Montessori is an educational approach that was created by the doctor and pedagogue, Maria Montessori. The basic pillars of a Montessori education revolve around the ideas of the necessity of independence, freedom within certain limits, and an overall respect for a child's organic development, in regards to all that is both psychological and physical, but also verbal, intellectual and even social. Some scholars argue that no two Montessori schools are alike and that no two Montessori classrooms are even alike. Even so, there are certain tenets of a Montessori education that continue to subsist. For instance, classrooms where there is a mix of ages is a common trend, such as a classroom with toddlers to even six-year-olds socializing and learning together. Unlike traditional schools where students have to work on certain tasks as clearly dictated by a teacher, students in Montessori have the option of engaging in activities from a…...

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References

Fouts, R. (1998). Next of Kin. Turtleback Books.

Krishnamurti, J. (2010). Education and the Significance of Life. New York: Harper Collins.

Lillard, A. (2008). Montessori: The Science Behind the Genius. Oxford: Oxford University Press.

Montessori, M. (1955). The Formation of Man. Theosophical Publishing House.

Montessori Schools
The Child as an Active Learner

Theoretical Underpinnings

Foundations of the Montessori Learning Approach

Maria Montessori was a native of Chiaravalle Italy, born in 1870 during the time when Italy was declaring its independence (Kramer, 1988). Montessori did not originally wish to go into teaching, but your life path lead her to become the founder of the Montessori schools and philosophy. Montessori refused to assume traditional women's roles. Her independent spirit is reflected in her teaching methods which emphasizes independence, freedom within limits, and respect for the child's own natural psychological development. This research will explore the underpinnings of the Montessori approach and its relation to other learning theories.

There many schools that claim to be Montessori schools, but unless they have at least five basic elements, they are not true Montessori schools. These five elements are:

• mixed age classrooms, with classrooms for children ages 2-1/2 to 6 as the most common format

•…...

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References

American Montessori Society. (2011). Introduction to Montessori. Retrieved fromhttp://www.amshq.org/Montessori%20Education/Introduction%20to%20Montessori

.aspx

American Montessori Society Head Quarters. (AMSHQ). (2011). AMS and the Montessori

Movement. Retrieved from  http://www.amshq.org/Montessori%20Education/History%20of%20Montessori%20Educ

Montessori Diterctress
ole of Montessori Directress

Characteristic of a Directress

Multi- Talented

Observer

Classroom Environment

Directress

ole of Montessori Directress

Personal Preparation and Development of the Montessori Directress

Spiritual Preparation

Technical Preparation

Scientific Training

The role of a teacher in a Montessori classroom is played by a fully trained Montessori directress. The Montessori directress usually has the qualification of a normal teacher but she also has the qualification of a one year teacher education diploma. The directress is a guide for the children during the process of self-development. She makes the child comfortable with the environment and helps the child to discover ways of survival in any particular environment. The directress should be a calm, intelligent and helpful person to set a good example for the children.

The Montessori Directress is a teacher, who guides the children towards the path that leads them to self-awareness and maturity. She not only provides them the academic knowledge but also teaches them about the world and…...

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References

Asrani, A. (2009, November 22). Montessori Education. Role of a Montessori Directress.

Burke, A. (1996). The Montessori Teacher: Roles and Responsibility. A Way of Learning.

Conventry, A. (2012, December 7). Becoming a Directress. Montessori Style Teaching in Preschool.

Irinyi, M. (2010, April 9). Montessori Teacher Training. Personal Preparation and Development for the Montessori Teacher.

Montessori Environment
Montessori education system

Education is one of the central needs for every child while growing up and it is essential to provide an environment that enables the child to grow physically, emotionally, socially and also intellectually. When an environment does not seem to offer all the above growth factors, particularly to the children, then that environment or the education system fails to meet the needs of the child.

In the course of acquiring the above mentioned development, children need to have sufficient freedom, guidance, security from harm as well as space to play so that they are in a good position to grow in an all round manner.

The Montessori learning system or environment is noted to be one of the best environments that offer children, particularly between the ages 3 years to 13 years, an ideal environment to grow in all the necessary aspects.

Characteristics of the Montessori environment

According to The International…...

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References

Montessori Education (UK) Ltd., (2012). The Outdoor Environment. Retrieved July 1, 2012 from  http://www.montessorieducationuk.org/?q=eyfs/enabling-environments/learning-environment/outdoor-environment 

The International Montessori Index (2011). Montessori Materials & Learning Environments

for the Home and the School. Retrieved July 1, 2012 from  http://www.montessori.edu/ prod.html

MONTEORI MODEL?
REGGIO EMILIA MODEL?

TEINER MODEL?

Image of the child?

Child influenced by forces within self impelling towards growth

A natural intelligence that involves rational, empirical, and spiritual aspects

Child influenced by forces within self impelling towards growth.

Child is social from birth impelled by wonder and curiosity?

Child influenced by forces within self impelling towards growth?

Teaching and learning?

Development is a series of six-year periods each with its own particular sensitivities and education has to be tailored accordingly.

Child is eager to learn and seeks education through play, reality, and work

The child learns by creating changes in the environment / system in which she is involved.

Children explore and investigate a quantity of multisensory elements.

There is no scope and sequence. There is plenty of review.

unity of spirit, soul, and body. Good education restores the balance between thinking, willing, and feeling.

There are three cycles of seven-year stages, each that has its own specific needs for learning. Education is dialectical.

Assessment?

No traditional…...

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Sources

Barnes, Henry. (1991). Learning that grows with the learner: An introduction to Waldorf education. Educational Leadership, 49(2), 52-54

Chattin-McNichols, John. (1992a). The Montessori controversy. Albany, NY: Delmar.

Chattin-McNichols, John. (1992b). Montessori programs in public schools. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education

Dahlberg, Gunilla; Moss, Peter; & Pence, Alan. (1999). Beyond quality in early childhood education and care: Postmodern perspectives. London: Falmer Press

Montessori School Advantages
hy would a parent send a child to a Montessori classroom? The answer to that question will be provided in this paper, because Montessori schools provide educational opportunities for children that are rarely if ever successfully offered elsewhere. The strategies employed by Montessori teachers are far more holistic than in traditional public school environments, and hence, Montessori has earned a sterling reputation therein. This paper provides the background of Montessori, the advantages of Montessori, and how a teacher would create a sense of joy within a child that has learned to read well.

Proven Educational Excellence

A study that scientifically tests the positive impact that Montessori has on students was published by Tunisia Riley for the AAAS (American Association for the Advancement of Science). This study claims to be the first to "scientifically test the impact on Montessori education, and the results show that Montessori schools can teach academic and…...

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Works Cited

Britton, Lesley. (1992). Montessori Play & Learn: A Parents' Guide to Purposeful Play from Two to Six. New York: Random House Digital.

Montessori, Maria, and Gutek, Gerald Lee. (2004). The Montessori Method: The Origins of an Educational Innovation: Including an Abridged and Annotated Edition of Maria

Montessori's The Montessori Method. Lanham, MD: Rowman & Littlefield.

Richards, Erin. (2006). A bright spot for city's schools: Montessori students outperform traditionally taught students academically and socially, report finds. Milwaukee Journal Sentinel. Retrieved August 8, 2011, from EBSCOHost.com.

Montessori -- Cosmic Educational Strategies
The success that the Montessori system of learning has achieved is in part due to the theory of cosmic education and its affect on children. Maria Montessori wrote that the universe is "…an imposing reality, and an answer to all questions… All things are part of the universe and are connected with each other to form one whole unity…" (To Educate the Human Potential). Moreover, this paper presents -- through the literature -- how a child can be led to acquire new powers in the process of cultural learning through activities, movements, particularly those that are interesting to him. The Montessori method allows the child (under 6 years of age) to construct useful, culturally-related strategies that will remain with him for all his life.

The Cosmic Educational Experience at Montessori

"Rocks, water, air -- solids, liquids, gasses: each is what it is because of its degree temperature," Maria…...

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Works Cited

Brantmeier, Edward J. Lin, Jing, and Miller, John P. (2010). Spirituality, Religion, and Peace

Education. Charlotte, NC: IAP.

Gettman, David. (1987). Basic Montessori: Learning Activities for Under-Fives. New York:

Macmillian.

Montessori and Exercises in Practical Life
Learning is a life-long adventure in the philosophy of discovery. To maximize learning, one cannot underestimate two things: learning opportunities and the environment surrounding the learning activity. Learning opportunities must be interesting, meaningful, and purposeful for learners -- particularly children. At the very crux of the ideas surrounding the philosophy of education, however, there are two basic views: 1) humans are born with the innate right to learn and self-actualize to their highest degree, or; 2) humans require a strict hierarchy of learning, which then leads to a similar hierarchy within their social contract. To examine this view, we will focus on the philosophy of Maria Montessori, who used both philosophers as a matrix in her early years of forming her unique philosophy of education (Kilpatrick 1914).

Maria Montessori, for example, based much of her philosophy on the work of 19th century philosopher Jean-Jacques ousseau. For…...

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REFERENCES

Aukerman, R., 1984. Approaches to Beginning Reading. New York: John Wiley.

Bower, B., 2006. Montessori Learning Aid: Alternative School Shows Impact on Poor Children. Science News, 170(14), pp. 212-22.

Damon, W., et.al., 2006. Handbook of Child Psychology. New York: John Wiley.

Hainstock, E., 1997. The Essential Montessori. New York: Plume Publishers.

That is why the child's psychic manifestations are at once impulses of enthusiasm and efforts of meticulous, constant patience" (1963, p. 223).
Empirical observations suggest that children want and need guidelines and rules to help them understand what is expected of them in terms of behavior, but they desperately want to be able to learn on their own and achieve a sense of accomplishment through their own endeavors - this is how people grow and learn. In fact, this is one of the most important aspects of the Montessori approach to helping children develop: "In the special environment prepared for him in our schools, the children themselves found a sentence that expressed this inner need. 'Help me to do it by myself!' How eloquent is this paradoxical request! The adult must help the child, but help him in such a way that he may act for himself and perform his…...

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References

Montessori, M. The absorbent mind.

1964). The Montessori method.

1913). Pedagogical anthropology. New York: Plume.

1963). The secret of childhood. author. Bombay: Orient Longmans.

Montessori educational practice helps children develop creativity, problem solving, critical thinking and time-management skills. The practice is designed to help them contribute to society and the environment, and to become fulfilled persons in their particular time on Earth in mixed age-group classes with individual choices in research and work, and time for uninterrupted concentration ("Montessori," 2012). The adult serves as the helper, or facilitator, but methods, discovery and learning are under the child's control to the extent possible. The idea is to teach children how to think and reason. The practice is designed to help children become independent and follow their passions. It equips them for real life. For example, it prepares them to be able to find information rather than merely be receptacles of information given to them by the teacher. Dr. Montessori believed that children learned best by their own interactions with the things to be learned: "[The…...

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References

Malm, B. (2004). Constructing professional identities: Montessori teachers' voices and visions. Scandinavian Journal of Educational Research 48(4), pp. 397-412.

"Maria Montessori quotes" (2012). Retrieved from http://thinkexist.com

/quotes/maria_montessori/

"Montessori" (2012). The International Montessori Index. Retrieved from  http://www.montessori.edu/

Montessori
"In mysterious period immediately birth, child - a psychic entity endowed a specially refined form sensitiveness - regarded ego asleep. But a sudden wakes hears delicious music; fibers begin vibrate. The baby sound reached ears, soul responsive sounds.

"In the mysterious period which follows immediately after birth, the child - who is a psychic entity endowed with a specially refined form of sensitiveness - might be regarded as an ego asleep. But all of a sudden he wakes up and hears delicious music; all his fibers begin to vibrate. The baby might think that no other sound had ever reached his ears, but really it was because his soul was not responsive to other sounds. Only human speech had any power to stir him."

The Montessori philosophy sees education as a process of discovery. The teacher strives to help the child discover within him or herself what already exists. As the child…...

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References

Language. (2012). Five mile Montessori. Retrieved:

http://www.fivemilemontessori.net/themontessoriphilosophy/languagemathematics.html

Stephenson, Susan Mayclin. (2010). Child of the world, Montessori from three to six years.

Retrieved: http://www.michaelolaf.net/1CW36language.html

3) Tesselations: Floor tiles or tessellations teach coordination and independence and 'patterning' sequences

4) Constructive triangles:

The geometric cabinet consists of various different triangles of different types. By manipulating the differently colored triangles to create new triangles of different types, the child gains tactile preparation for later geometry.

5) Fraction boards.:

Understanding fractions not as numbers but as spatially and sensorially meaningful 'partial' objects is reinforced through this activity.

6) Binomial and trinomial cubes:

Doubling and tripling as physical entities through manipulation of cubes first used to teach simple numbers helps build upon previous sequential learning of tactile concepts.

A g) Montessori materials for concept and symbols 1 to 10:

1) Number rods:

ed rods' which vary only in length, from one to ten centimeters in high, indicate variation in length and how numbers ascend in value from one to ten in a visually meaningful and observable fashion.

2) Sandpaper numerals:

Matching smooth and rough surfaces teaches discrimination and 'pairing' while…...

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Retrieved January 11, 2009 at  http://www.ux1.eiu.edu/~cfsjy/mts/math/_link.htm 

Shu-Chen, Jenny Yen (1995-1999) Sensorial motor development index.

Retrieved January 11, 2009 at  http://www.ux1.eiu.edu/~cfsjy/mts/sensor/_link.htm

Montessori and Bronfenbrenner
The most effective classroom environment is one in which there is a sense of trust, advocacy for the student, engaging learning activities, and a sense of regular adventure. Students should be encouraged to actualize, to participate, and to think of their classroom as a community. Because each individual is unique in their learning style, classroom success is based on flexibility and the willingness to adapt and evolve on a moment's notices -- the idea of fluid intuition taken to the nth degree. Within the modern pedagogical rubric, classroom management remains challenging at almost every level. One way to understand the theoretical basis of learning and the pedagogical issues surrounding learning is to understand some of the theories surrounding the subject. We need a template or structure from which to base our assumptions, and to formulate the reasons for our decisions and ideas.

Maria Montessori, for example, based much of…...

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REFERENCES and WORKS CONSULTED

Bronfenbrenner, Y. (1979). The Ecology of Human Development. New Haven, CT: Harvard University Press.

Dougiamas, M. (1998, November). A Journey into Constructivism. Retrieved from Dougiamas.Com:  http://dougiamas.com/writing/constructivism.html 

Hainstock, E. (1997). The Essential Montessori. New York: Plume Publishers.

Johnson-Larid, P. (2009). How We Reason. Oxford: Oxford University Press.

Montessori Perspective
As Mary Conroy and Kitty illiams state there is something different about the Montessori method that makes outsiders rush to extremes in their attempts to classify it: "I've heard Montessori is too free and chaotic' or 'I've heard Montessori is too structured'" (Conroy, illiams). The truth is that the Montessori method is neither. It is, in fact, something completely different. This paper will analyze just how discipline and obedience are instilled in children from the Montessori Perspective.

Discipline

As Conroy and illiams not, "the best Montessori teachers or facilitators understand that maintaining the delicate balance [between freedom and structure] is one of the most challenging and rewarding aspects of their job." This challenge is brought into perspective by Montessori's own definition of discipline: "discipline is 'not…a fact but a way'" (Conroy, illiams). This way, as Montessori observed, was found independent of the teacher when the children were given the freedom…...

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Works Cited

Conroy, Mary; Williams, Kitty. "The Montessori Approach to Discipline." Tomorrow's

Child. Web. 2 Dec 2011.

Isaacs, Barbara. Bringing the Montessori Approach to Your Early Years Practice. NY:

Routledge, 2010. Print.

" (Editors). In traditional settings, many of these items are not covered, leading to less community involvement, fewer manners, and fewer skills that will be necessary as the children mature.
Many proponents of Montessori education cite studies that indicate Montessori students consistently outperform traditional students in most educational areas, including language arts and math. However, some studies indicate that may not be the case. One study says, "Overall, the results were mixed and failed to support the general hypothesis that Montessori students demonstrate superior academic performance" (Lopata, Wallace, and Finn). In fact, the Montessori students in grades 4 and 8 only scored higher on one contrast significantly lower on 4 out of 12 and no difference on 7 out of 12 contrasts (Lopata, Wallace, and Finn). This indicates more study is necessary to determine the truth about academic achievement and Montessori education.

Additionally, there can be troubles and misunderstandings with the Montessori…...

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References

Editors. "FAQs." Montessori.edu. 2008. 18 April 2008.