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The Montessori Approach
The Montessori Method is developed based on scientific and pedagogical approach based on extensive observation of children. A Montessori environment is like a laboratory where the children use Montessori apparatus and gain knowledge through their own experiences. The Montessori Method gives children the opportunity to develop responsibility, respect for themselves and others through work in the prepared environment leading to self-esteem and independence. The child develops a love for learning as they build skills in concentration, organization and cooperation while working at their own individual pace and pursuing their own interests. Montessori education is unique, child-oriented, teacher-facilitated and allows the educator to treat each child as an individual.
The two key components of the Montessori Method are the prepared environment and the trained educator who prepares the environment as a nurturing place for the child, designed to meet the needs of self-construction. All Montessori classes are based on three-year cycles. There are children of three age levels in each classroom – 3 – 6, 6 – 9, 9 – 12 and 12 – 16 year old’s. Montessori philosophy is based on the growth of the child at his/her own pace and developmental level. The classroom is a carefully prepared and ordered environment to meet the developmental needs of each child. The classroom is a secure, relaxed and happy place for children to learn. Children work at their own pace in a child-centered, director-facilitated environment. Children work both individually and cooperatively to develop social responsibility and communication skills. Children choose their own work independently from the presentations they have received and through individual interests. Children begin with concrete materials and move to abstraction when they understand the concept.
A three-hour work cycle gives the children an opportunity to build concentration and independent learning skills. Transition from one stage to another is predicated upon the child’s readiness rather than chronological age. Discipline in the classroom is a balance between freedom and responsibility to develop the whole child. The atmosphere in the class is non-competitive with natural consequences instead of rewards and punishments. Montessori children, in the Montessori environment, develop a keen sense of social awareness and justice and have the opportunity to cultivate values and consideration for others through working together cooperatively.
The Teachers in a Montessori Environment are called ‘directors’ because they guide and facilitate children’s learning and experiences giving them the freedom to be independent. The director’s role is to observe the child and offer presentations that follow the child’s interests and developmental needs.
Understanding the Child
Each child is unique, but shares common developmental interests with all other children. The child under six years is gifted with a mind capable of absorbing, learning without effort, and therefore should be exposed to as many worthwhile areas of their culture as possible during this time. The mind can be likened to a sponge which absorbs any water that it comes across. The child’s most important instruments of learning are hands and senses. The child is a sensorial learner who is grasping the environment around him through his senses. The learning of the child in this phase is effortless and spontaneous. The child is in a constant process of learning and self-construction. They explore the environment around them and gain mastery over it. In an environment where the fundamental laws of child development are taken into account, they reveal an extraordinary talent for spontaneous learning A 6-12 year old child is quite different from the 3-6 year old child. The powers of reasoning mind and imagination awaken in this plane. They use the intellect gathered in the previous years and with the help of the reasoning mind and imagination, they explore the environment around them. This is also the period of moral development in the child. They begin to understand what is acceptable and not acceptable and reflect it in their lives. Our approach to education should meet the changing needs of the child. When these needs are met, there is a joyful and effortless learning in the child. Special care should be taken to prepare the environment to meet the developmental needs of the child.
Prepared Environment
The main aim of prepared environment is to provide the children freedom to explore and learn about the world around them no matter what learning style they possess. This nurtures their innate desire to be independent in thinking and working. One of the purposes of a prepared environment is to make it possible for children to become progressively more and more independent of adults. An orderly environment supports this development of independence. Order in the environment helps children build an order in their developing minds and it helps them use their time more efficiently. When there is order and consistency in the arrangement of the furnishings and materials, then children do not have to spend time and energy looking for things. We provide children with environments ideally suited to each stage of development; this allows them to respond to the inner call of specific “sensitivities” and gives them the freedom to act in accordance with their innate human tendencies.
Montessori Directress
The Montessori teacher, or directress, is a skilled educator who has completed one or more years of intensive Montessori training. The two key components of the Montessori Method are the prepared environment and the trained educator who prepares the environment as a nurturing place for the child, designed to meet the needs of self construction. As children can be moulded just like raw clay, it is the educator who develops the potentialities of the child, whom Dr. Montessori termed as “DIRECTOR” or “DIRECTRESS”. Montessori teachers are referred to as ‘director/directress’ as they see their educational role as leading a child through a journey of self-discovery rather than merely delivering a static and didactic curriculum. The Directress is one who channelizes the child’s capacities in the right manner, so that his/her development takes place, taking into cognizance societal interests. Primary task of the directress is not to teach, but instead direct the natural energies of a child towards maturation. The primary goal of the Montessori director/directress is to free the student from dependence on direction. This builds self-esteem and gives the student a tremendous skill base for problem-solving, independent thinking, concentration and completion of tasks, and successful participation in leadership activities later in life. The directress respects the child’s need for self-accomplishment and uses the tools of observation, patience, and judgment to know just when help is needed and when to allow a child to work something through on their own. Montessori students have the benefit of remaining with the same teacher for three years.
Montessori Material
The materials are a part of the environment and help in consolidation of the physical and psychical aspects of life. The Montessori materials are tangible and hence called as concrete means of development. Comparing the means of development in a Montessori environment, and the teaching aids in traditional schools, the factors because of which the Montessori material is superior are as follows: The material offered is more precise and specific. This helps the child to utilize his/her mental capacities and thus reach the stage of conceptualization. The material is in accordance with the psychological technique to isolate the concepts. For example, the colours are limited, but are unlimited in intensity. This helps the child to explore, which in turn helps the child to move from simple to complex regarding the structure and manipulation. Each material helps the child for the future tasks taking into consideration the past and present. This helps the child in building up his/her self-confidence. The material also helps the child in concretized abstractions, which means moving from concrete concepts to abstract ones.