Maria Montessori

           Dr. Maria Montessori pioneered a new concept of learning system in a child’s early year’s education.  Maria Montessori was born in Italy in 1870 and died in 1952. She started her first classroom called Children’s House in 1907. In 2007 it was the 1000^th anniversary of her methods and techniques which changed the education concept. Her methods are widely used in education and there is around 22,000 schools which implements Montessori’s principles. Montessori began her educational experiences by working with special needs children. She strongly believed that those children could learn how to become members of society by use of special teaching techniques and materials that utilize sensory education and hands-on experience. Maria Montessori emphasized that prepared educational environment is a key success in a child’s learning process. She believed that children should be taught naturally and spontaneously. In her methods, she stressed on the development of a child as a whole person, not only concentrate on the academic side (Gutek,2004). 

           Maria Montessori was a pioneer of a new educational concept. She believed that children should be respected in education and learn for themselves. She promoted a child as an independent and active learner. Montessori’s ambition was to teach children through practical life experiences and theme based learning. This holistic approach aimed to develop a child’s language, literacy skills, physical education, practical life skills, arithmetic, self-discipline and manipulation of environment (Isaacs, 2012).                                                                                                

            Maria Montessori believed that recent education system was based around a teacher-centered approach rather than a child-centered approach. In Montessori’s educational principles, teachers play different roles than in a traditional school. Teachers are renamed as ‘directress’ who direct and guide children through they own learning. Teachers are trained on specific Montessori methods (Gutek, 2004).

              Montessori’s educational vision was based on the practical life skills. Children need to develop those skills first to be successful in further learning. The activities include personal cleanliness, hygiene and home duties such as hands and face wash, dressing, cleaning, gardening, zipping, tying, lacing, buttoning etc. All materials for those activities are accessible to children in height, so children can reach them and return them to their location. Children are able to use specific materials designed by Montessori and only available in her school. They are able to play with those tools freely to gain the knowledge from them. The variety of activities support children’s self-reliance, self-confidence and become more independent. It also promotes developing muscular, motor and coordination skills (Isaacs, 2012).

            Furthermore, Montessori stressed the importance of sensory education activities. From birth to the age of six, children are sensorial explorers. They learn and discover everything by environment, language and culture. The first six years of life are most significant because a children’s subconscious learning is gradually brought to the conscious level.

            The next valuable key feature of Montessori’s methods is that children make choices and take the responsibilities for their actions. In a well prepared and organized setting, children from young ages learn and take part in responsibilities, rules, routines and any other duties (Gutek, 2004). This helps them to become better citizens and deal with further problems in their life.

          Montessori, in her methods, promoted mixed age group learning. This method differs from the traditional setting. It allows children to interact, discuss, take turns, observe, communicate, work and learn with others. It builds their confidence, independence, patience and tolerance (Isaacs, 2012).

          The significance of Montessori’s beliefs and principles changed education. She opened the human mind to a vision that childhood education is a master route to help develop better and stronger human beings. She emphasized the value of a child in a learning and discovering environment. The video attached below in interesting form highlight the principles of Montessori education. 

Reference

Gutek, G.L. (2004) The Montessori Method: The Origins of an Educational Innovation. Oxford: Rowman  & Littlefield Publishers, Inc.

Isaacs, B. (2012) Understanding the Montessori approach: early years education in practice.