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Victoria Taquino

Pat Hofbauer

Pre K Curriculum and Methods ECD 201

14 March 2016

Montessori Method

The Montessori approach is a way for teachers to allow their students to have the

freedom to choose what they want to play with and how they are going to learn. This approach

emphasizes the importance of providing an open, welcoming environment and letting students

work at their own pace. Before an educator can decide if the Montessori approach works best for

his or her classroom, they should find out about the history and theoretical foundation of this

curriculum. The characteristics and prevalence of this program, along with the views and roles

should also be considered before developing a Montessori curriculum for the students. The role

of observation and the pros and cons of this approach are a few other important aspects to

acknowledge in the Montessori curriculum.

The Montessori approach was modeled after a woman named Maria Montessori. Maria

was the first woman physician in Italy, and she also opened her first school in 1907. In 1911, the

first Montessori school opened in the United States, then was soon being used all around the

world by 1916. Maria thought her method to be scientific, considering the fact that she used

natural observations in an adapted setting. After Montessori completed her direct study of

children, she specified every particular detail of how the school should be operated to ensure

accurate replication (Klein). She believed that the role of the teacher was to focus on observing

the students in order to prepare them with the materials that work best for them. Another
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important historical fact to know about the Montessori approach is that there are two main

branches of this method that were created by Maria Montessori and Nancy Rambush. One of the

branches is the Association Montessori Internationale, which was founded in 1929. Maria

created this branch to keep the work that she has done throughout her life relevant, and to make

sure that it carried on even after her death. The second branch that Nancy Rambush created in

1960 was the American Montessori Society. This was part of Rambushs undertake of

Americanizing the Montessori method. What is most important to note about the two branches

is that both are currently in preschools throughout the United States, and both have excellent

programs with credentials for teachers (Klein). All the materials used in these branches provide

the children with the opportunity to explore their surroundings in their own way and at their own

pace.

A Montessori classroom helps satisfy the needs of students from distinct age groups. It

focuses on a students freedom, independence, and respect for their physical, psychological, and

social development. The Montessori approach allows children to explore their needs and

interests in a well-organized environment, and it also allows them to express their cultural and

individual needs and interests as well. By practicing this approach, the children are able to

benefit from it more than any other method. They develop good discipline and master basic

skills, and in many cases earlier than a more traditional system of education (The Montessori

Method). Children who are exposed to other methods do not gain the benefits of those who are

exposed to the Montessori method.

There are many characteristics that determine a Montessori program. A Montessori

classroom is known for its well-structured environment. The arrangement of materials and the

physical appearance of the classroom is set up in a way that addresses the needs of every child.
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The approach of the classroom follows a set of principles that determine the layout of the

classroom. There should be order and structure of the materials being used, and it should also

give children the freedom to move around and choose what activities they want to involve

themselves with. The classrooms are open-plan with the learning materials arranged in areas

and the children are given freedom to move around and to choose the activities that interest

them (The Montessori Method). The classroom should also reflect a warm, inviting

atmosphere, and it also should provide many materials and activities that engage the child in the

natural, real world rather than the fantasy world. A Montessori classroom also uses a hands-on

approach to learning. It provides the students with hands-on materials, in the belief that children

learn best by doing, especially in the areas of math, language, and science. With the materials

and environment that a Montessori classroom presents to its students, it provides them with the

opportunity to learn the way that Maria Montessori had intended them to.

The popularity of Montessori education has increased throughout the years. Due to the

inflation in research, new school openings, and the press increase of the Montessori method, it

has been implied that this has helped with the increase in Montessori education. This growth in

Montessori programs is evident not just in the private but also in the public sector290 new

public Montessori programs have opened since 2000 (Growth of Public Montessori). Charter

and district schools have grown evenly within the last fifteen years, in relation to public

Montessori programs. It has been observed that 122 of the 290 new Montessori programs have

been conducted within larger schools. Schools in South Carolina had eighty-three percent of

their Montessori programs operate within larger schools, and schools in Boston and Spokane

eventually moved all their Montessori programs to their own building after functioning within

another school. Approximately 82% of the 168 freestanding programs to open since 2000 are
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charters (Growth of Public Montessori). Since charter schools were popularized in the

1900s, parents and teachers have been looking for ways to expand the growth in public

Montessori schools.

It is believed that the children who are involved in a Montessori program should be

respected by allowing them to think and learn for themselves. The role of the student is to

observe and explore through play. By interacting with self-correcting, hands-on materials,

students are able to work and learn independently while engaging in their interests at the same

time. Like any other classroom, a Montessori classroom has many students who may be

engaging in different activities. Having other children in the classroom gives students an

opportunity to learn from each other, but it may also lead to conflicts (Terca). Because of

these conflicts, Montessori programs think it is important for students to respect their peers and

their work.

In a Montessori program, it is important for the parents to be involved with their childs

learning. Parents are expected to understand and support the Montessori method that their

children are being exposed to, and they are also expected to practice this method at home. They

should encourage the children and give them opportunities to learn through hands-on interaction

outside of the classroom (Terca). By engaging their children in at-home activities, such as

gardening and cooking, parents are giving their children their undivided attention, which is

important for their overall development. It is also important for parents and teachers to uphold

their contact with each other, and they should also have comparable goals for the children. There

should also be routine meetings between the teacher and parent to review the childs progress

and discuss possible issues that the child may be having.

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It is believed to be necessary for teachers in a Montessori classroom to advise their

students without getting in the way of their self-exploration. Rather than teaching every child all

together at once, a Montessori teacher focuses on one child at a time. Grading students work is

not the main concern for Montessori teachers. They observe each child at play with the

materials, and then they may recommend another similar activity that may interest the child

(Terca). Teachers, however, may support the child through comfort and advice if the child

seems to be having difficulty. A big portion of the teachers job is to observe the students

attitude, performance, and effort in the classroom and to create solutions for any problems that

the student may be encountering.

Observations play a major role in Montessori programs. An important part of Montessori

programs are the observations that adults make on the students involved. This helps the adult see

what the childs needs and interests are, and it also allows them to help that child work towards

his or her needs and interests. In order to engage in observations, there are a few skills that an

adult must practice. First, adults need to be able to sit still and quietly in order to view the

actions of a student. Our constant physical motion means were missing out on cues (physical,

verbal, and social) from the children around us (Observation in the Montessori Environment).

It is also imperative for adults to stay out of the center of the classroom and to allow the students

to operate on their own and make their own decisions. The second skill involved is knowing

when and when not to interfere with the childs activity. Our inner impulses to help, to do it

faster, to do it more efficiently are unnecessary and take the action away from the child

(Observation in the Montessori Environment). It is important to allow the child to figure out

any problems that they may be experiencing while engaging in an activity. Interruptions may

negatively affect the childs development. The last skill included is knowing when to keep quiet
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about making suggestions about how a student uses the materials. Montessori materials are

beautiful didactic (self-correcting) learning materials that most often do not require excessive

speech/language (Observation in the Montessori Environment). Explaining the lesson and

materials too much may take away the creativity and self-exploration of the student. It is also

important to record the observations that are being made. By taking notes and filling out

observation forms, teachers are able to make changes to an area or materials to get the children to

explore in different areas.

The Montessori approach may have important benefits for the classroom. One of these

benefits is that children learn to be independent and are able to learn at their own pace. Students

who are exposed to this method know the importance of exploring and experimenting on their

own. This allows them to become familiar and comfortable with working by themselves.

Another benefit includes students learning and supporting one another due to multiage

classrooms. Younger children often look up to the older children in the classroom, which allows

them to interact and collaborate with each other. Also, children tend to be more excited about

learning because it revolves around the thing that they are interested in. Because of the self-

correcting materials in a Montessori classroom, students are able to learn self-discipline and

discover the concept of self-teaching materials.

Even though the Montessori approach has many benefits, there are also a few

disadvantages to this method. For instance, some children may have a hard time dealing with the

lack of the traditional classroom structure. Some students may not be used to the environment of

a Montessori classroom, therefore, it could cause them to have difficulty transitioning to a

traditional classroom later in life. Another disadvantage of a Montessori method is that some

teachers may find it hard to let his or her students pick their own activities. Often times, adults
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have trouble with the idea of letting young children making their own decisions. If that is the

case, then a Montessori classroom is not the right choice for them. Using the Montessori method

could be useful for most teachers, parents, and students, but it may not be the best idea for some.

It just depends on everyones views and personality.

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Works Cited

"Growth of Public Montessori in the United States: 1975-2014." National Center for Montessori

in the Public Sector. American Montessori Society, n.d. Web. 08 Mar. 2016.

Klein, Amy Susan. "Different Approaches to Teaching: Comparing Three Preschool

Programs." Early Childhood News. Excelligence Learning Corporation, 2008. Web. 07

Mar. 2016.

"The Montessori Method." Welcome to Montessori. ICME, 2001. Web. 08 Mar. 2016.

"Observation in the Montessori Environment." Montessoriprintshop. Montessori Print Shop,

2016. Web. 10 Mar. 2016.

Terca, Jordi. "Roles and Expectations." Montessori Education. Google Sites, 2011. Web. 09

Mar. 2016.