Promoting self-discipline in Montessori environment

“…an individual is disciplined when he is master of himself and he can, as a

consequence, control himself when he must follow the rule of life.” (Montessori)

For Montessori, obedience and self-discipline go hand-in-hand with an

environment which offers children freedom within limits and with responsibility

appropriate to their development and maturity. The key lies in positive role modelling

and in opportunities to engage in self-chosen activities. This freedom fulfils the inner

needs of the child and promotes concentration and deep engagement, which are

essential to emerging self-discipline.

The freedom within boundaries relates to the limitations of the favourable environment

in which the child learns. Responsibility is fostered by encouraging children‟s

independence. It is nurtured from the early days in Montessori settings, and becomes

the foundation of the self-discipline witnessed in children who benefit from Montessori

education. The emerging self-discipline is closely linked with the children‟s

developmental stage and maturity.

Initially, children learn to control their movements. Their growing competence and

independence, as well as the dawning of the ability to control their impulses, all

contribute to the emerging social individual who is beginning to be aware not only of his

or her needs, but also the needs and well-being of others within the group and its social

conventions. According to Montessori, this child is ready for primary education.

In primary school, self-discipline is evident in the child‟s ability to contribute to and follow

a learning plan for a day, and later for a whole week. The child‟s freedom to

concentrate on tasks according to his/her own rhythms, wishes and cohort of friends

carries the responsibility of ensuring the tasks are completed in the agreed timeframe.

The sensitive period for moral awareness is evident in a concern for other, lessfortunate children. Children of this age often organise fundraising events during variousdisasters such the Haitian earthquake or Japanese tsunami of recent years. Theseevents give children the opportunity to contribute either by doing something to fundraiseor by donating their pocket money, books and toys. Adults are often moved by the

children‟s selfless generosity. These are instances of children‟s ability to defergratification for the benefit of others, an important element of self-discipline.Children who have learned to organise their education and social life, and whounderstand that they have a responsibility to themselves as well as to those in theirgroup and community, are truly children ready to enter the turbulent teenage years. It isthe author‟s belief that these children find adolescence less challenging.

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