|
Frequently Asked Questions about
Montessori
What is “Montessori”?
Are all Montessori schools
alike?
What do the children do in a
Montessori program?
What is meant by Montessori’s
theory of “Sensitive Periods”?
At what age is it best to begin a
Montessori Education?
Why mixed age groups?
Why do children usually come 5
days a week?
How can you accommodate the
different abilities in your Montessori Classroom?
Do your students take field
trips?
What is your discipline policy?
What happens after Montessori?
Are there any famous or
successful people who were Montessori educated?
What is “Montessori”?
The name Montessori
usually refers to the educational method developed by Dr. Maria
Montessori, an Italian physician. Dr. Montessori observed that all
children were driven by inherent tendencies which expressed
themselves particularly intensely at certain ages — for example:
exploration, communication, movement, and a desire for
self-perfection. She developed a plan of education that would
respect and follow the child’s inner guide to development and work
in harmony with the child’s own natural tendencies towards
independence and learning.
Are all Montessori schools
alike?
No. Although there are Montessori schools all over the world, all
Montessori schools are not alike. Dr. Montessori’s vision for
children spread so quickly that soon the name “Montessori” became
part of the public domain and could not be given a copyright.
Differences in the quality of teacher-training, school standards,
and adherence to the Montessori philosophy all affect the quality of
a Montessori school. Schools may be organized and governed very
differently, and this too can affect what you see in the program
itself.
What do the children do in
a Montessori program?
The classroom contains 5 different areas of learning (although they
are well integrated into the experience of the children)— practical
life, sensorial development, language, mathematics,
History, Science, and cultural studies (geography, art, music,
etc.). The children receive individual and small group lessons in
each of these areas and are free to work with these activities at
any time. Sprinkled throughout the day are little gatherings where
the children might sing songs, read a story, or celebrate a birthday
or seasonal holiday. The focus is on helping the children to choose
activities that are of interest to them, building a feeling of
community among the children, and supporting their natural curiosity
and love of learning.
top
What is meant
by Montessori’s theory of “Sensitive Periods”?
Another observation of Dr. Montessori’s, which has been reinforced
by modern research, is the importance of the sensitive periods for
early learning. These are periods of intense fascinations for
learning a particular characteristic or skill, such as going up and
down steps, putting things in order, counting, or reading. It is
easier for the child to learn a particular skill during the
corresponding sensitive period than at any other time in her life.
The Montessori classroom takes advantage of this fact by allowing
the child freedom to select activities which correspond to their own
periods of interest.
At what age is it best to
begin a Montessori Education?
Although entrance age varies in individual schools, a child can
usually enter a Montessori classroom between the ages of two and one
half and four, depending on when they can be happy and comfortable
in a classroom situation. They will begin the simplest exercises
based on activities which all children enjoy. The equipment which
they use at three and four will help them to develop the
concentration, coordination and working habits necessary for the
more advanced exercises they will perform at five and six. The
entire program of learning is purposefully structured. Therefore,
optimum results cannot be expected for a child who misses the early
years of this cycle, or for one who is withdrawn before they finish
the basic materials described here.
top
Why mixed age
groups?
If classroom equipment is to be challenging enough to provoke a
learning response, it must be properly matched with the standard to
which an individual child has already developed in their past
experience. This experience is so varied that the most satisfying
choice can usually offer them the opportunity to choose from a wide
variety of graded materials. The child can grow as their interests
lead them through one level of complexity to another. Having
children ages three through six together permits the younger
children to learn by example from the older children, and the older
ones an opportunity to reinforce their own knowledge, become
leaders, and grow in self esteem by helping the younger ones.
Why do children usually
come 5 days a week?
Early childhood specialists agree that young children thrive in a
secure, consistent environment with a steady routine. Young children
adjust very well to this schedule and bond most easily with their
teachers and peers when they have at least four consecutive days in
their new community — which quickly becomes a beloved and special
place for them. The steady rhythm of coming to their school helps
create a very positive attitude toward school and their activities
there. It also gives the children a strong feeling of belonging to a
community that they help create, and of which they are valued and
respected members. They can count on seeing their friends and
significant adults on a regular basis.
top
How can you accommodate
the different abilities in your Montessori Classroom?
Through teacher observations and materials that are designed to
stimulate, change and grow with the children, a variety of abilities
are accommodated. A younger child may work for many weeks on the
same piece of equipment without slowing the other members of the
class. Older children in the same room can move from one piece of
equipment to another very quickly, thus avoiding the boredom of
waiting for other members of the class to catch up. The children
with a high level of ability are constantly challenged by the wide
variety of materials and their many uses.
It is a well-established fact that young children mature at very
different rates and their periods of readiness for academic subjects
vary a great deal. Because interest is stimulated and the materials
are at hand whenever a child is ready, academics can begin at an
early age. However, very early learning is not the norm, nor was it
ever Dr. Montessori’s objective. Her ideal was only that the
learning experience should occur naturally and joyfully at the
proper moment for each individual child. “It is true, we cannot make
a genius”, Dr. Montessori once wrote, “We can only give each
individual the chance to fulfill their potential possibilities to
become an independent, secure and balanced human being”.
Do your
students take field trips?
Our students take "in house" and “outside” field trips. At times we
invite someone of interest to come to visit us at the school. Some
example of guest speakers could include: a dentist, storyteller, the
fire department, reptile specialists, etc. This enables us to enrich
the curriculum but we don't have to transport everyone away from
school. Our children also have the opportunity to visit a wooded
area, stream, library, airport and post office for walking or
bussing field trips.
top
What is your
discipline policy?
The Montessori approach to development states, “Discipline is not a
fact, but a way”. This philosophy supports the belief that “true”
discipline comes from within and is born as a result of the child’s
developing inner growth. The delicate balance of freedom and
structure of the Montessori doctrine allows the child to reveal his
or her progression of inner self-discipline. Through order, self
control and by using practical problem solving skills, the child is
able to achieve independence and take responsibility for his or her
own actions. Disciplinary measures are not practices that are
performed on the child, nor are they exercises intended to control
the child’s behavior. Rather, discipline is viewed as a maturation
process that evolves. The role of the teacher is to guide this
evolution while supporting the child throughout his or her growth
process. This development continues until the child is comfortable
and prepared to understand the consequences of his or her behavior.
Only through informed, practiced behavior can the child realize and
grow to their fullest potential.
Our Montessori classrooms have only one rule: to take care and be
respectful of everyone and everything. If the rule were to be
practiced by everyone, it would make for a more harmonious world.
Our teachers are aware of the importance of self-discipline. They
have robust enthusiasm for learning, a deep respect for all life,
kindness, humor, gentleness and patience. The nature of the
Montessori materials and activities, along with the freedom of the
prepared environment are designed to help the child to realize and
develop his or her sense of self-direction, independence,
confidence, cooperation and self-control.
What happens after
Montessori?
Many parents ask how their child can make a successful transfer from
Montessori to a conventional school. The habits and skills, which a
child develops in a Montessori class, are good for a lifetime. They
will help them to work more efficiently, to observe more carefully
and to concentrate more effectively, no matter where they go. If
children are in a stimulating environment whether at home or at
school, their self-education - which is the only real education -
will continue to flourish.
Montessori children are unusually adaptable. They have learned to
work independently and in groups. Since they've been encouraged to
make decisions from an early age, these children are problem-solvers
who can make choices and manage their time well. Once the child
learns the ground rules to the classroom they adapt quite well.
They have also been encouraged to exchange ideas and to discuss
their work freely with others and good communication skills ease the
way in new settings.
Research has shown that the best predictor of future success is a
sense of self-esteem. Montessori programs which are based on
self-directed, non-competitive activities, help children develop
good self-images and the confidence to face challenges and change
with optimism.
Are there any famous or
successful people who were Montessori educated?
Follow this link to read about many well
known Montessori graduates and advocates.
top |