The Montessori Method is a term that has grown to encompass a variety of approaches to the task of cultivating the acquisition of knowledge. The original method was developed from Dr. Maria Montessori’s research in the 1900’s.
The Fundamentals
The fundamental basis of Montessori’s method is that each child has a way of being (and learning) that is innate within them. Encouraging the children to exist in their normal nature through the creation of a free and stable environment reportedly allowed the children to shift to a state of peace. This shift was referred to as normalization and the state of peace was considered the child’s normal nature.
Through the introduction of various materials and task related objects, students are encouraged to learn for themselves. How and what the student learns is directed, to varying degrees depending on the school, by the inner directives of the child. This liberty allows children to develop at a rate that is best for them. It also allows children to focus on what they choose.
The method typically recognizes a number of planes of development. In some branches of Montessori schooling, there are four planes. From birth through six years of age are considered to be the first plane. This plane includes aspects of development, such as personality formation and the use of physical senses to acquire knowledge. Language and mental order development are also considered to begin in this plane. The next plane is considered to include ages six up to twelve. More complex mental developments are considered to occur here.
Abstract reasoning, the integration of imagination and social interaction are believed to be incorporated on this plane. From ages twelve through eighteen (third plane) includes acquiring a valuation of human personality. It also includes puberty for many individuals which are sufficiently significant biological change to merit recognition. The final plane in a four plane division includes ages eighteen plus. This involves a rounding out of the individual. It is notable that the considered pinnacle or goal of this maturing is to participate in adult society. This and the method itself may appear too many to limit the academic merit of such an approach. There are some provisions for this in some schools and adaptations of the method.
The Classrooms
The prepared classroom is essential in Montessori instruction. It is the environment including interaction with the guide (this term typifies the difference between adults in a Montessori classroom and adults in a typical classroom) that provides the child the opportunity to shift to their normal nature according to Montessori. Organization of classroom materials and access to those materials are essential. Physical objects are considered vital for younger children.
The guide’s part is to observe. The guide may control the environment, but the children are left to self-direction. There are provisions for behavior that disrupts the environment though. This usually takes the form of refocusing rather than punishment.
A number of other factors are present in classic and modern Montessori classrooms. Many of those classrooms do include the elements listed above though. If you want to learn more about the details of creating Montessori environments, or the many applications of the research in developing lesson plans and curriculum, you can find additional information online.
Content Prepared By:Pratheek S
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