Montessori Theory
The Montessori theory when put into practice aims to support the overall development of the child. The curriculum is broken down into 5 areas which include the following:
Practical Life: |
Every day living skills, including care of the environment, grace and courtesy, care of one self and care for others in the community. Through practical life exercises, (spooning, pouring, opening and closing, transferring with aids such as tongs, funnels to name only a few, the child develops the control of movement, hand-eye coordination which will aid him in writing, these exercises also develop an understanding of the process and order involved in a complete cycle of activity with a beginning, middle, and end. |
Sensorial: |
Education through the senses, children through observation and exploration gain an understanding of the world through their senses. The sensorial material further expands the child’s preparation by building on the order established in the child through the practical life exercises. – The knobbed cylinders, The Pink Tower, Geometric Cabinet, Colour Tablets etc. develop his perceptual abilities, visual and auditory discrimination and ability to compare and contrast and classify, all powers necessary for written language. |
Language: |
Developing the four areas of language – spoken language, listening, writing and reading. The phonetic method is used to teach the sounds of the letter of the alphabet, progressing to reading words and finally phonetic reading. Language development runs parallel with these other activities. The children are read to often, total freedom of conversation, through this freedom language becomes an integral part of the life of the classroom, precise names are used for all the objects in the environment and there are a good many! When all of the above opportunities have been afforded to the chid, the teacher introduces activities more directly related to written language, i.e. opportunities to explore sounds on a more conscious basis linking symbols with sound. |
Mathematics: |
Number concepts, children are provided with opportunities to gain concrete understanding of the concept of numbers. Having gained an understanding they then move on to the structure and processes of the decimal system. Through Dr. Montessori’s deliberately designed method the child makes the smooth progression from concrete to abstract thinking. The child always handles and sees the concrete form of the quantity before he learns the symbols and so the impression is well imprinted in his mind when he comes to work with the written or abstract form. |
Culture: |
Exploration of the wider world aims to provide experiences of natural world including plants and animals, people, events and culture. Children are also exposed to opportunities to become involved in music art, craft, drama, and dance. These elements of the curriculum enable the children to develop their imaginative responses and their creative self-expression. Montessori brought nature into the classroom, but even more important, she believed in the child living in nature. |
The Montessori Method of Teaching
Maria Montessori graduated from the medical school of the University of Rome in 1896, and was the first woman to practice medicine in Italy. As a physician, Dr Montessori was very involved with the care of young children. Through scientific observation, she came to see how children interacted with one another, learned through the use of materials she provided, and went through specific phases of development. Her approach to education was developed based on her observations, in collaboration with her background in psychology and her belief in the education of children as a means to create a better society. She continued to observe children around the world, and found that the universals laws of development she had recognised were inherent to children of all races and cultures. The Montessori approach to education continues to be respected and practiced internationally.
The Prepared Environment
Montessori classrooms provide a prepared environment where children are free to respond to their natural drive to work and learn. Everything is child-sized and all the materials are within reach to allow free choice. Control flows from self-discipline. The children’s inherent love of learning is encouraged by giving them opportunities to engage in spontaneous, meaningful activities under the guidance of a trained adult. Through their work, the children develop concentration, motivation, persistence and discipline. Within this framework of order, the children progress at their own pace and rhythm accounting to their individual capabilities, during the crucial years of development. Montessori classrooms are designed for a three year age mix to allow for both individual and social development. The more experienced children share what they have learned with those new to the group. Each child’s unique personality is encouraged; each child is respected as an important member of a community.
