Montessori A Strong Foundation The Montessori Method is a child-centered, alternative educational method based on the child development theories originated by, Italian educator and doctor, Maria Montessori in the late nineteenth and early twentieth centuries. This method of education is characterized by emphasizing self-directed activity, on the part of the child, and clinical observation, on the part of the teacher. The Montessori Method is based on:
For years no educational document has been so eagerly expected by so large a public, and not many have better merited general anticipation. The astonishing welcome accorded to the first popular expositions of the Montessori system may mean much or little for its future in England and America; it is rather the earlier approval of a few trained teachers and professional students that commends it to the educational workers who must ultimately decide upon its value, interpret its technicalities to the country at large, and adapt it to English and American conditions.
To them as well as to the general public this brief critical Introduction is addressed. It is wholly within the bounds of safe judgment to call Dr. It is remarkable, if for no other reason, because it represents the constructive effort of a woman.
It is remarkable, also, because it springs from a combination of womanly sympathy and intuition, broad social outlook, scientific training, intensive and long-continued study of educational problems, and, to crown all, varied and unusual experience as a teacher and educational leader.
No other woman who has dealt with Dr. These resources, furthermore, she has devoted to her work with an enthusiasm, Montessori method and child absolute abandon, like that of Pestalozzi and Froebel, and she presents her convictions with an apostolic ardour which commands attention.
A system which embodies such a capital of human effort could not be unimportant. Then, too, certain aspects of the system are in themselves striking and significant: All this will be apparent to the most casual reader of this book.
None of these things, to be sure, is absolutely new in the educational world. All have been proposed in theory; some have been put more or less completely into practice.
It is not unjust, for instance, to point out that much of the material used by Dr. Fernald, Superintendent of the Massachusetts Institution for the Feeble-Minded at Waverly, is almost identical with the Montessori material, and that Dr.
Fernald has long maintained that it could be used to good effect in the education of normal children. Montessori is based, was once head of the school at Waverly.
So, too, formal training in various psycho-physical processes has been much urged of late by a good many workers in experimental pedagogy, especially by Meumann.
But before Montessori, no one had produced a system in which the elements named above were combined. She conceived it, elaborated it in practice, and established it in schools.
It is indeed the final result, as Dr. Montessori proudly asserts, of years of experimental effort both on her own part and on the part of her great predecessors; but the crystallisation of these experiments in a programme of education for normal children is due to Dr.
The incidental features which she has frankly taken over from other modern educators she has chosen because they fit into the fundamental form of her own scheme, and she has unified them all in her general conception of method.
As such, no student of elementary education ought to ignore it. The system doubtless fails to solve all the problems in the education of young children; possibly some of the solutions it proposes are partly or completely mistaken; some are probably unavailable in English and American schools; but a system of education does not have to attain perfection in order to merit study, investigation, and experimental use.
Montessori is too large-minded to claim infallibility, and too thoroughly scientific in her attitude to object to careful scrutiny of her scheme and the thorough testing of its results.
She expressly states that it is not yet complete. An all-or-nothing policy for a single system inevitably courts defeat; for the public is not interested in systems as systems, and refuses in the end to believe that any one system contains every good thing. Nor can we doubt that this attitude is essentially sound.
If we continue, despite the pragmatists, to believe in absolute principles, we may yet remain skeptical about the logic of their reduction to practice—at least in any fixed programme of education.
We are not yet justified, at any rate, in adopting one programme to the exclusion of every other simply because it is based on the most intelligible or the most inspiring philosophy.
The pragmatic test must also be applied, and rigorously. We must try out several combinations, watch and record the results, compare them, and proceed cautiously to new experiments.
This procedure is desirable for every stage and grade of education, but especially for the earliest stage, because there it has been least attempted and is most difficult. Certainly a system so radical, so clearly defined, and so well developed as that of Dr.
Montessori offers for the thoroughgoing comparative study of methods in early education new material of exceptional importance. Without accepting every detail of the system, without even accepting unqualifiedly its fundamental principles, one may welcome it, thus, as of great and immediate value.
If early education is worth studying at all, the educator who devotes his attention to it will find it necessary to define the differences in principle between the Montessori programme and other programmes, and to carry out careful tests of the results obtainable from the various systems and their feasible combinations.
Certain similarities in principle are soon apparent. Education is to guide activity, not repress it.Montessori Method (Montessori) 2 years ago • Child Development Theories, Learning Theories & Models • 1 Summary: The Montessori Method is an approach to learning which emphasizes active learning, independence, cooperation, and learning in harmony with each child.
The Montessori method of education is a model which serves the needs of children of all levels of mental and physical ability as they live and learn in a natural, mixed-age group which is very much like the society they will live in as adults.
The Montessori Method involves an approach which places the development of the child and human spirit in high esteem. The Components There are several components that are essential for a program to be recognized as truly Montessori.
The Principles of the Montessori Method The Montessori teacher, along with the child and the environment, can be seen as a learning triangle.
The teacher may guide the students to new lessons and challenges, but ultimately, it is children’s interaction with what the environment has to offer that enables learning to take place.
The Montessori Method of education, developed by Dr. Maria Montessori, is a child-centered educational approach based on scientific observations of children from birth to adulthood. Dr. Montessori’s Method has been time tested, with over years of success in diverse cultures throughout the world.
Montessori Method "Free the child's potential, and you will transform him into the world." - Maria Montessori. This method seeks to develop a strong sense of order, concentration, coordination, and independence in each child.