Maria Montessori was born in 1870 in Italy. Specialising in paediatrics she
graduated in 1896, as the first woman graduate of Rome University becoming one of the
first female physician in Italy. While working at San Giovanni Hospital she
became interested in children with special needs and was influenced by the
findings of Jean Itard and Edouard
Seguin. (Dolan 2011). During this time
she became interested in education, and facilitated children
regarded as ‘uneducable’ to pass state education tests. (Flower and Cottle 2011).
In 1907 she opened ‘Casa dei
Bambini’; ‘The Children’s House/Home,'
an alternative school
for children in San Lorenzo; a deprived area of Rome. This school would provide
a safe community for the children, encouraging normalization,
the ability to focus; have satisfaction in learning; and to nurture a joy for
learning. Montessori observed these children closely and from this she developed The Montessori Method,
which became infamous throughout World. Dolan 2011 states that she
‘developed a range of classroom resources to foster independent learning’ (pg.
22), designing small furniture improving the child's access, as her observations revealed difficulty to foster independence without
them. Her theory is completely child centred, where the child becomes an
independent learner, deciding what they learn and for how long, choosing from
interest and curiosity. The teacher would only intervene when the child was ready to move their learning forward, 'decentring the teacher'. The role of the teacher is more of a director, (Isaacs 2010) guiding the child towards their goals. Bradley et al states that adults can be intrusive and can constrain learning; a Montessori director will trust the child's choices.
This holistic style of learning develops metacognition, motivation and a learning desire. The class would be of 'vertical grouping' with the children grouped into three age ranges (Isaacs 2012), thus the younger children would learn from and emulate the older ones and the whole class learn respect and mutual understanding.
Today's Montessori classroom will be spacious, rich with quality self-teaching resources made from natural materials. Everything will be accessible and relevant to a childs size and learning (Feez 2010). There will be no imaginative play toys however as Montessori believed that children would always choose stimulating toys over them (Soundy 2009).
Learning areas around the classroom are designed carefully by the teacher to encourage movement around the classroom. There is also ample floor space as Montessori observed that children are inclined to sit on the floor to play, spending up to three hours on their chosen activity. There will be a cooking area for children to prepare their own food and drink to support independence, fine motor skills and self-development. The children will work with a ‘spiral curriculum’, returning to skills they have previously learnt to develop them further. Essential skills are embedded into their learning holistically. Research by the International Montessori Council have shown that children develop quicker and are more socially aware than those educated within a state environment.
The key principles to the Montessori Method are:
- Children learn through their senses; children will learn to read through their hands before they learn to write
- Learning is child led, fostering independence and natural curiosity, providing a development of self-esteem.
- Different ages are taught together in groups, so older peers can influence within collaborate learning.
- Social and personal development is significant, teaching fairness, listening skills, respect and multi-cultural awareness. Creating a harmonious environment (Bradley et al 2011).
