“The greatest sign of success for a teacher is to be able to say, The children are now working as if I did not exist”
Born in 1870, Maria Montessori was the first woman to be granted a medical degree from an Italian University. After graduation, Dr Montessori observed and worked with children in specialist institutions. Her work with these children produced extraordinary results, which lead her to study the developmental milestones in their lives.
She was a brilliant woman and an astute observer. She soon determined that the problems existed not in the children, but in the adults, in their approaches and in the environments they provided.
Maria Montessori’s life work began in 1907 with a group of pre-school children in Rome, when she opened her famous “Casa dei Bambini” or “Children’s House”. Montessori created a school environment in her Children’s House which she determined that, to be comfortable, young children need furnishings their own size and tools that fit their small hands.
Through her observations and work with these children she discovered their astonishing, almost effortless ability to learn. This simple but profound truth formed the cornerstone of Dr Montessori’s life-long pursuit of educational reform, and what is now known around the world, as the Montessori Method.
Dr Maria Montessori was nominated for the Nobel peace prize three times. Her research into young children and what they need to learn has affected the fundamental way early educators think about children.
She thought children needed real tools (sharp knives, good scissors and cleaning tools) if they were to do the real work that interested them. She believed that children could learn to use tools safely and that giving them tools that didn’t really work undermined their competence.
According to Montessori, knowing how to arrange an interesting, beautiful environment for children is as much a part of teaching as knowing how to select fine children’s books for the library.
She thought it was the teacher’s job to prepare the environment, provide appropriate materials, and then step back and allow the children the time and space to experiment. Open-ended scheduling, with large blocks of time for free work and play is part of Montessori’s legacy.
Montessori believed that children should be able to do everything they are capable of. She believed it is the teacher’s responsibility to increase each child’s competence whenever possible.
Born in 1870, Maria Montessori was the first woman to be granted a medical degree from an Italian University. After graduation, Dr Montessori observed and worked with children in specialist institutions. Her work with these children produced extraordinary results, which lead her to study the developmental milestones in their lives.
She was a brilliant woman and an astute observer. She soon determined that the problems existed not in the children, but in the adults, in their approaches and in the environments they provided.
Maria Montessori’s life work began in 1907 with a group of pre-school children in Rome, when she opened her famous “Casa dei Bambini” or “Children’s House”. Montessori created a school environment in her Children’s House which she determined that, to be comfortable, young children need furnishings their own size and tools that fit their small hands.
Through her observations and work with these children she discovered their astonishing, almost effortless ability to learn. This simple but profound truth formed the cornerstone of Dr Montessori’s life-long pursuit of educational reform, and what is now known around the world, as the Montessori Method.
Dr Maria Montessori was nominated for the Nobel peace prize three times. Her research into young children and what they need to learn has affected the fundamental way early educators think about children.
Child-Centered Environments
Montessori believed that children learn language and other significant life skills, without conscious effort, from the environments where they spend their time. For that reason, she thought that environments for children need to be beautiful and orderly so that children can learn order from them. She believed children learn best through sensory experiences. She thought that the teacher has a responsibility to provide wonderful signs, textures, sounds, and smells for children. She also believed that part of sensory experience for children is having tools and utensils that fit their small hands and tables and chairs that match their small bodies.She thought children needed real tools (sharp knives, good scissors and cleaning tools) if they were to do the real work that interested them. She believed that children could learn to use tools safely and that giving them tools that didn’t really work undermined their competence.
Accessibility
Montessori stressed the need for children to be able to reach materials when they needed them, in order to help them become responsible for their own learning. Arranging classrooms with low, open shelves means children can see what is available and get what they want without assistance from the teacher and put it away when they are done.According to Montessori, knowing how to arrange an interesting, beautiful environment for children is as much a part of teaching as knowing how to select fine children’s books for the library.
Responsibility
Montessori believed that children learn best by doing, and through repetition. She thought if they did things over and over this would make the experience their own, as well as to develop skills.She thought it was the teacher’s job to prepare the environment, provide appropriate materials, and then step back and allow the children the time and space to experiment. Open-ended scheduling, with large blocks of time for free work and play is part of Montessori’s legacy.
Montessori believed that children should be able to do everything they are capable of. She believed it is the teacher’s responsibility to increase each child’s competence whenever possible.
