Montessori Curriculum : An Educational Approach

The Montessori system of education was developed during the first half of the 1900’s by Dr. Maria Montessori as a result of her extensive research observations and experimental testing (Lillard, 2005, pp. 16-18). Dr. Montessori was of the belief that children contain an innate desire to learn and her research showed that, when given the

Although the framework is slightly different for every nation, the development of early years curricula has been significantly influenced by the Reggio Emilia approach, the Montessori

The Montessori approach aims to promote children 's holistic development but by stepping back and allowing the children to play by themselves without intervention. Practitioners are expected to step back and only get involved in the children 's learning only if invited or if the child is at risk of harming themselves or other children. I think that it is important that practitioners get involved in children 's play and learning only to improve the child’s current learning. They could do this by challenging them or by asking the children questions to further the child’s learning. This could also be done through adult-led activities as they are more structured as APPOSE to the child-led activities. Child-led activities are SPONTANOUS and are often do not have a certain aim where as in adult-led activities have an aim that is expected to be reached by the end of the activity.

Maria Montessori was born in Italy in 1870. She wanted to become a doctor, so she enrolled at the University of Rome; however at this time she began to develop an interest in children who were deprived; which at the time were referred to as ‘idiot children’, this encouraged Maria into studying about those who were mentally defective. Her interest then changed, and was focused into education. When she was fixed on to this idea, she began to study the theories which were devised over the last 200 years. By 1900 Montessori was known for a

Maria Montessori founded an education system which is called Montessori and still bares her name, her system is based on belief in the child’s creative potential, (Douglas, n.d.). Her first Casa Dei Bambini (Children’s house), where Maria was using her approach of teaching was opened in 1907 in Rome. She was great educator who believed that children are learning through their personal experience at their right time and their own pace. (Ridgway, 2007). Children rather than learning largely from what the teachers and the textbooks say, learn from “doing”,(Douglas, n.d.). To provide for children an effective, independent learning process, and that they become a competent and confident learner, Teacher had to provide for children a healthy, clean, well-prepared and well organised environment in which children could develop. Maria Montessori came up with idea that if children have to work and play independently, they have to be comfortable and need appropriately sized tools and items that fit their small hands (Mooney, 2000). Montessori believed that children learn through sensory experiences. Teacher has a responsibility to provide wonderful sights, textures, sounds, and smells for children. Sensory

Many people think of it as “controlled chaos” (Kramer, 1976). Montessori resources are divided into four categories: practical life, sensorial, academic and cultural/artistic supplies (Scotty, 2009).

Inspired by the work of Itard and Seguin, two almost forgotten French doctors, Maria Montessori took the idea of scientific approach to develop her theories, principles and beliefs in early childhood education, which through observation and experimentation. All the learning activities and teaching materials are purposeful and aimed to stimulate senses, mind, and provide self-esteem and achievement.

The Montessori method began in the early 1900's by the first female doctor in Italy, Dr. Mary Montessori, as a way of educating mentally disabled children. Her ideas were so successful with these children that she began to apply her understanding of learning to study the potential of normally functioning children (Oalf, 2001). Dr. Montessori's approach to education stresses the importance of learning styles, independence and responsibility.

The success of the Montessori method depends on how the environment us set up, it is essential that it is prepared and simplified for the students’ understanding.

“We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teacher 's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.”

Watching a small child discover how to operate his or her favorite plaything is awe inspiring. The look of wonder at the item as it's carefully chosen from amongst their belongings and studied ever so carefully for each and every nuance. How that little face lights up with each new discovery no matter how large or small. The sounds of delight an even dismay at an unwanted result are beautiful. Consider an educational system that would continue to utilize a child’s natural curiosity, unyielding ingenuity and thirst for knowledge. Montessori education creates that environment for children by allowing them the freedom to not only gain knowledge in a natural progression, but also provide a basis on which to continue to grow no matter where

There is no set level that all children must follow; they learn when they explore by themselves. This method leaves children with freedom where they can learn self-discipline in a place designed specifically for their developmental needs. Teachers would have a part in the education of children though even though 80% of it was up to the children. Teachers are to make sure that children are presented with the right extent of material at the right time. In other words, if a child is too advanced for one activity, a teacher would present a new one to fit them, and vice versa. Maria believed if her methods were applied to public schools the results would be even better than the traditional method results. Since the government didn't let her, she started to work with poor daycare children. She doubted that her methods would work under these conditions but she had shocking results. She discovered if the children were in an orderly place to work, they will respect that and care for it. They are able to learn longer and better than in an everyday setting. In Montessori preschool, five areas make up the prepared learning environment. These areas include practical life, the sensorial area, mathematics, and cultural activities. In the elementary program, areas include integration, presentation of knowledge, presentation of the formal scientific languages, the use of visual aids, mathematic curriculum, Montessori trained teachers, emphasis on open-ended research and

Dr. Maria Montessori is the creator for the Montessori Education Method for a new world who devoted her life to improve children’s education excellence. Her educational method is widely used in schools or at home for children 3 t0 6 years old. Maria Montessori lived through one of the traumatic time eras of the world history, which changed everybody’s lives including children. It was the time of anxiety, cruelty, death, family separation and children facing starvation. Maria Montessori felt the best solution to overcome endless, war, violence and poverty is education. Therefore, Maria Montessori believed educating the next generation will improve children’s live and future of the

Maria Montessori, an Italian physician, was born on August 31, 1870, in Chiaravalle, Italy, and died on 6 May 1952, in Noordwijk aan Zee, Netherlands. She was one of the pioneers of theories in early childhood education and her theories are still applied in Montessori schools all over the world. At that time, when Montessori was growing up, Italy had conservative values about women’s role but she consistently broke out of those prescribed gender limitations as she grew younger. When her family moved to Rome, she attended boys’ technical institutions where she developed her mathematics and scientific interests. Despite her father’s resistance but with the support of her mother, Montessori went on to graduate with high honor from the medical

Maria Montessori was the originator and founder of the Montessori Method. She was the first female to graduate as a doctor from her university in Italy. After graduation, Montessori's work with so called “idiot children” led to an interest in child development. (M. Beaver et al, 2001, p.379) After researching Montessori was convinced there was a need for special schools catering to children who presented learning disabilities.