The Montessori Legacy
An Introduction to Montessori
Fawzia Topan, Nursery Manager
Maria Montessori was a highly intuitive woman whose observations of child behaviour and child development continue to hold truths that bear relevance today. Born in Ancona, Italy in 1870 she was very much ahead of her time. In 1896 she became the first woman to graduate as a doctor from the University of Rome. She subsequently went on to delve into paediatrics, psychiatry, psychology and then continued her postgraduate studies specialising in the intellectual and cognitive development of children.
Her research took her into the field of education, and it was in 1907 when she was appointed as the medical officer for the Casa dei Bambini (Children’s House) that she made some revealing discoveries and significant observations. These led her to mapping out what has now become widely known as the Montessori philosophy.
Her research took her into the field of education, and it was in 1907 when she was appointed as the medical officer for the Casa dei Bambini (Children’s House) that she made some revealing discoveries and significant observations. These led her to mapping out what has now become widely known as the Montessori philosophy.
The Montessori Philosophy
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The Montessori philosophy was, and still is, noteworthy for two reasons. Firstly, it was an educational philosophy born out of years of observations that were legitimized by scientific knowledge of child development. And secondly, the children at the Casa dei Bambini responded with such resounding success in terms of their learning outcomes, that Montessori had concrete evidence that her philosophy held validity when applied.
The Montessori philosophy at its essence is simple. Montessori believed in both sides of the nature versus nurture debate. She believed that children are born with a personality (an intrinsic nature) that would gradually unfold. However the key in helping a child’s personality and intellect reach its full potential was through provision of an enriched nurturing environment. Montessori having witnessed children in the enriched surroundings that she had created, concluded that all children had within them and innate teacher that would lead them to the acquisition of knowledge and understanding. Montessori labelled this innate ability to learn ‘the absorbent mind’ indicating that children were like sponges, they learned unconsciously and with minimum effort. All that was required was to provide them with the right surroundings in which learning and development would naturally unfold. A teacher’s role was therefore that of a facilitator, or as Montessori termed a ‘director’. A teacher could direct the child in their own learning pathway by preparing the environment and showing the children how to use the learning materials. However, Montessori was adamant that a teacher was not to impose the pace or dictate learning onto a child. To do so was to interfere with a child’s natural delectation and appreciation of their surroundings and thereby interfere with a child’s sub conscious rhythm of learning. |
Accompanying the absorption of knowledge is what Montessori termed ‘the sensitive periods.’ The sensitive periods are essential to the formation of the mind as they form the drive behind learning and development. During a sensitive period a child is absorbed and has an unconscious will to participate in certain actions and activities mostly to the exclusion of all others. This is represented by an ‘intense interest for repeating certain actions at length for no obvious reason, until — because of this repetition — a fresh function suddenly appears with explosive force.’
Montessori identified five sensitive periods in which a child’s concentration is absorbed by order, an exploration of the environment, movement, an intense interest in tiny objects, and the social aspects of life. Montessori emphasised the need for educators to pay particular attention to the sensitive periods through equipping a classroom environment appropriately. In doing so the right materials will be at hand in order that a child may find what they are looking for in order to fulfil their individual sensitivities at any given time. Montessori believed this requirement was a necessity for the development of personality and the intellect. 
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The Montessori Method
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The genius of Maria Montessori was that she developed a method through which her philosophy could be implemented. This ensured that, future generations would be served and her philosophy would have longevity.
The Montessori method focuses upon how the classroom is organised, and the role of the teachers who prepare it, and work with in it. Montessori envisaged that each classroom would be an idyllic environment where children are happy, contented, and learning is taking place. To achieve this desired goal there needs to be certain aspects of the environment that are met. And these are as follows: There needs to be freedom, structure and order, reality and nature, beauty and atmosphere, the Montessori materials, and development of community life. Freedom refers to giving the child the opportunity and space to develop. Given the right environment and materials the child will have the resources to lead themselves through a pathway of development which is precisely in tune to their individual pace. It is thus a fulfilment of having their needs satisfied.
Structure and order is an essential ingredient for without it the child would be in chaos and his development interfered with. Montessori observed the child’s personality unfolds and flourishes amongst order and structure. Intrinsincly linked to this order is the work cycle. A cycle begins with a child taking materials to use from the shelf, and then ends with a child returning them back to the shelf. Purposeful activity then has a beginning and an end, and the decisions are made by the child, as to what to pick, he is knows where to get it, (as everything in the classroom has a place), and then he is able to sit and work with it till he has decided that he has finished, which is symbolised by him putting it away. Order is crucial to a child’s development. |
Reality refers to both the concept of moving from the concrete to the abstract, and also learning about real life. If a child were to learn about musical instruments the concrete experience would be to bring the instruments into the classroom. The children would be able to feel them, play them and absorb their reality. Subsequently, the abstract could be introduced where the child is given a picture of the instrument. The picture has meaning because of the child’s contact with the real instrument. For Montessori understanding is best achieved by always introducing the concrete, and in Montessori classrooms this is achieved through the selection of materials that show the concrete first and then move to the abstract.
Reality also refers to grace and courtesy and the acceptance that there will be a sharing of materials, and having to take turns just as in real life situations. Understanding social graces of saying please, thank you and sorry all of which are fundamental to human life.
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The Montessori Legacy
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