Montessori Schooling

Maria Montessori was fascinated with child development and as a result founded the child-centred Montessori approach. Originating in Italy in the early 1900’s it seen spread across the world. As a result, Maria Montessori was considered to be a pioneer of early education by many. (Susan Feez, 2010)

Montessori created her schools with the concerns of developing a child capable of empathy, social adept and independence, ready for mainstream schooling.  (Isaacs, 2012)

Montessori schooling was set up to created a holistic, structured learning environment where a child is able to connect to everyone and everything around them. Maria Montessori had the belief that children were naturally caring and an environment such as this would encourage this attitude to grow therefore meeting her targets to create a socially well rounded child. (Isaacs, 2012) 

 Montessori was interested in the education of children that were previously considered ‘ineducable’. Her approach steamed from the use of every day (specially made child-sized) equipment which made them more accessible to children allowing them to feel comfortable while using them. The organisation of the equipment is also a key factor, everything is clean and neatly arranged. If a child uses anything they must replace it to the same standard it was found. This teaches children how to care for the environment around them.

Montessori believed that for a child to have a true understanding of something it must appeal to their interests. She found that it was common for many children are interested in the actions of adults and learn from watching and copying them. Due to this, it can be seen that many children often’ pretend clean’. An example of this would be is in Susan Feez' (2010) book, Montessori and Early Childhood development. In the section names "A visit to a Montessori Children House" she talks of a child named Josh that enjoyed cleaning tables and windows and so on. Many adults tasks like this would seem mundane but children approach a situation differently. A child cleaning the windows is not interested in the end product of a clean window as an adult would be but in the process in which takes place to get the window clean.
                

This approach puts much emphasis on the use of the teacher as an observer rather than the traditional teaching role. Montessori believed that a teacher should offer guidance only when needed but instead allows the child to have freedom over his own learning. (Isaacs, 2012)

              
There are both advantages and disadvantages to Montessori Schooling. The advantages include:

·         Children in Montessori schooling have no timetables and therefore have complete freedom over their own learning.

·         The organisation of the specialist equipment used in these schools teaches children structure and how to treat items they use with care and respect.

·         Children take part in activities they are interested in and therefore have a far better understanding of activities they are made to do.

·         Children develop practical skills that are often useful both inside and outside the classroom.

·         Children are grouped together from the ages of 3-6, this often allows the younger children to learn from the behaviour of the older children.

There are also disadvantages of Montessori Schooling. The disadvantages include:

·         Having no structured time table may cause children to struggle when they are faced with structure latter on in life

·         Some students may need more direct support than others and this may not be given as the teacher is encouraged to allow the child to work it out themselves.
· Children tend to listen more to a more authoritative figure, Montessori schools do not offer this figure of authority which could result in the lack of respect towards teachers

·A Montessori school may not suit a child's way of learning and therefore hold them back in their what Montessori considered the most important years of a child's life


References

Feez, S. (2010) The Montessori Story.
http://www.uk.sagepub.com/upm-data/29627_feez___chapter_1.pdf (Accessed: 09 December 2014)

Feez, S. (2010) Montessori and Early Childhood. London: Sage.

Isaacs, B. (2012) Understanding the Montessori Approach: Early Years Education in Practice. London: David Fulton.