Montessori

The Montessori Difference

Montessori is a comprehensive educational approach from birth to adulthood based on the observation of children’s needs in a variety of cultures all around the world. Beginning her work almost a century ago, Dr. Maria Montessori developed this educational approach based on her understanding of children’s natural learning tendencies as they unfold in “Prepared Environments” for multi-age groups (0-3, 3-6, 6-9,9-12, and 12-14).

The Montessori environment contains specially designed, manipulative Materials for Development that invite children to engage in learning activities of their own individual choice. Under the guidance of a trained teacher, children in a Montessori classroom learn by making discoveries with the materials, cultivating concentration, motivation, self-discipline, and a love of learning.

Today, Montessori schools are found worldwide,   serving children from birth through adolescence. In the United States, there are more than 4,000 private Montessori schools and more than 200 public schools with Montessori-styled programs.

See the Head of School, Dr. Kateri Carver-Akers’ article printed in Montessori Life Magazine: Our Young Cultural Ambassadors: Montessori Peacemakers for a Modern World

View Video to Learn more about Dr. Maria Montessori ~ Her Life & Legacy

Montessori Curriculum

The Montessori preschool classroom is a “living room” for children. Children choose their work from among the self-correcting materials displayed on open shelves, and they work in specific work areas. Over a period of time, the children develop into a “normalized community,” working with high concentration and few interruptions.

Normalization is the process whereby a child moves from being undisciplined to self-disciplined, from disordered to ordered, from distracted to focused, through work in the environment. The process occurs through repeated work with materials that captivate the child’s attention. For some children this inner change may take place quite suddenly, leading to deep concentration. In the Montessori preschool, academic competency is a means to an end, and the manipulatives are viewed as “materials for development.”

5 Distinct Areas That Constitute a Prepared Environment:
  1. Practical life enhances the development of task organization and cognitive order through care of self, care of the environment, exercises of grace and courtesy, and coordination of physical movement.
  2. The sensorial area enables the child to order, classify, and describe sensory impressions in relation to length, width, temperature, mass, color, pitch, etc.
  3. Mathematics makes use of manipulative materials to enable the child to internalize concepts of number, symbol, sequence, operations, and memorization of basic facts.
  4. Language arts includes oral language development, written expression, reading, the study of grammar, creative dramatics, and children’s literature. Basic skills in writing and reading are developed through the use of sandpaper letters, alphabet cut-outs, and various presentations allowing children to link sounds and letter symbols effortlessly and to express their thoughts through writing.
  5. Cultural activities expose the child to basics in geography, history, and life sciences. Music, art, and movement education are part of the integrated cultural curriculum.
The preschool environment unifies the psycho-social, physical, and academic functioning of the child. Its important task is to provide students with an early and general foundation that includes a positive attitude toward school, inner security and a sense of order, pride in the physical environment, abiding curiosity, a habit of concentration, habits of initiative and persistence, the ability to make decisions, self-discipline, and a sense of responsibility to other members of the class, school, and community. This foundation will enable them to acquire more specialized knowledge and skills throughout their school career.

Materials for Development

In the Montessori classroom, learning materials are arranged invitingly on low, open shelves. Children may choose whatever materials they would like to use and may work for as long as the material holds their interest. When they are finished with each material, they return it to the shelf from which it came.

The materials themselves invite activity. There are bright arrays of solid geometric forms, knobbed puzzle maps, colored beads, and various specialized rods and blocks.

Each material in a Montessori classroom isolates one quality. In this way, the concept that the child is to discover is isolated. For example, the material known as the pink tower is made up of ten pink cubes of varying sizes. The preschool-aged child constructs a tower with the largest cube on the bottom and the smallest on top. This material isolates the concept of size. The cubes are all the same color and texture; the only difference is their size. Other materials isolate different concepts: color tablets for color, geometry materials for form, and so on.

Moreover, the materials are self-correcting. When a piece does not fit or is left over, the child easily perceives the error. There is no need for adult “correction.” The child is able to solve problems independently, building self-confidence, analytical thinking, and the satisfaction that comes from accomplishment.

As the child’s exploration continues, the materials interrelate and build upon each other. For example, various relationships can be explored between the pink tower and the broad stair, which are based on matching precise dimensions.

Later, in the elementary years, new aspects of some of the materials unfold. When studying volume, for instance, the child may return to the pink tower and discover that its cubes progress incrementally from one cubic centimeter to one cubic decimeter.

Prepared Environments

The “prepared environment” is Maria Montessori’s concept that the activity as well as a great environment can be designed to facilitate maximum independent learning and exploration by the child.

In the prepared environment, there is a variety deal of movement. In an elementary classroom, a small group of six- to nine-year-old children may be using a timeline to learn about extinct animals while another child chooses to work alone, analyzing a poem using special grammar symbols. Sometimes an entire class may be involved in a group activity, such as storytelling, singing, or movement. In a preschool classroom, for example, a three-year-old may be washing clothes by hand while a four-year-old nearby is composing words and phrases with letters known as the movable alphabet, and a five-year-old is performing multiplication using a specially designed set of beads.

In the calm, ordered space of the Montessori prepared environment, children work on activities of their own choice at their own pace. They experience a blend of freedom and self-discipline in a place especially designed to meet their developmental needs.

© 1996-2007 North American Montessori Teachers’ Association. All rights reserved.
Website Builder