With a background in Science and Medicine, Dr. Montessori applied the scientific method of experimentation to her study of education, thus developing a method for teaching students that is individualized to each child. While Montessori schools can vary in their expression of Dr. Montessori’s original philosophies, some consistent qualities will be apparent, including:
Child Centered.
Montessori teachers, known as Guides, are well-trained in child development for the age levels which they teach. Guides are thus well-prepared to present lessons that are targeted for students’ readiness.
Observation.
A sound understanding of child development gives Montessori Guides a good ability to anticipate children’s expected path of learning, but this is balanced by the recognition that development is individual. Guides observe students’ activities and behaviors in order to determine the precise developmental readiness of each individual student, thus approaching each student in their own unique place.
Prepared Environment.
Having observed the children, the Montessori Guide makes changes to the environment that are aimed at offering exactly what each student is ready for, or needs for progress, whether academic, social, emotional, or physical. Much of the education, then, is accomplished indirectly through the environment.
Self-Directed Learning.
The Guide prepares the environment and then helps to connect the child to the lessons, or “works,” on the shelf. The children are given freedom to select activities based on their own interest and love, while the Guide is observing to identify any obstacles or needs.
Following the Child.
Montessori Guides believe that children have an inner guide that inspires and directs their learning, and if trusted, the child will seek out whatever tools and means are available to accomplish their learning. Because of their training in Child Development, Guides are able to recognize when there is an obstacle to that inner guide, and will then take action to identify the obstacle(s) and help the child find a compensatory strategy.
Three Year Age Groupings.
Montessori schools group children according to Planes of Development rather than according to age. Three year age groupings offer children the opportunity to learn from older peers and to mentor and teach younger peers. But additionally, the three year age groupings enable the children to work at their individual pace without competition or judgment. Furthermore, the age groupings contribute to a community in which children learn to work cooperatively and productively with companions who are not their immediate peers.
Diversity.
As the first female physician in Italy, Dr. Montessori was clearly an independent thinker. She lived in Italy during the Second World War when Mussolini was in power, and she was interned in India as an Italian national. It was during her time in India, in fact, that she developed many of her theories. She also recognized that child development remains constant wherever the child lives, and despite the cultural environment. Dr. Montessori taught that all peoples have the same fundamental needs, however those needs are met, and that people – all people—deserve to be treated with dignity, honor and respect.
In keeping with this paradigm, Montessori schools typically embrace diversity – cultural, religious, economic, racial.
With a background in Science and Medicine, Dr. Montessori applied the scientific method of experimentation to her study of education, thus developing a method for teaching students that is individualized to each child. While Montessori schools can vary in their expression of Dr. Montessori’s original philosophies, some consistent qualities will be apparent, including:
Child Centered.
Montessori teachers, known as Guides, are well-trained in child development for the age levels which they teach. Guides are thus well-prepared to present lessons that are targeted for students’ readiness.
Observation.
A sound understanding of child development gives Montessori Guides a good ability to anticipate children’s expected path of learning, but this is balanced by the recognition that development is individual. Guides observe students’ activities and behaviors in order to determine the precise developmental readiness of each individual student, thus approaching each student in their own unique place.
Prepared Environment.
Having observed the children, the Montessori Guide makes changes to the environment that are aimed at offering exactly what each student is ready for, or needs for progress, whether academic, social, emotional, or physical. Much of the education, then, is accomplished indirectly through the environment.
Self-Directed Learning.
The Guide prepares the environment and then helps to connect the child to the lessons, or “works,” on the shelf. The children are given freedom to select activities based on their own interest and love, while the Guide is observing to identify any obstacles or needs.
Following the Child.
Montessori Guides believe that children have an inner guide that inspires and directs their learning, and if trusted, the child will seek out whatever tools and means are available to accomplish their learning. Because of their training in Child Development, Guides are able to recognize when there is an obstacle to that inner guide, and will then take action to identify the obstacle(s) and help the child find a compensatory strategy.
Three Year Age Groupings.
Montessori schools group children according to Planes of Development rather than according to age. Three year age groupings offer children the opportunity to learn from older peers and to mentor and teach younger peers. But additionally, the three year age groupings enable the children to work at their individual pace without competition or judgment. Furthermore, the age groupings contribute to a community in which children learn to work cooperatively and productively with companions who are not their immediate peers.
Diversity.
As the first female physician in Italy, Dr. Montessori was clearly an independent thinker. She lived in Italy during the Second World War when Mussolini was in power, and she was interned in India as an Italian national. It was during her time in India, in fact, that she developed many of her theories. She also recognized that child development remains constant wherever the child lives, and despite the cultural environment. Dr. Montessori taught that all peoples have the same fundamental needs, however those needs are met, and that people – all people—deserve to be treated with dignity, honor and respect.
In keeping with this paradigm, Montessori schools typically embrace diversity – cultural, religious, economic, racial.