What is “the Montessori Method” ?
Montessori education is centered on the child and is based on mutual respect and co-operation. The aim of the Montessori philosophy is to assist in the total development of the child—social, emotional, intellectual, cultural and spiritual—so that the child will be better prepared for life and be able to adjust to the changing conditions of their environment.
Montessori education offers children the opportunity to realise their potential and seeks to promote:
- Self confidence and self esteem
- A sense of responsibility for themselves and their actions
- Co-operation, respect and concern for others and a sense of community
- Initiative and self motivation
- A joy of work and a love of learning
- Creative intelligence and imagination
Dr. Maria Montessori was Italy’s first female medical doctor. She was one of the most influential educators of the 20th century and her methods are used extensively in thousands of Montessori Schools around the world. Her careful observations and unique insights into children led her to a philosophical approach which encourages the emergence of children according to their own true nature.
Strengths of the Method
Montessori education fosters competent, responsible, adaptive individuals who are lifelong learners and problem solvers. The Montessori model serves the needs of children of all levels of mental and physical ability, whether gifted or possessing of disabilities.
Montessori schools show a consistently high level of academic achievement. Montessori students test extremely well in NAPLAN tests, often reaching the higher percentile rankings.
Learning is multi-sensory. It is developmentally and age appropriate. It is easily accessible to children, systematic and sequential, providing choice for the children. Students learn through manipulating materials and interacting with others. Maria Montessori believed that a child cannot be pushed from one level to the next by means of an arbitrary timetable. The Montessori Method of teaching means that learning that is tedious, labored, even impossible at a later stage, is pursued naturally and joyously during sensitive periods of an earlier stage. The child’s interest is spontaneous. The learning is deep and lasting.