“…it is in this period of
development (of the senses) that the basic ideas and habits of the intelligence
are formed.” (Maria Montessori in “The Discovery of the Child”)
Our last blog posting covered a bit of Montessori
philosophy. From that article, one may have gleaned information supporting the
choice to have their child in a Montessori environment. This article will
provide more information exploring reasons to support the choice of enrolling
in a Montessori school.
Dr. Montessori developed the theory that children were
best given activity to properly learn and develop. Differing from the standard
of each child sitting in an assigned place for an assigned length of time,
children in a Montessori environment are not only allowed, but are encouraged
to move about, exploring and discovering beautiful materials placed enticingly
on open shelves for their use. These materials are presented in individual or
group lessons, providing a precise presentation before the child begins their
own exploration.
The guide (teacher) then observes the child’s work,
watching for continued interest, developing ability and understanding, stepping
in only at a different time to re-present if needed. The child is allowed to
work with any material that has been presented for as long and as often as he
chooses. Mastery of a work is considered achieved upon the child’s satisfaction
being ‘finished’ with said material.
Now, while the child is allowed to choose her own work
much of the time, there are opportunities seized by the guide to present
material in an area the child might have avoided or not chosen to this point.
For example, if the child is choosing specific areas repeatedly, such as art,
flower arranging, or geography, the guide will step in at the right moment to
present a lesson in math, language, or music. Thus, the child is exposed to a
variety of subjects over time.
The guide tracks progress of each child through a record-keeping
program, referring to that record to determine goals for the child. Appropriate
lessons are presented at just the right time to pique the interest and
concentration of the child. This is a delicate dance as the guide must not wait
too long or the interest may already have passed. If it becomes
obvious that it is too soon, the guide can return to the lesson at another time.
The statement to the child is simple, kind, and considerate. “This was fine.
Let’s put it away for now and try again another time.” She is cautious to avoid
letting the child feel she failed or couldn’t do what was expected of her.
Again, we are aware of the intense purpose of observation, noting what each
child needs and when.
Here we see how different the Montessori approach to
teaching is from standard education. Lessons are not presented on a specific
schedule to the class as a whole. Typical grading is not required to pave a
roadmap of a child’s progress. Rather, each child is observed as an individual,
leading the guide to determine presentation of just the right material at just
the right time.
In a future article, we will further discuss what
Montessori pedagogy calls “the sensitive periods” of the child. Dr. Montessori
was cognizant of these periods in each child. This recognition sets our method
apart from all others.
By following the child in this way, observing to see
what to present and when, the adult allows the child to retain a true love of
learning. In this way, the child is allowed to explore and to accept lessons as
they are ready and eager to learn. Respect of the child’s individuality is
paramount. Respect of the child’s resourcefulness is equally important.
It is
interesting, the comments made by parents new to a Montessori environment. Some
feel there is no structure, while others feel there is too much. The only way I
know to address this is to illustrate how we present lessons, arrange the
environment with much care and thoughtfulness, and how the children are allowed
to choose work all the while being observed so as to be presented with
appropriate lessons at the appropriate times.
There is freedom to choose the work that calls to
them. This is a freedom within limits. The limits being that they do choose
work, either on their own or with guidance from the adult. This guidance comes
in the form of encouragement, enticement, and enthusiasm of the adult. Is this
a lack of structure because it is basically unseen by the untrained eye? Is it
too much structure? Yes, if the child is forced, reprimanded, or scolded to
choose something to do now! This is another illustration of the delicate dance
that occurs throughout the day in a Montessori environment — a dance well-crafted
with great care and consideration on the part of the adult.
Points
supporting your decision to enroll your child in Montessori include the fact
that children are allowed to work independently, with a friend, or in small
groups. It is believed that sharing one’s work strengthens discovery and
learning. The joy of learning is further fostered.
Also, consider that the classes are grouped with varying
ages within three years. Thus, each year there is the oldest age group. These
children have become leaders, being secure in their role as mentors, assisting
younger children as needed. They are naturally helpful, lending a hand with
familiar material, tying aprons, soothing an upset younger child, walking
friends to find appropriate tasks. Then, we have the middle-age group of
children who have been in the environment the previous year and are building
confidence and knowledge in their abilities. Children in this group are eager
to help with those younger or work independently. These children happily look
up to their older peers as role models. The youngest group enjoys exploration
of their new environment while developing their independence.
In contemplating
whether a Montessori environment is the proper fit for your child, take time to
observe in a classroom. Notice the physical environment, the arrangement of the
shelves as well as what is on them. Be aware of the flow of the room, of
children moving about the room as well as going outside to work. Notice the
movement of the children and of the adults in the room as well. Listen. Be
aware of what you hear. Ask questions — lots of questions, until you are
satisfied with the answers.
— By Judith Kemper, AMI Montessori Guide
