The Montessori method of teaching is a philosophy with the fundamental principle that a child learns best within a social environment, which supports each individual’s unique development.

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Maria Montessori created the method based on her scientific observations of young children’s behavior. As the first woman physician to graduate from the University of Rome, Maria became involved with education as a doctor treating children labeled as mentally challenged. In 1907, she was invited to open a childcare center for children of poor families in the San Lorenzo slums of Rome. She called it the “Children’s House” and based the program on her observations that young children thrive in a homelike setting, filled with developmentally appropriate materials that provide experiences contributing to the growth of self-motivated, independent learners.

Montessori’s dynamic theories include such revolutionary premises as:

• Children are to be respected as different from adults and as individuals who are different from one another.
• Children create themselves through purposeful activity.
• The most important years for learning are from birth to six years.
• Children posses unusual sensitivity and mental powers for absorbing and learning from their environment, which includes people as well as materials.

She carried her message throughout the world, including the U.S. as early as 1912. After an enthusiastic first response, interest in the U.S. waned until a reintroduction of the method in the 1950’s followed by the organization of the American Montessori Society (AMS) in 1960.

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The “whole child” approach. The primary goal of a Montessori program is to help each child reach full potential in all areas of life. Activity promotes the development of social skills, emotional growth, and physical coordination as well as cognitive preparation. The holistic curriculum, under the direction of a specially prepared teacher, allows the child to experience the joy of learning, time to enjoy the process and insure the development of self-esteem, while provides the experiences from which children create their knowledge.

The “prepared environment” is constructed in order that self-directed learning to take place. The entire environment, materials and social climate, must be supportive of the learner. The teacher provides necessary resources, including opportunities for children to function in a safe and positive atmosphere. The teacher thus gains the children’s trust, which enables them to explore the materials offered and build self-confidence.

The “materials” were developed based on Montessori’s observations of the kinds of things, which children enjoy and go back repeatedly. The research led her to design a number of multi-sensory, sequential and self-correcting materials, which facilitate the learning of skills through manipulation, and repetition, which naturally leads onto the learning of abstract ideas.

The “teacher” was originally referred to as the “directress” and is the designer of the Montessori environment, resource person, role model, demonstrator, record-keeper and meticulous observer of each child’s behavior and growth.

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Creativity flourishes in an atmosphere of acceptance and trust. Montessorians recognize that each child learns and expresses himself in very individual ways. Music, art, storytelling, movement and drama are part of every Montessori program. But there are other aspects specific to the Montessori environment which encourages creative development:

• Many materials, which stimulate interest and involvement.
• An emphasis on the sensory aspect of experience.
• The opportunity for other verbal and nonverbal modes of learning.

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Since Montessori is a word in the public domain, it is possible for any individual or institution to claim to be a Montessori environment. But an authentic Montessori classroom must have their basic characteristic at all levels:

• A teacher educated in the Montessori philosophy and methodology.
• A multi-aged, multi-graded mixed grouping of students.
• A diverse set of Montessori materials, activities and experiences, which are designed to foster physical, intellectual, creative and social independence.
• A schedule which allows large blocks of time to problem solve, to see connections in knowledge, and to create new ideas.
• A classroom atmosphere which encourages social interaction for cooperative learning, peer teaching, and emotional development.

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Children who have experienced the Montessori method of education are unusually adaptable. They have learned to work independently and in groups. Since they have been encouraged to make decisions from an early age, these children are problem solvers who can make choices and manage their time well.

They have also been encouraged to exchange ideas and to discuss their work freely with others, have developed good communication skills, easing the way in new settings.

Research has shown that the best predictor of future success is a sense of self-esteem. Montessori programs, based on self-directed non-competitive activities, help children develop good self-images and the confidence to face challenges and change with optimism.

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