Montessori method

 

'Observation of children revealed their natural tendencies. They liked to choose what to do, repeat the experience and then put the experience back on the shelf'(O'Donnell, 2013).

Curtis, A. & O'Hagan, M.(2003) told us that, Maria Montessori was an Italian Doctor who worked with children with mental disabilities in Rome in the early 20^th Century. From observing these children she decided that these children needed suitable education. For her, the purpose of education was to aid young children through their fullest potential through their own efforts. The young child learns through observation, movement and exploration and therefore must not be educated in the same way as the older child.

Montessori believed that the guide is there to prepare and observe. The guide prepares the resources for the children and creates a 'stimulating and challenging environment' and to observe how the child works. I think by doing this it gives the guide an opportunity to observe each child individually and see how they work with different materials/resources. From this observation the guide can then offer the child other resources which they may be interested in. The child still has the choice of what to do but the guide simply is providing them with the tools they need.



'important aspect of Montessori classes is an attitude of cooperation rather than competition'(Chattin- McNichols ,J, 1992).

Some children often find it hard to ask a teacher for help. In a Montessori environment children seek help from other students when they are stuck and this is when the quote is true as it is not who finishes a task first, it's about everyone finishing a task. The role of the teacher is seen as a guide not a director and so if the children do need the teacher's help then the teacher will help guide them in the correct way rather than telling them the answer. This still gives the child freedom as they are still working out problems by themselves.

In my own opinion, I feel that the 'teacher being seen as a guide not a director' is a very positive thing for the children as they are given the freedom to develop the skills they need themselves without the teacher controlling every thing that they do also the children learn self discipline as the teacher does not shout at them or stop them experimenting. Although the children can discipline themselves the guide sets out boundaries in which the children have to keep to. If they get stuck then the teacher is there to guide them towards the correct answer but often they seek the help from fellow pupils. I feel it is important for children to learn but I think learning should be fun and controlled by the child. From my previous post about 'Importance of Play' I stated that children learn best through play and if a child is not stuck sat at a desk all day long and is moving about from activity to activity then they may learn quicker.

References:

Chattin-Mcnichols, J. (1992). The Montessori controversy. Albany, N.Y., Delmar.

Curtis, A., & O'Hagan, M. (2003). Care and education in early childhood a student's guide to theory and practice. London, Routledge Falmer.

O'Donnell, M. (2013). Maria Montessori: a critical introduction to key themes and debates.

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