Marie Montessori

The Montessori method is named for the Italian physician, Maria Montessori. It stresses the importance of the development of a healthy self-concept. Education, she believed, is a preparation for life, not merely a search for intellectual skill.

Maria Montessori, born in 1870, was the first woman granted a medical degree by an Italian university. Influenced by the work of Seguin and Itard of France, Montessori designed materials and techniques which allowed the children to work in areas previously considered beyond their capacity.

Montessori’s life work began with a group of slum children in 1907 when she opened her famous ‘Casa Dei Bambini’. Through her observations of and work with the children, she discovered their remarkable, almost effortless ability to absorb knowledge through their surroundings: children teach themselves. This simple and profound truth inspired Montessori’s lifelong pursuit of educational reform, curriculum, development, methodology, psychology, teaching and teacher training - all based on her dedication to further the self-creating process of the child.

Montessori Learning Activities

The didactic materials in each Montessori classroom give children an abundance of opportunities to learn by action upon their environments. A variety of attractive and inviting materials are available to children of all developmental levels. The interesting and inviting materials in the Montessori classroom encourage repetition and, therefore, facilitate learning. Through repetition, children redefine their new skills, becoming satisfied and proud of their achievements. Children can choose from a variety of activities, which exercises both their minds and bodies.

Mixed age grouping in the classroom allows some wonderful social and educational situations to arise. Younger children are a constant witness to the skills and activities of older peers and older students have the opportunity to share their experiences with the less-skilled, learning as they teach. The social setting is designed to limit competitiveness in that, even though children are working and achieving at their own levels, no one child is singled out or made an example. The children are invited to share with and help one another teaching and redefining through the process.

All children are treated equally, with respect and gentility. All successes, great and small, are given equal recognition. The children are encouraged to appreciate their own accomplishments, opinions, insights and feelings, rather than rely upon praise from an adult. Emphasis is placed on the process and effort.