THE MONTESSORI CLASSROOM

 

We do not pull up a plant to check if its roots are growing, similarly we do not interrupt learning and concentration of a child that is discovering, instead we simply observe without interruption and judgement.

 

MONTESSORI PHILOSOPHY & HUMAN DEVELOPMENT

Maria Montessori believed that learning is self-discovery and that children educate themselves; hence the purpose and practice of Montessori education is not to teach but to give direction or assistance to the child to what comes naturally, which is their own learning through exploration and interaction of material (Montessori, 1995).  Montessori's extensive research is line with Piaget's constructive theory that children's developmental stages or planes facilitated learning (Duchesne, McMaugh, Bochner & Krause, 2013). 

Montessori discovered that sensitive periods during development are when children become more susceptible to certain behaviours and have heightened interest that facilitates learning (Kramer, 1976). Montessori classrooms are equipped with manipulative materials that appeal to children during these stages of development and are sequentially introduced to encourage self-control, order, concentration and independence (Ramachandran, 1998). 

Hence respect for the child is the underpinning philosophy of Montessori education which means that children have a right not to be interrupted and learning cannot be forced (Kramer, 1976).

  IN A NUTSHELL, THIS IS HOW IT WORKS!

 Trevor Eissler "Montessori Madness!" - 321 FastDraw