Which of the following is true of the montessori method in early childhood education?

The Montessori Theory methods, concepts and foundation principles can be applied across all ages. It is within these concepts we find the reasoning behind why things are such in a Montessori environment.

The following are the goals and beliefs that Maria Montessori held with regards to her approach to educating children.

Maria Montessori Theory – Key Principles of the Montessori Method

1. Independence

“Never help a child with a task at which he feels he can succeed.” – Maria Montessori.

It is always a goal of Montessori education in the classrooms to make the child independent and be able to do things for himself. This is achieved by giving children opportunities. Opportunities to move, to dress themselves, to choose what they want to do, and to help the adults with tasks. When the children are able to do things for themselves there is an increase in their self belief, self confidence and esteem that they may carry on throughout their life.

2. Observation

Observation, or watching the child is for parents easy to do. We can spend countless hours just watching children and see how they are enjoying themselves, exploring their environment. This was the simple method of how Maria Montessori has learned about children and developed her theories on child development. She observed without preconceived ideas that helped her develop materials that the children needed and were interested in. Observation is also the way adults can learn about what the child needs are.

For example, if a child starts banging on objects, it means that he has a need for that gross motor activity, so give him a drum. If children are pushing things around the room and they need to walk but can’t do it themselves yet, help them or give them a wagon to push. This is how observation can help create harmony, fulfilling the child’s current needs.

3. Following The Child

Follow the child, they will show you what they need to do, what they need to develop in themselves and what area they need to be challenged in. The aim of the children who persevere in their work with an object is certainly not to “learn”; they are drawn to it by the needs of their inner life, which must be recognized and developed by its means.” – Maria Montessori

From what you have observed from the actions of the children, follow them in what they need to do. If they want to climb, give them the opportunity to climb in a safe manner, do not be overprotective. Following the child also means being non-directive, do not tell them what to do all the time. Give your child the freedom to choose what he wants or needs to do and to act on his own.

Do not tell them what they have to do, but rather present them with choices of different materials/toys. Also, stand back and watch the child what he does, there is no need to intervene all the time unless he has become really destructive and about to hurt himself or others. Knowing when to intervene is a skill parents will learn as they get to know their child and as parents have set limits for the child.

4. Correcting The Child

Children make mistakes. They may spill something, drop food unintentionally and so on. There is no need to raise your voice in situations like those. Instead, calmly recognize the mistake “oh you’ve spilled the water…, why don’t we get a cloth and wipe it up.” This is an opportunity to ask the child to do some valid practical work with you. You will find that children do like to clean up as they see it as something adults do. There is no need to blatantly point out a child’s mistake, there is a way to make them realize it.

For example, with a cloth bib a child who is learning how drink from a glass will find out that if he tips the glass a bit too early, the water will spill on him and he will feel it. If they mispronounce a word, there is no need to correct them, but rather say the word correctly. Correcting children may result in them being scared to attempt anything in fear of making another mistake.

Children will make mistakes and we need to teach them in a nice manner. Giving the children freedom and choice, supporting them in their choice by making sure they are safe, feeding their inquiring minds in a way that they can understand and observing their needs and fulfilling these can be the key to helping your children develop their full potential.

5. Prepared Environment

“The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. It’s influence is indirect, but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.” – Maria Montessori

The prepared environment is important part of Montessori. It is the link for a child to learn from adults. Rooms are child sized with activities set up for success and allow freedom of movement and choice. The environment has to be safe for the child to explore freely. The environment has to be ready and beautiful for the children so it invites them to work.

Montessori refers to work as an activity the child does or what many people might call play. She calls this work since it is through this that they create themselves and it is not just a play. Their play is their work and they are still enjoying it. The adult’s role then is to construct the environment in which they will learn. The development of the child is therefore dependent on the environment she or he is in, and this environment also includes the parents.

6. Absorbent Mind

Montessori observed how children learned the language without anyone teaching them. This sparked her idea for the “absorbent mind”. Children under the age of three, do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it. It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not.

The language of the adult is one that a child will easily pick up. Be careful of what you say around them. Even though you think they are not listening, as they may not be able to express themselves yet, when they can you will not want them swearing back at you. It is for this reason that one should not try to say “No” to a child. We do not want them saying “No” to us rudely. Instead, we say “Stop” when we want to tell children that what they are doing is wrong.

Montessori educators view children as naturally eager and capable of initiating and pursuing learning, guided by their own interests. To support children as they learn, Montessori schools provide thoughtfully prepared, age-appropriate environments that nurture children’s cognitive, social, emotional, and physical development.

Regardless of the type of Montessori school—for example, independent, private, or public/charter; secular or faith-based—the American Montessori Society recognizes 5 components as critical to high-fidelity implementation of the Montessori Method.

A properly credentialed Montessori teacher understands the importance of enabling children to develop naturally. The teacher observes children within a specific age range and introduces them to challenging and developmentally appropriate lessons and materials based on observations of each child’s unique interests, abilities, and social, emotional, cognitive, and physical development.

A trained Montessori teacher is well versed not only in Montessori theory and philosophy, but also in the accurate and appropriate use of Montessori materials. She has observational skills to guide and challenge her students, a firm foundation in human growth and development, and the leadership skills necessary for fostering a nurturing environment that physically and psychologically supports learning.

To acquire these unique skills, it is essential that Montessori teachers receive training in the age level at which they teach. AMS recognizes Montessori teaching credentials issued by AMS, the Association Montessori Internationale (AMI), or by any other Montessori teacher education programs that are accredited by the Montessori Accreditation Council for Teacher Education (MACTE).

In Montessori schools, multi-age groupings enable younger children to learn from older children and experience new challenges through observation. Older children reinforce their own learning by teaching concepts they have already mastered, while developing leadership skills and serving as role models. Because each student’s work is individual, children progress at their own pace; there is cooperation rather than competition between the ages. This arrangement mirrors the real world, in which individuals work and socialize with people of all ages and dispositions.

In a Montessori classroom, students work together in mixed-age groupings specific to the developmental stages for which Montessori education is based. Though some schools may alter these age groupings for reasons such as state regulations, best practices in Montessori follows these age groupings:

• Infants: Within a range of birth – 18 months
• Toddlers: Within a range of 15 months – 3 years
• Early Childhood: Ages 2½ – 6
• Lower Elementary: Ages 6 – 9
• Upper Elementary: Ages 9 – 12 (or a combined Lower and Upper Elementary, ages 6 – 12)
• Secondary: Ages 12 – 15 and 15 – 18, or 12 – 14, 14 – 16, and 16 – 18

A hallmark of Montessori education is the hands-on approach to learning and the use of specially designed learning materials. Beautifully and precisely crafted, Montessori’s distinctive learning materials each teach a single skill or concept. The materials follow a logical, developmentally appropriate progression that allows the child to develop an abstract understanding of a concept.

Montessori education supports children in choosing meaningful and challenging work that captures their interest, leading to engagement, intrinsic motivation, sustained attention, and a sense of responsibility to oneself and others. This child-directed work is supported by the design and flow of the Montessori classroom, which is created to ignite each child’s curiosity and to provide the opportunity to work in calm, uncluttered spaces either individually or with peers.

In a Montessori classroom, children are free to move around and explore—in fact, Dr. Maria Montessori, the founder of the movement more than a century ago, designed her classrooms with that in mind. Teachers guide children and keep them on the path to learning, and ensure that the classroom environment is respectful, orderly, and productive.

In Montessori classrooms, an extended period of “free choice” time called the “uninterrupted work period” recognizes and respects individual variations in the learning process. During the work period, students have time to select and work through various tasks and responsibilities at their own pace, without interruption.

A child’s work cycle involves selecting an activity, performing the activity for as long as they are interested in it, cleaning up the activity and returning it to the shelf, then selecting another activity. During the work period, teachers support and monitor the students’ work and provide individual and small-group lessons. The uninterrupted work period facilitates the development of coordination, concentration, and independence.

For each of the Montessori program levels, AMS recommends the following periods of uninterrupted work:

• Infant & Toddler: At minimum, a daily 2-hour work cycle. The time block allows for adult-assisted mealtime, snacks, hygiene, and nap/rest routines.
• Early Childhood: At minimum, a 2-hour work cycle, 4 days per week. A 3-hour uninterrupted work cycle, 5 days per week is optimal.
• Elementary: At minimum, a 2-hour work cycle, 4 days per week. A 3-hour uninterrupted work cycle, 5 days per week is optimal.
• Secondary: At minimum, a 2-hour work cycle for core curricular subjects (math, English, history or humanities, sciences, and additional world languages).

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