Montessori Education: WWW - Montessoricentre

MONTESSORIEDUCATION
Asaframeworkforanalyzingandrethinkingissues
relatedtoearlychildhood,primaryeducationandsocietaldevelopment
2012,AlanEvans,AllRightsReserved
www.montessoricentre
TheAverageChildsBrain
TheSuperiorTeachersBrain
ClassroomsALongTimeAgo
ClassroomsToday
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CuttingEdgeExperiments
FactoriesALongTimeAgo
FactoriesToday
FactoriesIntheFutureNOW!
MontessoriWithinTheFoundationPhase
The Montessori method fulfills all of the
requirements for each of the seven areas of
learning.
Whydoweneedtorethinklearning?
The brain is rapidly developing in the first four years of
life. It is not only responding to the childs environment,
butitisalsocreatingit.Onecannolongerassumethata
childs personality, skills and talents are predetermined
beforebirth.
The Swedish Childcare Commission (1972) suggests that

dialogue pedagogy starts from the idea that there should be a
continuous dialogue between the child and the adult, on both
the inner and outer level, which implies a reciprocal giving
and taking of emotions, experiences and knowledge.
There is no such thing as a fixed and predetermined

IQ.
Each child has multiple intelligences that help one
understandtheworld.
Eachoftheintelligencesmustbeexploredandlearned.
Montessori multisensory experiences
combinationsofintelligences.
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Dr.MariaMontessori
Maria Montessori was a brilliant figure who was
Italy'sfirstwomanphysician.
Montessori reflected a late19th century vision of
mentaldevelopmentandtheoreticalkinshipwiththe
greatEuropeanprogressiveeducationalphilosophers,
suchasRousseau,Pestalozzi,SeguinandItard.
Shewasconvincedthatchildren'snaturalintelligence
involvedthreeaspectsfromtheverystart:
rational
Empiricalobservation
spiritual
The method represents an explicit idealism and

turn away from violence towards peace and
reconstruction.
During this period schools were being based on
the factory model of production and geared
towards assimilating immigrant children into the
American populous through a process of
subtractive schooling i.e. stripping away there
family, community and culture.
Friedrich Froebel applied his ideas to the education

of even younger children and began the
international
movement
towards
universal
kindergarten, which continues today.
The kindergartens neglected to place the child at
the pedagogical epicenter and remained in the
tradition of teacher-centered education.
Montessori strongly believed that the child's

mind absorbs the environment, leaving
lasting impressions upon it, forming it, and
providing nourishment for it. Montessori
warned that
the quality of the environment could greatly
enhance a child's life or seriously diminish
it.
Childrens House
Sensorial
Language
Practical Life
Cultural
Math
Usingtheirhierarchy,theSuperordinateleveldenotesthebroadcategory,thebasiclevel
describesagroupcategoryandsubordinatecategoriesarespecificexemplars.Inotherwords,
(broad)ANIMALS(basic)DOG(subordinate)Germanshepherdorpoodle.
IntheMontessoriclassroom,theSuperordinateCategoriesare:PracticalLife,Sensorial,
Math,LanguageandCultural.
Ontheshelvesineachlevel,aretheir
basiccategories.
LessonsfortheFiveSensescanbe
foundontheSensorialshelf,for
example.
Childrens House
Sensorial
The five senses
Attributes of
geometry
Language
Handwriting
Letter recognition/
Word building/ grammar
Practical Life
Care of the person
Care of indoors
Care of outdoors
Mathematics
1-10, 1- 9,999
+ - x /Math
sq- cubes
Properties/ frac
Cultural
Arts, Sciences
Arts,
Sciences
Cultural
Cultures,
Cultures,
Time
Time
subordinatecategories.
OntheSensorialshelves,therearelessonsforthe5senses:
Vision these lessons are broken down into color recognition, identifying shades of
color,magnifiedvision,usingbinoculars(distanceanddepthperception),etc.
Auditorysensematerialsthatteachpitch,scales,loudandsoftgradationof
Tactile(senseoftouch)lessonsthatteachroughandsmooth,stereognosticmemory
bags(usingfeeltorecognizeitems).etc
TasteTastingsolutionsfoodsanddrinks.
Smell(olfactory)smellingbottles,environment,herbs,flowers,perfumes,ect
Once we have learned to recognize individual attributes, we use our senses to
experience LENGTH, WIDTH, HEIGHT, DEPTH, CIRCUMFERENCE, SHAPES,
VOLUME
Under the basic category CULTURAL, youll find the subordinate categories of Art
andArthistory,geography,Geology,Zoology,Botany,Biology,Cultures(humanities)
andTime,forexample
1. Start with real life

2. Move to 2 dimensional representations
3. Provide interactive activities
4. Attach language with incrementally increasing
complexity
With all of those materials available to students, one might think the classroom would
cluttered or overstimulating. But instead, the classrooms are very homelike and quite
cozy.Thereisaplaceforeverything,andeverythinginitsplace!
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CharacteristicsofaMontessoriClassroom
FreeFlowMovementAreasRelatingToAgesAndStages
MaterialsWhichRelateToGardeners8CoreIntelligences
TeacherAsObserverAndDirector
PreparedEnvironmentSelfDisciplineWorkCycle
NoDiscriminationBetweenWorkAndPlay
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A Montessori classroom is a specially prepared learning environment

designed to meet the developmental needs of young children and to
appeal to their diverse learning styles.
The Montessori environment is also prepared to foster independence,
grace and courtesy and a sense of personal responsibility.
Each classroom is organized into five curriculum areas:
Practical life, sensory education, language skills, math and the cultural
subjects, which encompass the arts and sciences.
TeachingMethod:
Notextbooks
Childrenstudyindependently
Childrenlearndirectlyfromtheenvironment,
andfromotherchildren
Teacheristrainedtoteachonechildatatime,with
a few small groups and almost no lessons given to
thewholeclass.
She is trained in the basic lessons of arithmetic,
language, the arts and sciences, and in guiding a
child's research and exploration, capitalizing on
interestsandexcitementaboutasubject.
TheColourWheel
Largegroupsoccuronlyinthebeginningofanewclass,orinthebeginningoftheschoolyear,
andarephasedoutasthechildrengainindependence.
Thechildisscientificallyobserved,observationsrecordedandstudiedbytheteacher.Children
learnfromwhattheyarestudyingindividually,butalsofromtheamazingvarietyofworkthatis
goingonaroundthemduringtheday.
Montessori saw a childs relationship with the environment as the

key to his or her self-understanding.
Education is not acquired by listening to words, but in virtue of
experiences in which the child acts on his environment.
(Montessori 1967)
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Children need organized learning environments and

educational materials that provide enriching
meaningful experiences to support their cognitive
development.
Gardner, too, emphasizes the importance of the environment

on the development of human capabilities. Gardner believes
that
the "smarter" the environment and the more powerful the
interventions and resources, the more competent individuals
will become and the less important will be their particular
genetic inheritance.
He asserts that even individuals who seem gifted in a specific
intelligence will accomplish little if they are not exposed to
resources and materials that support that intelligence.
Childrenareintrinsicallymotivatedtolearnandthey
need the opportunities to explore this. Children
should not be forced to do or learn something; the
willandperseveranceshouldcomefromthem.
Characteristics
MontessoriRepresentation
Linguistic
Play with words, enjoys stories, interest in

soundsoflanguage(phonics)
LANGUAGE AREA: Sandpaper letters,

moveable alphabet, insets for design, stories,
writing
Logical/Mathematical
Exploration of patterns, counting, reasoning,

problemsolving
SENSORIAL/MATHS
AREA:
cylinders,solidcylinders,
Spatial/Visual
Visualizationofconcepts
PRACTICAL LIFE: Order in the environment.

Specificplaceforeachmaterial
Bodily/Kinesthetic
Strongmotorskillsandcoordination.Learning
throughmovement
Intelligence
Musical
Naturalist
Ability to produce and appreciate pitch,

rhythm.
Understanding
of
musical
expressiveness
Classificationoflivingthingsplants,animals,
featuresofthenaturalworld
Intrapersonal
Understanding of ones self, ability to

discriminateandactononesfeelings
Interpersonal
Abilitytounderstandothersandworkwell
together.Availabilityofleadershiproles
Knobless
ALLL AREAS OF CLASSROOM

OUTDOORSCURRICULUM:
&
MUSICAREA:Montessoribells,songs,rhymes,
musicspecialists
GEOGRAPHY
&
BIOLOGY
AREA:
Geographyandsocialstudiescurriculum,careof
indoorandoutdoorenvironment
Respect of personal spaces, ability to choose to
workalone
MontessorisResponseToGardenersTheoryOf
MultipleIntelligenceadaptedbyAEvans
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Each lesson leads to another in a spiral of learning, with the

curriculum building carefully
over time.
SensorialEducationMultiSensoryMaterials
Montessoris approach was far in
advance
of
the
general
psychological understanding of her
time.
Montessori
developed
materials
and
a
prepared
environment for the intellectual
training through sensory motor
modalities for children aged three
tosixyearsofage.
LookAtTheChild
Dr. Montessori discovered the childs
truenaturebyaccidentwhileobserving
young children in their free, self
directed activity. Building on Seguins
work and materials, Dr. Montessori
found that young children came to
acquire surprising new outward
qualitiesofspontaneousselfdiscipline,
love of order, and a perfect harmony
withothers.
IDoAndIUnderstand
According to Montessori the
understanding of the sensory
motor nature of the young
childs intelligence stemmed
from acute observations of
children. Up until then the
idea of intelligence was
based on verbal development
and the manipulation of
visual images and ideas.
LOOKATTHECHILD
Both
Montessori
and
Piagets discoveries and
insights into the mind of the
child were achieved, not by
what Piaget described as
adultmorphic
thinking
(seeing the child as a
miniature adult), but by
unbiased,
astute,
direct
observations of the child.
TheQualityoftheEnvironmentCanHelporHinderaChildsDevelopment
Piaget
and
Montessori
emphasized the necessity of
active
interaction
between
learner and the environment.
Piaget and Montessori also
emphasised
the
childs
relationship with peers as the
principal means to overcoming
egocentrism in learning.
AutonomousEnvironmentsWork
The Montessori method encourages
accommodation to external reality rather
than assimilation to the personalized
motives and fantasies of the child
(spontaneous play).
Montessori and Piaget observed that
certain conditions were necessary for
optimal cognitive growth. Among these
conditions is the creation of learning
situations that involve particular kinds
and qualities of autonomy.
The child in the Montessori

classroom is allowed to learn
autonomously, which they receive
from the teacher. It is a very
special relationship based on the
teachers trust in the child to
reveal their true nature.
Piaget
Jean Piaget is considered to have

been one of the worlds leading
child psychologists. Piaget also
spoke of sensory motor intelligence
as the first period of intellectual
development from age two to six
years.
Sensory motor intelligence rests
mainly on actions (doing) on
movements and perceptions without
language but coordinated in a
relatively stable way.
According to Penn (2005) Piaget

turned the tables on an approach to
early childhood, which aimed at
filling up the childs head with
knowledge.
Piaget argued that children had to
find things out for themselves
through experimentation and their
own free thinking.
ThePlowdenReport
Source:www.npg.org.uk
BridgetHoratiaPlowden
In1967theU.K.Governmentpublished
a major review of primary and nursery
educationknownasthePlowdenReport.
Richards (1984) suggests that the
principles underlying Plowdens reports
were attacked by critics for being too
child centred and for neglecting the
importance of teaching as a way of
initiatingtheyoungintopublicformsof
knowledge.
The members of the review board for the Plowden report

were impressed with Piagets theories and suggested that
schooling should be radically changed from a teacher in
front of the class to many different areas from where a
child could draw on concrete experiences with play and
learning materials.
Underlying all educational questions is the nature of the child himself

(p.1) At the heart of the educational process is the child. No
(educational) advances have their desired effect unless they are in
harmony with the nature of the child, unless they are fundamentally
acceptable to him (p7).
Plowden (1967)
We may assert that all effective learning involves personal

change and the most effective kinds of learning seem to be those
in which the learner is the initiator of the change and involves
himself in active commerce with the learning materials e.g.
autonomous experiential learning through play.
A requirement for cognitive growth is the

psychological climate in which the child is free to
spend at least some of his time exploring his world
with complete autonomy.
When we interfere with a childs play, when we
influence his modes of behaviour, when we impose
our beliefs upon him, we may be performing a service
but we may be unaware of the harm we are doing.
Children in school and at home are frequently forced
to assume a purely passive position in which he is
required to register and later reproduce material that
has been imposed upon him.
We tend to treat children according to the group they are

placed in by age, ability, socio economic background and
many other factors.
It is as if the most important thing about them is their date
of manufacture, Sir Ken Robinson, (2012).
RichardGerver
Leading academic thinkers Richard Gerver and Sir Ken Robinson
are calling for reform in the education system.
Gerver (2012) believes that we are still basing our education
system on the old model of time and motion developed by Taylor
(1911). Robinson believes we should encourage creativity and
divergent thinking. Both are involved in reforming education
around the world through human potential and creativity but here
in the U.K. the call is for
a return to a simple academic model of basic subjects taught in disciplined
environments where children are regarded a vessels to be filled with knowledge,
Gerver (2013).
According to an Adobe Creativity study (2012) Companies are looking for more than
graduates who can do specific tasks so they want employees who can also think
differently and innovate. To be successful, students need an education that emphasizes
creative thinking, communication, and teamwork.
HOTMANAGEMENTINEARLYYEARSANDSCHOOLS
http://www.youtube.com/watch?v=ckKrObORfI
Childrenusingamodelofthelung.
Thechildrenweregiventhetools
to experiment and diagrams to
make models including electrical
circuitry. They also made and
broadcasttheirownradioshows.
SirKenRobinson
KENROBINSON,(2012)
Whatwehaveinschoolstodayis
DIVERSITYVUNIFORMITY
CREATIVITYVCOMPLIANCE
ORGANICVLINEARITY
EMPATHYVUNIMAGINABLEHARM
THEARTOFPEDAGOGYVDELIVERY
SOLUTIONS
PERSONALISEEDUCATION
OFFERAWIDERANGINGCURRICULUM
TEACHINGISANARTFORMNOTADISCIPLINE
ASSESSMENTBASEDONMULTIPLEINTELLIGENCES
CULTUREALLOWEDTOFLOURISH
Source:www.gvsu.edu/business/home1.htm
Dr.StevenHughes
Source:www.tovatest.com/news/Fall2008_Newsletter
Dr.MariaMontessoriandDr.StevenHughesThehandsarethechiefteacherofthechild.
http://www.youtube.com/watch?v=LcNvTPX4Q08
HIGHLYRECOMMENDVIEWING
http://www.goodatdoingthings.com/GoodAtDoingThings/Selected_Screencasts.html
Gardeners (1966) research into

individual differences in memory reveal
that the individual differences in
children can be constrained according
to their early experiences especially in
relation to memory and cognitive skills.
It appeared that he might be receiving training in the kind of veridical

sequential perception we have called sharpening-that is, the
experiencing of new stimuli in their own right, independent of what has
happened before. This research led Gardner to conclude, The
evidence has been so impressive that we hesitate to accept, without
qualification, any view of child development that does not include
recognition of this degree of individuality.
MultipleIntelligenceTheory
Intrapersonal
Interpersonal
Musical
Spatial
Kinesthetic
Credit: Peter Gregoire
HowardGardener
Verbal/Linguistic
LogicalMathematical
Bruce Campbell (1999) implemented Gardners theory in an

educational setting by organising his third grade classroom
in Marysville, Washington, into seven learning centres, each
dedicated to one of the seven intelligences. The students
spent approximately two-thirds of each school day moving
through the centres 15 to 20 minutes at each centre.
Source:www.corwin.com/authors/528294
BruceCampbell
The curriculum was thematic, and the centres provided seven different ways for the
students to learn the subject matter. Each day began with a brief lecture and discussion
explaining one aspect of the current theme. For example, during a unit on outer space,
the mornings lecture might focus on spiral galaxies.
After the morning lecture, a timer was set and students in groups of three or four
started work at their centres, eventually rotating through all seven.
What kinds of learning activities take place at each centre?

All students learn each days lesson in seven ways. They build models, dance, make collaborative
decisions, create songs, solve deductive reasoning problems, read, write, and illustrate all in one school
day. Some more specific examples of activities at each centre follow:
In the Personal Work Centre (Intrapersonal Intelligence), students explore the present area of study
through research, reflection, or individual projects.
In the Working Together Centre (Interpersonal Intelligence), they develop cooperative learning skills
as they solve problems, answer questions, create learning games, brainstorm ideas and discuss that days
topic collaboratively.
In the Music Centre (Musical Intelligence), students compose and sing songs about the subject matter,
make their own instruments, and learn in rhythmical ways.
In the Art Centre (Spatial Intelligence), they explore a subject area using diverse art media,
manipulables, puzzles, charts, and pictures.
In the Building Centre (Kinesthetic Intelligence), they build models, dramatize events, and dance, all in
ways that relate to the content of that days subject matter.
In the Reading Centre (Verbal/Linguistic Intelligence), students read, write, and learn in many
traditional modes. They analyze and organize information in written form.
In the Math & Science Centre (Logical/ Mathematical Intelligence), they work with math games,
manipulatives, mathematical concepts, science experiments, deductive reasoning, and problem solving.
and reasoning.
SelfOrganisedLearningEnvironmentsS.O.L.E.
Sugata Mitra placed a computer in a hole in a wall in a slum and
replicatedthisexperimentacrossIndia.
Thehypothesiswaswhethereducationwaseffectedby
Remotenessofeducation
Teachers
Infrastructure
Maintenanceofinfrastructure
ThetestswerecarriedoutonchildrenincommunitiesacrossIndia.
MeasuredperformancewasbasedondistancefromDelhi.
Resultswerenotcorrelatedtosizeofclass,qualityofinfrastructure
andnotrelatedtopoverty.
Teacherswereaskedwouldyouliketomove?
69%yes
IwishIwereinanotherschoolimpactsonresults
Conclusion.Teachermotivationeffectschildrenslearning
Observations
ETispilotedinthebestschools
Impactislimitedbecausetheyalreadyhavewhattheywant
ConclusionETisoverhypedandunderperforming
Takethesameintoaremoteschoolandtheimpactisfargreater
Conclusion.ETisbetterusedatbottomofpyramid
ThefirstholeinthewallexperimenttookplaceinNewDelhiin1999.
Mitrasofficeborderedaslum.Hecutaholeinthewallandputina
PCatouchpadandhighspeedInternet.
Questionsaskedwere
Isthisreal?
Doesthelanguagematter?
Willthecomputerlast?
Willtheybreakit?
Willtheystealit?
Source:www.perceptum.nl
Mitra took the experiment to a number of poor areas where children

taughteachothertobrowse,usethecomputer.
Three months after leaving the computer in a rural area where no
Englishwasspokenchildrenwereusing200Englishwords.Mitrawas
funded to replicate the experiment. Children found a website to teach
themselves the English alphabet. Younger children began teaching
olderchildren.
Resultsofexperiment
6to13yearoldscanselfconstructteachthemselvesingroupsifyou
liftadultintervention.
Resultsshowedthesamelearningcurveyouwouldgetinaschool.
300 children were computer literate within 6 months with one
computer.8yearoldsliveinasociety,whichsaysdontdothatdont
touch.
CanATeacherBeReplacedByAMachine?
Source:http://www.montana.edu/ttt/school_admin.php
Source:http://lifestarstgeorge.com/blog/?p=489
IfTheyCanTheyShouldBe
Source: lrnteach.com blog
Conclusion
Primaryeducationcanhappenindependently
Notimposedfromtopdown
Canbeselforganising
Naturalsystemsareallselforganising
Valuesareacquireddoctrineanddogmaareimposed
SugataMitraisworkingonprovidinganalternativetotraditional
education through his Granny Clouds where children teach
themselvesandtacklethebigquestions.
Theresultsofhisworkarestartlingandchallengeanyeducated
mindintorethinkingeducation.
Isntthatwhywebecameteachers?
Dowestoplearning?
Do we dismiss the research in favour of maintaining the status
quo?
Dowecontinuewithasystem,whichhasbeenovertakenbythe
restoftheworld?
In conclusion, one could argue that Montessori is beginning this

centuryasshedidatthestartofthenineteenthcentury.Herideasand
pedagogyarebeingrevisited,validatedandincludedinthechallenge
tothecontemporaryconstructionandconceptualizationofchildhood.
Montessoris principles could be seen as preempting concepts and
thinkingthatareconsideredcuttingedgetoday;principlesthatplace
achildswellbeingascentraltoherorhisexperience.
Thegreatestsignofsuccessforateacher...isto
beabletosay,"Thechildrenarenowworkingas
ifIdidnotexist."
Dr.MariaMontessori
ACHANGEISGONNACOME
Culturalchangeisorganicfromthegroundupbutpeoplearedesperatelyclingingonto
theoldorsuggestingwereinstateandupdatetheold.
Thefutureiswiththealternative
Revolutiondoesnotrequirepermission
Itdoesnotstartfromthetop
Itisnotpoliticiansleadingtheway
Thereisaglobalshiftfeedingoffchildandparentalunrest.
Theeffortofconstrainingtalentisgreaterthantheeffortinreleasingit.
All mankind is divided into three classes: those that are immovable, those that are movable, and
those that move. Benjamin Franklin
Dontwastetoomuchtime,movearoundthem.
Workwiththemovableandthemovers
In conclusion, Montessori education places the child firmly at the centre of the process and
relieson observation of thechildtoleadandinformtheadult.Therelationshipbetweenchild
andadultisthekeytothesuccessorfailureofthemethod.
ThePlowdenreportwasrevolutionaryandshouldhavehadamuchstrongereffectonnursery
andprimaryprovisiongiventhatitsstatementofoverallaimsincludedwhatwenowknowas
themainpremiseofMontessorieducation,i.e.
At the heart of the educational process is the child. No (educational) advances have their
desired effect unless they are in harmony with the nature of the child, unless they are
fundamentally acceptable to him .
Autonomyandindividualityarealsoakeyfactorsinthedeliveryofeducationalmethods.How
thatautonomyandindividualitytranspiresdiffersfromplacetoplaceandagainisdependenton
theadultswithintheenvironment.Gardnergoessofarastohesitatetoacceptanyviewofchild
development that does not recognise the possibility of a high degree of individuality brought
aboutthroughtheskillsthateveryindividualusestoprocess,categorizeandmakesenseoutof
what we see, hear, taste, smell, and touch. The Montessori provision is all about just that if
deliveredtruetotheoriginalphilosophy.Montessorihasbeenprovidingselforganisedlearning
environmentsforoveracenturycateringformultipleintelligences.
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MONTESSORIEDUCATION

The Swedish Childcare Commission (1972) suggests that

There is no such thing as a fixed and predetermined

The method represents an explicit idealism and

Friedrich Froebel applied his ideas to the education

Montessori strongly believed that the child's

1. Start with real life

A Montessori classroom is a specially prepared learning environment

Montessori saw a childs relationship with the environment as the

Children need organized learning environments and

Gardner, too, emphasizes the importance of the environment

Play with words, enjoys stories, interest in

LANGUAGE AREA: Sandpaper letters,

Exploration of patterns, counting, reasoning,

PRACTICAL LIFE: Order in the environment.

Ability to produce and appreciate pitch,

Understanding of ones self, ability to

ALLL AREAS OF CLASSROOM

Each lesson leads to another in a spiral of learning, with the

The child in the Montessori

Jean Piaget is considered to have

According to Penn (2005) Piaget

The members of the review board for the Plowden report

Underlying all educational questions is the nature of the child himself

We may assert that all effective learning involves personal

A requirement for cognitive growth is the

We tend to treat children according to the group they are

Gardeners (1966) research into

relation to memory and cognitive skills.

It appeared that he might be receiving training in the kind of veridical

Credit: Peter Gregoire

Bruce Campbell (1999) implemented Gardners theory in an

What kinds of learning activities take place at each centre?

Mitra took the experiment to a number of poor areas where children

Source: lrnteach.com blog

In conclusion, one could argue that Montessori is beginning this

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