THE MONTESSORI METHOD

Who is Maria Montessori?

• She was born on 31 August 1870 at Chiaraville, Italy.

• She was the first Italian female to study in medicine at the University of Rome.

• Her first practical study in medicine was about nervous disorders.

• She was graduated from Rome University with Doctor of Medicine and Doctor of surgery degrees.

• She supported that the key of solving mental deficiency problems is pedagogical approach rather than medical approach.

As a physician educator, she developed a education method. She emphasized the method of a system of materials and exercises to be utilized by the child in designated ways for specific purposes.

Children in the Montessori Method

• Children are not capable of but motivated toward self-development ( auto-formation) and self-teaching (auto-education).

• Children should have freedom to work on self-chosen tasks in attractive environment especially designed and equipped to meet their needs.

Teacher in the Montessori Method

• Teacher or directress should provide an attractive and responsive environment

• Directress should protect the learning process.

• Directress should be observer of the child readiness to assist indirectly the child’s perceptual-motor, emotional, intellectual and social development if it is needed.

• Also teacher should be the resource person, the role model, the demonstrator, and the recordkeeper.

Main Points of the Montessori Method

— Training in observation for perceptual, then conceptual proficiency

— Programmed preparation, practice, precision, and perfection

— Self processes and individuality

— Movement, activity, and work

— Freedom and spontaneity

— Prepared environment

— Sensitive periods

— Rhythm-balance-order

— Discovery and development

— The child as Man-to-be

— New teacher as exemplar

— To know, love, and serve

The Montessori Curriculum

• It focuses on mastery of one’s self and environment

• Because of being discovery curriculum, its classes are “living laboratory”.

Topics for a Model Montessori Curriculum

— Care of self and environment

— Development of sensory skills (Exploration of five senses, field trips, play)

— Reading, phonetics and sight recognation

— Writing (manuscript, cursive, design)

— Dictation

— English (pronuncation, enunciation, conversation, vocabulary)

— Foreign languages (pronuncation, enunciation, conversation, poems, songs, dialogue)

— Drama ( elocution, roleplaying, performance)

— Music (singing, rhythm instruments, bells)

— Art (handwork, freehand drawing, poster paints, appreciation)

— Dancing (folk, blance exercises, gymnastics)

— Mathematics (geometry and four operations)

— Science (anatomy, naturation, hygiene, botany, zoology, ecology)

— Social studies (geography, culture)

— Socialization (self&group inreactions – home&school interactions)

Environment in Montessori Method

Freedom is essential because children can show himself in only an atmosfere of freedom.
Structure and order of universe must be reflected in the classroom to build children’s own mentalorder and intelligence.
Children can internalize the limits of nature and reality if he is to be freed from his fantasies and illusions.
Beauty and an atmosphere encourages a positive and spontaneous response to life.
Equipment is publicized and it supports child’s self-construction and psychic development.

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