Montessori Schools

Montessori schools use an educational method characterized by self-directed activities and self-correcting materials, as developed in Europe during the early 1900s by Italian physician and educator Maria Montessori (1870–1952). Montessori had studied the work of Jean-Marc-Gaspard Itard and Edouard Seguin; she first worked with children who were mentally disabled, observing that they responded well to sensory-rich environments and succeeded in learning when engaged in purposeful activities. Montessori used materials designed to appeal to the senses, created learning games and activities, and developed strategies for teachers to guide children in learning rather than lecture them from a book. She published a primer and handbook on her teaching methods and philosophies in 1914 that became known as the Montessori method of education. After working with children who were mentally disabled, Montessori adapted her methods for preschool-age children and then further adapted her approach for elementary and secondary students. Her method emphasizes self-direction by the student and clinical observation by the teacher.

Although Montessori schools had wide popularity throughout Europe during the early 20th century, they did not catch on in the United States until the 1950s. During the social reforms of the 1950s and 1960s many educators adopted her developmental and child-centered approach to early childhood education as well as her belief that all children could learn regardless of economic status or disability. Today there are Montessori schools all over the world; however, the United States boasts more than any other country with estimates of over 8,000. Montessori schools are part of both private and public school systems and the Montessori influence is evident particularly in early childhood education and early childhood special education.

The name Montessori is not legally protected and can be used by anyone; hence there are many Montessori organizations. The two major [Page 573]organizations that have been sanctioned by Maria Montessori and her son Mario are the Association Montessori Internationale (AMI, with a U.S. branch office called AMI-USA) and the American Montessori Society. The tenets of the Montessori philosophy are self-motivation and autoeducation. The main purpose of a Montessori school is to help the child develop an excellent foundation for creative learning by providing a carefully planned, stimulating environment. The specific goals for children who attend Montessori schools are developing the following: a positive attitude toward school, self-confidence, a habit of concentration, a sense of curiosity, habits of initiative and persistence, inner security, and a sense of order.

There are three basic elements of the Montessori approach to education: (1) the structured environment, (2) the Montessori curriculum, and (3) the Montessori teacher. The structured environment is known as a prepared environment, and teachers arrange and maintain the physical classroom and materials based on six principles. The first principle is freedom of movement and choice. Children are free to move around the room instead of staying at desks, and they choose the order in which to work in the various areas. Second, there is a particular structure and order in how learning materials are arranged and the sequence in which they are to be used. The classroom consists of work centers arranged according to subject areas included in the curriculum. Once a student chooses an area and materials, the teacher guides the student in learning the knowledge and skills in that area. Third, the atmosphere should be attractive, warm, and inviting for the children. There should be the right amount of educational materials without cluttering the environment. Fourth, the learning materials should provide active learning experiences, encouraging students to engage in many types of activities using all five senses to develop their observational skills. Fifth, students are grouped in mixed ages and abilities in 3- to 6-year age spans. Student interaction, peer teaching, problem solving, and socialization are encouraged, and students are challenged according to their ability levels. Sixth, activities and materials should reflect the natural environment and the real world as opposed to fantasy. Montessori classrooms are stocked with living plants and small animals.

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