Why Montessori ?

When I was studying my Bachelors in Early Childhood studies, I remember studying an Italian lady called Maria Montessori along with a range of other theorists. I graduated from University and came to America to see the world. I kept finding myself stumbling upon this same theorist. It so happened that the children I nannyed for as an Au Pair went to a Montessori school. I befriended and teacher there and she would encourage me to do my training and work in the school. At this point I wasn’t convinced that the Montessori philosophy was that great. I could not see the appeal and felt that children should surely be just learning through play. I dismissed the teacher, and ignored the invitation to study the philosophy. Anyway, as time went on, once again I came across a new friend that had done the training and was very passionate about it. She kept encouraging me, so I decided to observe just one class, to see if it was something I could do. I observed a circle time, with a “teacher demonstration”. I was so amazed to see every child sitting so focussed on the teacher. The children ranged from 2 and a half to 6 years of age. Not a word was spoken as the teacher silently and slowly completed the Art project as an example for the children.

At first I thought this could have been good discipline, but as I continued watched I realized the children were entranced and wanted to see what the teacher was doing, they wanted to be chosen as a teacher helper, or to do the project first. I knew at this point I wanted to become a Montessori Teacher.

As I took the year long theory practice and saw the amount of work and how well trained the teachers were I began to realize how effective the Method is for the children. The curriculum is broken down into the following areas:

Practical life:

The children are learning real life experiences. Learning to sweep, clean windows, dust the classroom, fold cloths, pouring and transferring objects from left to right and right to left. Through this the children are learning concentration, order, independence. Moving from left to right and then right to left is the same motion as reading.

Sensorial:

The children learn about the world around them through the use of their 5 senses, real objects, and real materials.

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Math:

Beginning with number rods to learn the sequence of numbers, then moving onto associating number with counter, the children learn all the through the decimal system. I also had some children in my last school doing multiplication, and division at the young age of 5.

Language:

Again, beginning with very basic concepts at 2 and a half years of age the children are matching pictures to pictures, and pictures to objects. Moving onto learning letter sounds, sound blends, reading three letter words then onto full books. Writing, tracing their name, tracing letters, writing words and writing stories.

Cultural:

The children, usually at 4 and 5 are now learning about the world map, different countries are celebrated each month. Botany; they are growing plants, caring for the plants in the room, learning about plants of the world. Zoology; the children are learning about life cycles, exploring patterns, footprints and care of animals.

The Peace curriculum:

This one was actually a favorite of mine. The children learned how to use Grace and courtesy in the classroom, tucking their chair upon leaving the table, washing their hands, how to use the bathroom. How to ask to use something, how to move in the classroom, how to conflict resolute by taking turns holding the peace flower while the teacher stood by if needed.

The children, upon leaving the three-year curriculum were kind, caring, knew how to speak to people, and were able to read and write. They were independent and were aware of themselves in the environment, and how to take consideration for others. They learn how to pay attention to detail with patience and control. Even children that transitioned into public school were able to adjust to the new learning style. I feel a major reason children fall behind in public school, is that they don’t know how to get the teachers attention, they feel nervous to ask, and they don’t have the initiative. They haven’t been exposed to the freedom within limits of the Montessori Environment.

I am now a Parent Coach, and in the future I aim to open a Montessori inspired preschool.