time gives her confidence that she can figure things out, as well as the experience of solving problem after problem.
The Concept of Self Discipline • Another unique aspect of Montessori Education is the concept of self discipline. This concept takes into account that the children develop the ability to control themselves over time if environmental factors are favorable to that development. The children are gradually given more and more freedom, and with it more and more responsibility. Over time the children realize that they are extremely capable, and appreciate all the freedom of choice that the classroom allows. The adults intervene when individual children cannot handle all the freedom and responsibility, and need some guidance or fewer choices (that is less freedom).
For more information on Montessori education, visit these sites: AMI-USA (Association Montessori Internationale), NAMTA (North American Montessori Teachers' Association) and MariaMontessori.com. To read an important study by Angeline Lillard published in the Journal of School Psychology regarding preschool children's development in Montessori vs. non-Montessori programs, click here.
Montessori History
Maria Montessori (1870–1952) was the first woman physician in Italy in the early 1900's. In her practice of medicine, she was called upon to look after a group of mentally handicapped children. Concerned that they had little to do, she began developing materials for them, and in a short time they achieved the same skills and knowledge as normal children. This caused her to wonder what all children could achieve if provided with materials that suited their developmental needs, and it led to a movement that has revolutionized education for children around the world.
The Montessori materials were developed over several years by observing children and ascertaining their needs and their unique ways of learning. Once Dr. Montessori started on this path, she continued to develop the method, train teachers, and travel throughout the world spreading her ideas and helping people begin programs. While the majority of Montessori schools are still for the 3 to 6 year-old range, Montessori and her collaborators also developed theory, methodology and materials for ages 0-3 and 6-12. While Montessori did not completely develop the method for students older than 12, the basic philosophy was outlined in her books, and Montessorians today are increasingly organizing programs for adolescent students. For more information on Maria Montessori's life and work, we recommend Maria Montessori A Biography by Rita Kramer.
The Montessori materials were developed over several years by observing children and ascertaining their needs and their unique ways of learning. Once Dr. Montessori started on this path, she continued to develop the method, train teachers, and travel throughout the world spreading her ideas and helping people begin programs. While the majority of Montessori schools are still for the 3 to 6 year-old range, Montessori and her collaborators also developed theory, methodology and materials for ages 0-3 and 6-12. While Montessori did not completely develop the method for students older than 12, the basic philosophy was outlined in her books, and Montessorians today are increasingly organizing programs for adolescent students. For more information on Maria Montessori's life and work, we recommend Maria Montessori A Biography by Rita Kramer.