What is the philosophy behind
Montessori?
Why would one choose to have their
child in a Montessori environment?
Aren’t the classes too structured (or
not structured)?
Why do the children move all about the
room? How does one guide (teacher) see all that is happening, know what lessons
to give, assess the progress of each child, and provide each child with
well-rounded exposure to each area of the classroom?
Why are there so many children in the
class?
Why are there children of various ages?
These are a few questions that parents
often ask when considering enrolling a child into a Montessori school. These
questions are topics to be addressed in future articles. This article addresses
a bit of Montessori’s philosophy. For now, let’s address just a little personal
history of Maria Montessori as it helps to explain her philosophy.
In her studies, Dr. Montessori
developed the theory that children were best given activity to properly learn
and develop. The old saying that children should be seen and not heard lends
one to picture a serene child sitting quietly posed, hands folded demurely in
one’s lap.
In fact, the very nature of the child
is to move, explore, and discover. This begins at birth and continues until
they develop a conscious mind — their will — and thus, the ability to sit more
quietly and focus on what is at hand. Even then, the child continues to move
about her environment to explore and discover. Dr. Montessori said, “Never give
more to the mind than to the hand.” In other words, children learn best by
movement and by using their hands.
As a scientist, Dr.
Montessori approached her work with children by observing, testing her
theories, and discovering how to best present lessons to them. She began her
research studying the works of Jean-Marc-Gaspard Itard and Edouard Seguin with
disabled children. Through her observation with disabled children, she
discovered their intrinsic nature of learning. By trial and error, she applied
these discoveries and techniques to children with natural abilities. She then
began her work with a group of 60 impoverished children from one to six years
of age, living without supervision in slums. She first created a prepared
environment and then observed as the children explored following their natural
instincts.
Montessori instructed the adults
working with her to “follow the child,” observing each, and thus providing
guidance with the lessons for the materials they chose in the prepared
environment. So, you see that in an environment set up with naturally-beautiful
materials serving varying activities and purposes, the child is enticed, even
seduced, to explore the materials’ intent. By offering to model the proper use
by giving a lesson, the guide offers the child the opportunity to further
explore and learn from the material.
In each community of infants and
toddlers (birth to age 3), primary (3-6+ years), lower elementary (6-9) and
upper elementary (9-12), the prepared environment is one in which materials are
purposefully grouped. For example, in a primary environment there are four main
areas:
·
Practical
life.
·
Sensorial
(including music, botany and geography).
·
Math
(more music, geography, and now history).
·
Language
(including still more music, geography, history, art, and science).
Each shelf’s materials are arranged
from simple to complex, left to right, top to bottom. Already we are presenting
preparation for writing and reading (in that order). The youngest child begins
with exploration in practical life which will continue with them throughout
their everyday lives. Their introduction to each successive area of the
environment follows as they are ready to receive those lessons.
The teacher, or "guide," also
must be well-versed in how to first approach a child, what to say (if anything
at all), and how to invite and encourage the child to have a lesson. Each day
begins in preparation of herself for the children in her appearance, demeanor,
her slow, precise movements, her calm tone, her very presence in the environment.
She must know what is needed by each child, and be prepared to provide lessons
as needed. In that same moment, the guide must remain flexible in order to
respond to every situation that arises.
The classroom environment is arranged
more like a room in one’s home than a classroom. Beautiful artwork is displayed
throughout the room. There are rugs placed for ambiance as well as to provide
an inviting workspace. Tables and chairs are placed specifically about the room
providing opportunity to work with a friend or by one’s self. Plants and
flowers are arranged on various shelves to provide not only a home-like space
but opportunity for a child to give care to their surroundings. There is a
space for preparation of food, set up with appropriate utensils, plates for
serving, bowls, glasses, pitchers and so forth. Much thought and planning goes
into the prepared environment, making it warm, inviting, attractive, and
interesting to the children.
Respect toward the children, between
the adults, and between the children is paramount. Adults are role models
portraying appropriate movement, language, energy, joy, and enthusiasm for
being with each child in the moment.
— by
Judith Kemper, AMI Montessori Guide
