Montessori Method

The Montessori Method Dr. Maria Montessori began her career as an educator working with a group of fifty children, three to five year olds, on January 6, 1907 in the city of Rome. She had at her disposal an untrained assistant, a room, a bit of furniture and developmental materials to aid sensory perception that she had previously used when working with children with mental challenges. Those children who were older had to be encouraged before their interest was aroused. Once enticed to use the materials, their attention was volatile. Dr. Montessori was astonished to see that the little ones, however, were intensely attracted by the materials, working spontaneously and repeatedly with them in total concentration.

Being a scientist, Dr. Montessori observed and responded to this phenomenon of spontaneous work generated by the apparatus. Little by little, she created a highly specialized form of materials, which to the child afforded a source of profound satisfaction. In addition, she provided an environment suited to and respectful of the children’s inherent characteristics, "the prepared environment." Out of this experimental foundation, the Montessori Method of Education evolved. Observing the quality of interaction between the children and their environment, and the choice or rejection of

materials placed at the children’s disposal, Dr. Montessori formulated a comprehensive science of human life in all its aspects and manifestations.

The present range of Montessori materials has in effect been selected by the children of the world in response to their inner directives. A common misconception holds these materials to be teaching aids, tools that will help teachers convey those matters which adults believe children must learn. Their function is, however, of far greater scope. Adults can teach children a limited amount of facts. The knowledge children can acquire if they are free to follow their inner dictates is unlimited. The Montessori educational apparatus is self-directed in that it provides the children with motives for purposeful activity perfectly adapted to each stage of their development.

In order for the children to derive optimum benefit from the use of the materials, certain conditions are absolutely necessary. The first and foremost of their conditions is that the adults in charge of a Montessori environment must be well-versed in Montessori education, and have a thorough knowledge of the materials, their use, their possibilities and their scope. Equally important, is that the materials shall be complete, clean and in perfect condition. A premise that makes this possible is that they be constructed of high quality materials for maximum durability and built to precise specifications. These requirements appear rigid and arbitrary until it is understood that it is precisely their inherent order and exactness which so intensely attracts the children. To this day, the Montessori materials are the cornerstone of Montessori education.

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Information on the Founder Dr. Maria Montessori

Montessori Teaching Method

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