Maria Montessori and The Montessori Philosophy
The Montessori method is an approach to educating children based on the research and experiences of Italian physician and educator Dr. Maria Montessori (1870–1952). Dr. Montessori, from her observations, believed in following the natural development of the child. In order to do this, she gave freedom in a prepared environment with clear limits and beautiful materials with intellectual purpose. This produced self-directed learning and became a cornerstone of Dr. Montessori's work.
The success of Dr. Montessori's work has been based on the ability of the Montessori teacher to observe the children's needs, prepare an appropriate environment and aid in linking the children to purposeful work. To do the latter, the teacher strives to be a good model of daily life and presents the materials to the children in a way that attracts each and every individual child.
The success of Dr. Montessori's work has been based on the ability of the Montessori teacher to observe the children's needs, prepare an appropriate environment and aid in linking the children to purposeful work. To do the latter, the teacher strives to be a good model of daily life and presents the materials to the children in a way that attracts each and every individual child.
Primary/Casa dei Bambini/Children’s House (3-6)
Between the ages of 3 and 6, Maria Montessori called this environment Casa dei Bambini (Children’s House). Having created the foundations of their personality, three-year-old children arrive in the prepared environment ready to develop and perfect their abilities. They learn best through real-life activities that support independence and self-efficacy; manipulation of objects to provide concrete sensorial experience; and open-ended exploration leading to the refinement of their movements, sensory perceptions, language and the development of their intellect. All members of this expanded community of 3 to 6-year-olds thrive through opportunities to follow their own interest, freely choose their own activities, develop their capacity for concentration, and engage at their own pace their emerging powers of reason, imagination, and sociability.
Materials and activities are designed to support self-directed discovery and learning, and so are a perfect match for this developmental stage. They are organized around Practical Life activities that develop both independence and social skills; Sensorial activities that refine sensory perception; the development of Spoken Language, Writing and Reading skills; and Mathematical activities that develop fundamental mathematical concepts; as well as activities that reflect upon our human understanding of geography, history, biology, science, music, and the arts. The trained adult guides the children along this journey, helping them become well-adapted individuals, ready to take a positive, pro-social place in their world.
Materials and activities are designed to support self-directed discovery and learning, and so are a perfect match for this developmental stage. They are organized around Practical Life activities that develop both independence and social skills; Sensorial activities that refine sensory perception; the development of Spoken Language, Writing and Reading skills; and Mathematical activities that develop fundamental mathematical concepts; as well as activities that reflect upon our human understanding of geography, history, biology, science, music, and the arts. The trained adult guides the children along this journey, helping them become well-adapted individuals, ready to take a positive, pro-social place in their world.
Elementary (6-12)
Elementary aged children typically can be characterised by their curious minds, their ability to abstract and imagine, their moral and social orientation and their energy for research and exploration. Elementary children work in small, mixed-age groups on a variety of projects which spark the imagination, engage the intellect, and develop their reasoning abilities.
Elementary studies build knowledge through an in-depth study of the world and how it works. Studies are integrated across disciplines that include geography, biology, history, language, mathematics, science, music, and other forms of artistic expression. Exploration of each area is augmented by the children, who organise visits beyond the confines of the classroom to gain real-life knowledge from community resources, such as the library, planetarium, botanical garden, science centre, factory, hospital, etc. This approach fosters a feeling of connectedness to humanity and encourages children’s natural desire to make a contribution to the world.
The elementary school environment is for children ages 6 through 12. Sometimes the children are divided into two groups of 6 to 9 and 9 to 12 and sometimes all six years interact in one environment.
Elementary studies build knowledge through an in-depth study of the world and how it works. Studies are integrated across disciplines that include geography, biology, history, language, mathematics, science, music, and other forms of artistic expression. Exploration of each area is augmented by the children, who organise visits beyond the confines of the classroom to gain real-life knowledge from community resources, such as the library, planetarium, botanical garden, science centre, factory, hospital, etc. This approach fosters a feeling of connectedness to humanity and encourages children’s natural desire to make a contribution to the world.
The elementary school environment is for children ages 6 through 12. Sometimes the children are divided into two groups of 6 to 9 and 9 to 12 and sometimes all six years interact in one environment.
