Why Montessori

Montessori viewed education as an aid to life and succeeds because it follows the natural development of the child towards fulfilling each child's potential. In a marked departure from traditional teaching methods, Montessori advocates 'following the child' rather than leading him. The approach is based upon the premise that the child has an inborn desire and capability to fulfil his own developmental needs and the adult/educator's role is to support this developmental work. Through prolonged scientific observation, Montessori noticed the progression of the child's development from birth towards adulthood. In doing so she discovered certain principles that are at the crux of her approach. These include concepts on the Absorbent Mind, Tendencies and Sensitive Periods. In proposing the concept of the Absorbent Mind, Montessori refers to the manner in which the infant from birth takes in everything from his environment in a non-selective, non-discriminatory and unconscious manner. The infant absorbs impressions effortlessly towards his own self-construction, like a sponge. However unlike a sponge, the information acquired is retained. Whilst we are unable to see the process of this absorption, we see the manifestations. Thus the child who has absorbed language from his environment will eventually talk without being taught. Tendencies refer to man's in born directive that propels him towards this self- construction; helping him to adapt to his environment. Some of these tendencies include those for language, movement, independence, creative imagination and exploration. These tendencies are appropriate to different stages of development. , thus a toddler's tendency for social behaviour is not as strong as that of the teenager who is keen to be strongly identified with his or her peer group. Tendencies are unique to human beings and ensure their ability to survive and adapt in environments from the arctic to the desert. Conversely, animals are circumscribed by their physical limitations which mean the polar bear will survive in the arctic but not in the desert. Man's gift of intelligence coupled with these tendencies ensures he has no such limitations. Finally, in examining the principle of the Sensitive Periods, Montessori drew upon the work of the Dutch biologist, Hugo de Vries, who applied it to different stages of animal development. Montessori adopted the term to refer to the internal timetable that ensures human beings reach certain developmental stages at the same time i.e. we all walk and talk about the same time without external teaching. Some of the sensitive periods she identified include those for movement, independence, order, social behaviour and refinement of the senses. Armed with the knowledge that these stages must be reached, human beings unconsciously will do what they need to achieve it. Within these limited periods, man is irresistibly drawn to specific aspects of their environment towards the achievement of a specific characteristic. Thus a child from birth watches the movement of those around him, noting with fascination the mouth of the speaker, his vocal chords move into position and will finally make the connections to produce sounds independently. This activity will not stop until language is mastered. These windows of opportunity are limited and transient and whatever characteristic is achieved, is done effortlessly and with joy. There are two facets to the sensitive period; an internal one within which the inner creation takes place and is not outwardly visible and the external activity which is visible. The sensitive period for language provides a clear illustration of these 2 phases; as a result of the child's tendency for communication, the child is urged to learn to speak. This is evident that even at birth the child can cry; enabling his vocal chords to drop into position, he watches the mouth of the speaker with fascination and finally the child learns to speak With due regard to these principles and the developmental needs of the Child, Montessori introduced the Children's House. The Children's House provides an environment created for a special purpose for the 3 to 6 year old child; to assist the full and natural developmental needs of the child, staffed by adults trained to observe and respond appropriately to the child's needs. Montessori materials put the child in touch with activities that respond to their development, with which the child becomes involved towards his own self-construction. The activities offered in this environment include Practical Life, Sensorial, Maths, and Language, Culture and Grace and Courtesy activities. Practical Life activities address the child's need to function independently in their every day activities. Montessori observed that children show an interest in caring for themselves and their environment and demonstrated joy and concentration in carrying out 'adult' chores such as washing and tidying up. They were keen to work with real objects, as those found in their homes, to carry out activities with a definite purpose and result. These activities enable the children not merely to function but to think for themselves and accept the consequences of their actions. Ultimately they help the whole development of the child; with special emphasis on developing independence, concentration and the individual skill. The materials are attractive, child-size, precise, real and functional. Sensorial activities were developed by Montessori based upon the premise of the child as a sensorial explorer. She believes the child explores his world at this stage of development mainly through his senses and thus the materials are designed to provide the best possible information for the child's senses, as it is through stimuli rather than reason that the child is attracted at this stage. The child is able to progress smoothly from what he can physically experience, i.e. that which is concrete to more abstract ideas i.e. those in his mind. However, the materials draw the child's attention to one aspect of matter at a time i.e. colour, shape, texture. Language has 4 main functions; a tool to communicate ideas and facilitate our thinking, a tool for expressing ideas, a tool to express our identity, and lastly a tool for establishing and maintaining order in our social lives. It is a system of symbols that aid our thinking. The Montessori environment recognises the levels that constitute language, namely phonemes (sounds), morphemes (words), syntax (grammar) and meaning (interpretation of words in context). Hence the Montessori environment is equipped with experiences to support his acquisition of the spoken word and the written word through mechanical strand; for phonetic and non-phonetic language, interpretive strand; to develop understanding and the appreciation strand; developing a true love of reading. Dr. Montessori believed that man has a mathematical mind and as such the child from birth has tendencies which show this inclination towards mathematical concepts. Most children by age 3 can express ideas about quantity and recite numbers in sequence. The Montessori environment provides opportunities for the child to move from experiencing Maths in a concrete form, using for example visual activities to appreciating the more abstract concepts of mathematics. Cultural activities are designed to provide the child with keys to help them unlock the mysteries of the world. Activities include geography, botany, art, music, history and zoology. Montessori provides an environment in which the child gains experience that help him become adapted to his time and place, to feel comfortable in it and explore it; bringing the world to the child in a manner he can assimilate. Grace and Courtesy activities respond to the child's tendencies and sensitivity for social behaviour. These activities provide the child with the social language and etiquette required to function easily not only in the Montessori environment but also in the wider world; arming the child with confidence and the development of a true 'social feeling'; learning a respect for themselves, others and the environment. The mixed age classroom that Montessori offers provides the younger ones the opportunity to learn directly from the older children and the older children are provided with the opportunity to care for the younger children. In conclusion, Montessori offers an approach to education that puts the child and his needs first because he is the foundation of our humanity; ensuring ultimately that our focus shifts from us to him. Montessori writes 'the child is the forgotten citizen, and yet, if statesmen and educationists once come to realise the terrific force that is in childhood for good or evil, I feel they would give it priority above all else'. BOLA BENSON August 2006