Montessori Method
Importance of the Montessori method of Education
Twelve Points of The
Montessori Method!
PATIENT OBSERVATION
It is based on years of patient observation of child nature.
UNIVERSAL APPLICATION
It has proved itself of universal application. Within a single generation, it has been tried with complete success with children in almost every nation. Race, color, climate, nationality, social rank – all these make no difference to its successful application.
LOVERS OF WORK
It has revealed the child as a lover of work, intellectual work, spontaneously chosen and carried out with profound joy.
LEARN BY DOING
It is based on the child’s imperious need to learn by doing. At each stage in the child’s mental growth, corresponding occupations are provided by means of which the child develops their faculties.
SCHOLASTIC ATTAINMENT
While it offers the child a maximum of spontaneity, it nevertheless enables the child to reach the same, or even a higher level of scholastic attainment.
ENCOURAGEMENT
It encourages the child to excel in their learning environment without restriction.
INDEPENDENCE
It is based on a profound respect for the child’s personality and removes from them the preponderating influence of the adult, leaving them room to grow independently. The child is allowed a large measure of liberty to grow in their learning environment.
INDIVIDUAL CARE
It enables the teacher to work with each child individually in each subject, and thus guide the child according to their individual requirements.
SOLID FOUNDATION
Each child works at their own pace, hence each stone in the mental edifice is “well and truly laid” before the next is added.
MUTUAL HELP
It does away with the competitive spirit. More than this, at every turn, it presents endless opportunities among the children for mutual help – which is joyfully given and gratefully received.
COMPETITION FREE
Since the child works from their own free choice, without competition and coercion, the child is freed from the stressful learning experience.
PERSONALITY DEVELOPMENT
Finally, the Montessori method develops the whole personality of the child, not merely their intellectual faculties but also their powers of deliberation, initiative, and independent choice with their emotional complements. By living as a free member of a real social community, the child is trained in those fundamental social qualities which form the basis for good citizenship.
Philosophy & Mission
Our mission of education in the preschool is the development of the “Whole Child” – intellectually, socially, emotionally, and creatively, within the context of a caring, multicultural community.
Fundamental Differences Between Montessori and Traditional Education
Montessori Education |
Traditional Education |
| Respect for individual differences | Emphasis on conforming to the group |
| Self-motivation and child-centred learning process | Emphasis on grade, punishment or rewards as motivating factors |
| Multi-age grouping whereby students learn “horizontally” from observation of other people’s work, directly or indirectly | Students grouped chronologically to suit teachers’ pre-planned class lessons |
| Students learn at their own pace, free to complete a project or pursue a subject as deeply as they wish and according to personal enthusiasm | Subjects are taught in lecture form and students must change classes and attend lessons all at the same time |
| Students learn by practising their subject matters while in school with the supervision and assistance of the teacher as needed | Students must practice on their own and be graded on “busy work” or homework that is often done without close monitoring |
| The classroom is used as a library or resource room for projects and studies: the children are free to move and are tireless | Students work at desks and passively sit to listen to lectures for long periods. The work period must be interrupted frequently |
| Knowledge is acquired through the use of concrete materials, scientifically designed to enhance conceptual thinking and lead to abstraction | Knowledge often consists of memorization of irrelevant information from abstract concepts unrelated to the child’s daily experiences |
| Testing is built into the method as the third period of the “three-period lesson” and is applied routinely when the individual is ready. Testing aims at self-correction, repetition and competence. | Scheduled testing does not take into consideration the preparation of each individual. Students are intimidated and taught that passing is more important than knowing |
