Montessori Education

Maria Montessori was born in Italy, 1870. In 1892 she became a medical student at the University of Rome. In 1906 Montessori was asked to look after children of migrant workers. Whilst the parents went to work, and the elder children attended school, the children aged three to six years old were left to roam the streets. Dr Montessori was invited to take charge of these children to stop any mischief they may get up to. She furnished the room with small desks and chairs rather than desks, and a selection of modified materials. "Montessori observed the children's reactions to their new environment without any pre-conceived ideas of what would happen. These observations provided opportunities to understand better the children and the materials themselves" (Isaacs, 2010, p.6). 

In the book 'The Montessori Method', published in Rome in 1912. Montessori describes children as:

• being capable of extended periods of concentration.

• enjoying repetition and order.

• revelling in the freedom of movement and choice.

• enjoying purposeful activities (preferred work play).

• self-motivated, displaying behaviours that did not require either punishments or rewards.

• taking delight in silence and harmony of the environment.

• possessing personal dignity and spontaneous self-discipline.

• being capable of learning to read and write.

Montessori's work with these children lay the foundations for what we know today as the Montessori approach to education. The Montessori method of education has three key components:

• the child 

• the favourable environment

• the teacher

"The relationship between the child, teacher and environment continues to evolve and develop because it is based on observation of children" (Isaacs, 2010, p.9). It allows the child to dictate the learning, this isn't to say children choose to do whatever they please. Learning is guided by the 'directness' or 'governess', they can set up different work stations or lay out toys before the children attend class and then proceed to take a back seat approach and let the children dictate how they use the equipment to learn, often learning subconsciously. 

The Curriculum

There are 6 key areas to the Montessori curriculum:

• Practical. Such as pouring a drink, looking after the classroom and buttoning up their coats. These activities develop hand-eye coordination, gross and fine motor skills. Working within a team for activities also boosts self confidence and improves social skills. 

• Sensorial. Young children learn more through their senses. Montessori materials are used so that children can grasp abstract concepts such as big and small, light and heavy or long and short.

• Mathematics. Number rods, spindle boxes and counters help children grasp the idea of numbers and counting. As well as carrying out tasks where they measure and pour, or grade big and small.

• Language. In the Montessori classroom, children have freedom of speech and movement and this, to a great extent helps them in building language skills. The children also use equipment such as picture cards, sandpaper letters and having free access to the book shelf as well as singing songs, listening to stories and creating artwork. 

• Creativity. Children can express their creativity through activities such as painting and drawing, modelling, stories and songs.

• Culture. Children learn about cultures, different people, and countries through various activities such as globe, puzzle maps and other activities.

This is a short video clip showing what it's like inside a Montessori Classroom. 

Here's a link to an article I found from the Daily Mail, which suggests that Children at Montessori schools are better educated.

Reference List

• B, Isaacs (2010) Bringing THE MONTESSORI APPROACH TO YOUR EARLY YEARS PRACTICE. 

• The Children's Room (2014) Montessori Nursery. Available internet:

www.the-childrens-room.co.uk/about/about-montessori/ [Date Accessed Jan 20th].