Research Paper On Maria Montessori

Language, simply put, is a system of symbols with an agreed upon meaning that is shared within a group of individuals. Maria Montessori understood that children have to learn language, that it is not inborn. She also understood the adolescent mind has a long sensitive period for language. Because language is deeply connected to the process of thinking, the child will need to be spoken to and listened to often.

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

In order for the child to be independent the tools and materials must be accessible, reachable, and child-sized in order for the child to be completely independent from adult assistance. At this time there was no market for child-sized tools and materials, therefore, Maria had to make her own tools for the children. Maria Montessori felt that classrooms should be orderly with a label and place for everything this will help the children to learn responsibility for returning things to the rightful place. Maria felt that if adults continue to serve children and clean up after them the children will never learn to be completely independent of adult interference.

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

Maria Montessori and Rudolf Steiner are both known as an educator in early childhood education. Their theories, principles, and beliefs share many similarities. But at the same time, show many differences.

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 Secret of Childhood by Maria Montessori Maria Montessori passionately reveals to us the inner workings of children as they develop into their full potential in an effort to assist adults in understanding and supporting this process. The ideas and methods shared have become the foundation for the Montessori model of education. In the introduction, Maria Montessori asserts “there is no real place for children” in today’s modern society where parents are working, cities are crowded and deemed dangerous, and the home is often filled with furnishings off limits to children. We are asked to consider where children feel they belong and are understood. Though Maria believed that great progress was underway when writing this book, with an

DR Maria Montessori’s main discovery was the reality of a child’s true nature WHICH IS the NORMALIZED CHILD. She described the

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

The education system back in her era focused on teaching the children to memorise word to word from books and posters and Children sat in rows at desks at the classroom learning from a blackboard and slates. This method of education wasn’t stimulating and exciting for children. Nevertheless through her experience Montessori discovered children want to learn, and they will do it in their own time frame and they shouldn’t be forced.

Comment on the above statement and explain your understanding of the role of the educator in assisting the child in his development.

Dr. Maria Montessori was a keen observer of children. She used her observational and experimental proclivities from her medical background to develop, what we might today call, a Constructivist understanding of the process of learning. She studied them scientifically. If she saw some unusual behavior in a child, she would say,”I won’t believe it now, I shall if it happens again”. She studied the conditions in which the children would perform those actions.

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.