Post Graduate Diploma in Montessori Teacher Training

Phase 1

Dr. Maria Montessori - Her Philosophy and Methodology

This phase deals with the mainstay of the Montessori Method – the philosophy
and the actual application that has made the method withstand the changing
times and adapt itself to the advances in education and technology.

Content

 Dr.Maria Montessori – Philosophy and Method

 Principles of Montessori System of Education
 Difference between Montessori and Kindergarten Method

Dr. Maria Montessori –Philosophy and Methods

“This then is the first duty of an educator: to stir up life but leave it free for it to
develop.” Maria Montessori

When one thinks about educating young ones, one cannot but think of Montessori
education. Many a times one is not even aware that „Montessori‟ – a family name -
is a system or method of early childhood education exemplified by the first ever
woman physician of Italy, Dr. Maria Montessori, who
through her observation of children and their
behaviour, revolutionized the idea of how they may
be educated, if at all.

Born on August 31, 1870 in Chiaravalle, Italy, Maria

Tecla Artemesia Montessori had the encouragement
and support of her parents, especially her mother
throughout her growing years. This proved to be a
guiding force in her later life decisions. She went to
a boy‟s technical school even though her father was opposed to it initially.

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She completed her medical degree thereafter. While practising medicine in a local
hospital, she became involved with the treatment and management of young
patients including special needs children. Later she excelled in paediatrics,
psychiatry, education and anthropology. She remained an advocate of these
children throughout her life and worked tirelessly for their betterment and
acceptance in society by creating opportunities that would tap their potential in
the most productive way. She also believed that children were not “blank slates”
on which anything could be written. This belief formed the basis of her scientific
pedagogy and educational philosophy. Therefore according to her, „respect for the
child‟, a „prepared environment‟, „an absorbent mind‟, „sensitive periods‟ and
„auto education‟ were the cornerstones of effective learning in the early years.

It is more than apparent that Maria Montessori was much ahead of her times. In a
day and age where certain academic disciplines were taboo for women, Maria
broke the norms despite criticism from many quarters. From the cultural
perspective, she had to perform dissection on cadavers all by herself after work
hours. It was regarded near blasphemy
that a woman should be present when
a naked body was being dissected! She
smoked tobacco to ward off the awful
odour of the chemicals that hung
heavy in the laboratories. Nonetheless
against all odds, Maria marched
forward; quite literally. She became a
physician in 1896, graduating from the University of Rome. Her first opportunity to
work with children came through a year before when she got the job of a hospital
assistant.

It is during this time that she developed a deep interest in the psychology of
children. Her thesis was published in 1897 which was a turning point in her career.
Her pioneering work drew attention from scholars, scientists and academicians
from all across the globe. The next five years proved to be a professionally

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invigorating period for Maria. She got the opportunity to work closely with those
children who were challenged, mentally and emotionally, which affected their
cognitive functions and behaviour as well. Soon the word spread in interested
circles that a woman doctor was doing exemplary work for the development of
special needs children. Dr. Montessori continued with her study and began to
travel extensively to attend seminars and create awareness about the issues that
arose with the education of children especially, challenged children. Her path
breaking research findings and compassionate yet scientifically proven methods of
educating children, soon began to gather ground amongst eminent personalities of
her times both in Europe and other parts of the world. By the end of 1907 she had
secured a strong position in society as an advocate of child education and women‟s
issues. Thus began the journey of “House of Children” or “Casa dei Bambini”
where her work with underprivileged children found not only fruition but
worldwide recognition.

Maria Montessori was invited to take up the education of some fifty odd children of
low-income group labourers in a slum in San Lorenzo, in the outskirts of Rome.
Maria herself was pleasantly amazed by the results of her observation and
„experimentation‟ of the methods and tools she had developed since 1900, when
she was commissioned as the co-director of „Scuola Magistrale Ortofrenica‟, an
institute for teacher training for mentally challenged children with a laboratory
classroom for observation and application of methods developed at the institute.
Having been largely influenced by the 19th century stalwarts like Edouard Seguin
and Jean Marc Gaspard Itard, Maria realized that preparing an organized
environment in which children could independently interact, with minimal
„interference‟ from the adult, yielded the best results when it came to educating
them. This proved to be immensely successful with both „normal‟ children and also
those with „disabilities‟ or learning difficulties.

Around the same time, Maria Montessori addressed an august gathering at the
National Congress of Medicine, Turin in 1897 about society‟s responsibility
regarding juvenile delinquency. This was followed by another significant event in

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1898 when she appealed to all concerned with children and their well-being to
have special provisions and institutions for mentally challenged youngsters at the
First pedagogical Conference in Turin. She urged that teachers dealing with the
care and education of such children receive specialized training so as to tap the
maximum potential of these children. 1899 found her taking the cause of these
children further when she was appointed councillor of the National League for the
protection of Retarded Children and was invited by the teacher training
department of the College of Rome to „lecture‟ about her methods of education.
During her tenure of two years at the Scuola Magistrale, Maria developed specific
materials and methods for these children that later came to be used for
mainstream school children as well and with great success. This time results of
Maria‟s „experimentation‟ attracted attention not only from scholarly circles but
significantly also from civic leaders and government officials since it was found
that „uneducable‟ children successfully passed examinations which were meant for
“normal” children. Her work, “scientific pedagogy” as she preferred to call her
method, continued for the next few years. She devoted her time to research and
development as well as writing prolifically on issues related to education of the
special child. The years following 1906 saw Montessori‟s views, methods and ideas
gaining great momentum through her „Casa dei Bambini‟ or “House of Children”

She travelled far and wide thereafter to lecture on her methods of teaching the
young, upon invitations from various international dignitaries and organizations. In
1915 she visited USA on Thomas Alva Edison‟s and Dr. Graham Bell‟s request. Maria
was asked to set up her „classroom‟ at the Panama-Pacific Exposition in San
Francisco.

Twenty one children following the

Montessori Method were observed here
for the next four months. Interestingly
the only gold medals that were
awarded in this category went to

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Montessori‟s class and that event changed the face of children‟s education forever.

Maria equipped her classroom with a table for the teacher and a blackboard. She
arranged for small chairs and small tables around which they could seat
themselves. There were armchairs too. A cabinet and a stove were also included in
the classroom set-up. These were some of essential items that Montessori started
with. The materials Maria had meanwhile developed were kept in the locked
cabinet after use. The children were shown how these materials could be used.
Children engaged in structured activities such as undressing and dressing which
were very much part of their daily lives. They were tuned to care for the
environment through such tasks as tending to the garden, sweeping and dusting.
Maria continued with her research and observation work. She did not directly
„teach‟ the children but supervised and guided the building porter‟s daughter who
interacted with the fifty odd children in their care. Teachers who were
apprenticed in the school learned the „Montessori‟ method or way of tapping the
children‟s innate potential to learn and blossom through this process.

Maria observed the behaviour of children with keen intent and this formed the
core of her educational methods. She observed that the young ones appreciated
and responded better to their environment when the same was well organized. She
further noted that children concentrated deeply, repeated activities and paid deep
attention to those tasks which aroused their curiosity. She also observed that all
the children had varying attention spans, interest levels and preferences. When
given choices, they opted for task specific activities and Montessori materials than
playing with toys. Rewards like candies and the like did not seem to motivate them
as such! They tended to become self-directed and disciplined as time progressed
and needed little or no assistance to carry out the tasks assigned or those that they
themselves chose.

Following her observations, Maria brought about some basic yet critical changes in
the physical layout and appearance of „her‟ classroom. These came to be the
hallmark of Montessori education. So the heavy furniture was replaced by light

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child size furniture which children themselves could move around. All the
materials were kept at the level of the child where these could be accessed easily
by them. Activities even included care of pets, cooking, hand washing and
gymnastics. Spaces were not limited or restricted as specific „classes‟ or „age-
groups‟. Children were free to move from one area to the other as well as join in
with other groups of children in co-operative learning.

A most intriguing thing happened when Dr. Montessori initiated the process of
reading and writing in these children in a very novel way. She made card board and
sand paper cut-outs of the letters of the alphabet with the specific intention that
they would touch and feel the letter and possibly have a distinctive imprint of the
letters in their brains which would enable them to easily identify or distinguish
between them. Moreover she placed the letters that were similar in shape close
together. Curiously one day one of the children in her class shouted out excitedly
that she had written. This was followed by surprise and curiosity from all her
fellow classmates who looked on in wonder. Soon one by one tried to follow her
example and succeeded. They helped themselves with different means of
producing the same results using various means – such as scribbling on the black
board, spreading themselves on the floor and writing on the ground itself and so
on. It was explosive! Children delighted in this self-discovery of writing – they
wrote everywhere from walls to chits of paper. The children were now around four
years of age. They were however not so happy with books – the printed word did
not appeal to them at this point. So „reading‟ had to wait.

It took another six months to get rolling with reading. They started with words and
phrases around them in the school environment. Soon parents started reporting to
Maria that their children would stop by on the streets to read the store banners
and other signs that were displayed on the street side. Indeed it was a heartening
break for Dr. Montessori who by then was absolutely convinced by the true nature
and potential of children learning effectively with least interference from the
teacher/adult and thereby learning the basics of self-discipline as well. Her notion

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of nurturing original creativity thus found authenticity and evidence from her
observation and practice.

Maria observed that when children were allowed to interact independently with
the environment they became self-reliant, motivated and gained greater autonomy
with better understanding about themselves and their surroundings. Treating them
with due respect enabled them to realize their self-worth and potential which was
crucial for effective learning. Acknowledging them as individuals helped them to
fulfil their potential to a greater degree than otherwise. She carried out
continuous review of the materials used and how the children were using them.
She changed and adapted the materials from these
observations. Her research prompted her to be an
advocate of free choices when it came to the
children‟s selection of activities and materials. She
promoted freedom and independence when it came to
moving from one activity to another within what came
to be known as the „prepared environment‟. Maria
Montessori advocated that the teacher should be more
of an observer and facilitator rather than direct children‟s activities; that
independent learning should be at the core of education and thus channel their
innate development from not only a psychological standpoint but also in all other
aspects of human development like, cognitive, emotional, behavioural, social and
even spiritual.

In all that Maria did and dedicated her life to, her
personal life remained very private indeed. She
preferred to keep it that way as otherwise it would
perhaps have been very difficult for her to continue
with the exemplary work she was doing. She gave
birth to a son in 1898 and put him up for foster care
soon after so that her child could be well looked
after. Years later the young man, Mario, came to be

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one of her best comrades in her work with children.

Maria was more concerned about children‟s welfare and optimal development as
efficient and happy human beings. Politics, especially Italian Fascism of her times
did not interest her. In fact her antifascist views forced her into self-exile to India
during World War II. She lived and worked in India for several years where she
conceived another path breaking research, „Education for Peace‟. She also
developed various training courses and ideas for teachers that are relevant in the
present scenario. During this time she was nominated for the Nobel Peace prize
twice. She published many books and articles throughout her lifetime that are
regarded as beacons of hope for educators all over the world.

Dr. Maria Montessori was awarded with many honours from across the globe during
her lifetime and distinguished career span. Her trailblazing research and
methodology revolutionised the way in which people looked at education as a
whole. She continued to work tirelessly till she passed away in 1952 gaining not
only worldwide professional admiration but also the
affection of common folks. The appeal and usefulness
of her philosophy, ideals and immense contribution to
the field of education and development of the „whole‟
child is valuable even in this day and age of fast
changing digitalised life.

According to Dr. Montessori, “Scientific observation has

established that education is not what the teacher
gives; education is a natural process spontaneously carried out by the human
individual, and is acquired not by listening to words but by experiences upon the
environment. The task of the teacher becomes that of preparing a series of
motives of cultural activity, spread over a specially prepared environment, and
then refraining from obtrusive interference. Human teachers can only help the
great work that is being done, as servants help the master. Doing so, they will be
witnesses to the unfolding of the human soul and to the rising of a New Man who

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will not be a victim of events, but will have the clarity of vision to direct and
shape the future of human society.”

Principles of Montessori System of Education

Respect for the child

Respect for the child forms the most important part of the Montessori Method. A
teacher should guide the children in their classroom activities without impeding
the process of learning. This way, he/she should show respect towards the child‟s
innate ability to learn independently. In this manner, the teacher helps them to
develop a sense of autonomy, responsibility and self-esteem that paves their path
towards a better future as dynamic representatives of the society.

The absorbent mind

During the early years of development, children are curious which draw them
towards things that kindle their intellect. As a result, they are continuously
learning in the process.This is the natural way how learning happens to all human
beings. However, holistic development depends upon the surrounding a child grows
in as well as the kind of people he or she comes across. It is the nature vs. nurture
that plays a key role. According to Maria, “Children are remarkable learning
systems since they have thinking minds.” They are very spontaneous when comes
to learning at any point of time in the right age or level appropriate learning
ambience.

Sensitive periods

According to Dr. Montessori, children go through some sensitive periods during

which they grasp certain skills and behaviours more easily than at other phases of
their lives. This is the phase of early development of the child which is transient in
its evolutionary process. Once the skill or trait has been acquired by the child, the
sensitivity towards that instance wanes. For example, the sensitive period for

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developing writing skill is present in every child. However, the time may vary from
one child to other. It is the responsibility of the teacher to be observant and
mindful about the varying requirements of the child under his or her care in order
to optimize learning of that particular skill.

The prepared environment

A prepared environment consists of two critical components – autonomy and

freedom. Learning becomes more objective when children can physically
manipulate with all their senses the materials and tools they are provided with.
The experiences gained through the prepared environment help the children to
take decisions independently. It also promotes self-discipline and accountability
towards their environment where teachers do not intervene. They become mentors
and assist throughout the learning process. Children are free to choose from the
materials provided and explore the environment independently. This promotes
active and engaged learning which is both gratifying as well as effective. As a
result, learning becomes child-centric rather than teacher-centric.

Auto-education

The term auto-education is a process whereby children automatically and literally

learn from the exploration of their environment. Children who get the opportunity
to learn in a prepared environment and choose their interest they want to get
engaged in are those who most likely to become self-taught.

The Montessori Way

Montessori Method is a child-centered approach to teaching. This method

incorporates “free activity” within a prepared environment where students learn
various concepts from working with materials rather than direct instruction from
teachers.

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Montessori‟s view of the nature of the child is that the children go through a series
of “sensitive periods” with “creative moments” when they show spur-of-the-
moment interest in learning. Her method does not compare a child to norms or
standards that are measured by traditional educational systems. The most
important components of the Montessori Method are self-motivation and auto
education. Montessori education is characterized by an emphasis on independence,
freedom without restriction, and respect for a child´s natural psychological
development, as well as technological advancement in society.

Maria Montessori’s Beliefs

If human tendencies or human needs are understood and respected then children
will react positively. They will experience internal peace, joy, tranquility, and
happiness. They can handle frustration and make rational choices. They can choose
something to work on and complete it.

Planes of Development

The stages of development in the Montessori system are referred to as planes of

development. The first plane relates to zero to six years of age in the first plane
which is related to the critical period termed as the absorbent mind. The second
plane comprises year six to twelve. She believed the work of this plane is the
formation of intellectual independence, of moral sense, and of social organization.

Following this plane is the third and fourth planes of development which refers to
twelve to eighteen years and eighteen to twenty four years of age.

First plane (0 – 6 Years)

• Acquisition of language, from birth to around six years old

• Order - from around one to three years old
• Sensory reinforcement- from birth to around four years old

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 • Interest in small objects- from around eighteen months to three years
old
• Social behaviour - from around two and a half to four years old
• Normalization: finally, Montessori observed in children from three to six
years old a psychological states she termed normalization

Second Plane (6-12 Years)

• Physical (loss of baby teeth) and psychological (tendency to work and

socialize)

Third Plane (12 to 18 Years)

• Physical changes (puberty and adolescence)

• Psychological instability and difficulties in concentration
• Creative tendencies and critical thinking
• Valorization: The term Dr. Montessori used to describe an adolescent‟s urge
for externally derived evaluation of their worth.
• She believed “child is the construction of the adult self in society.”

Fourth Plane (18to 24 years)

• Dr. Maria did not work on a program for this plane as such. However, she
observed that the young adults are inclined towards culture and science
that help them to influence and lead the society
• Economic independence in the form of work for money is critical at this
stage
• Education cannot be limited to the years in university as it can go on
throughout a person‟s life.

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Difference between Montessori and Kindergarten Method

Froebel‟s kindergarten method is entirely

based on play tendency in children. He
supported the child‟s natural instinct by
letting him move and play in natural
surroundings. Froebel considered it
necessary that children should be taught
everything through play. His method was
based on the principles of learning by
doing. Play songs and movements are its
chief characteristics. Children are provided with a variety of toys to gain ideas of
weight, size, number, colour and shape by playing with them.

The child in a Montessori school gains sensory and muscular control by handing and
manipulating specially designed self-corrected apparatus. Exercise with didactic
apparatus enables him to acquire in a very simple and realistic manner, the
elements of reading, writing and number work. His senses, muscles and intellect is
exercised, his love for movement, bodily activities constructive and manipulative
instincts are satisfied, just as in play. He learns and acquires some of the
fundamental skills in an atmosphere of complete and unrestricted freedom, where
he is free to move and choose his own occupation at any time.

Having considered some the many resemblances between Montessori and Froebel,
there are some differences which may be expressed thus:

Both Montessori and Froebel are aiming at the same thing – the educating of child
through self-activity. But Montessori has been more successful in obtaining it.

The Teaching Unit

In the Froebelian school, the unit of teaching is a group of eight to ten children.

In the Montessori school, the unit of teaching is the individual child.

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Montessori had a Deeper Faith in Spontaneity.

Dr. Montessori has more faith in the spontaneous intellectual and social powers of
the child. The kindergarten teacher is called a teacher, whereas a Montessori
teacher or helper has been changed into a directress.

In the Montessori class when the child is tired of one occupation, it is not the
teacher, but the child himself, who chooses the next piece of work, guided by the
“Inner Sensibility” of which we have already spoken.

In the Kindergarten, it is the teacher‟s duty to suggest a change when the child‟s
interest is beginning to wane and to encourage the children to undertake new
duties.

The Prepared Environment

The success of the Montessori Method, lies not only in giving the children freedom
to choose their occupations, and the length of time they may wish to work at
them, but just much or even more in the careful forethought, that has been put
into the creation of the prepared environment.

Play or Work

Unless the prepared environment is there, with all its special apparatus, and unless
there is a teacher or a helper who knows how to be the dynamic link between it
and the child, it would not be possible for the child to undertake all those special,
creative and spontaneous activities, which Dr. Montessori called Work. With the
Kindergarten, the child‟s highest form of spontaneous self-activity is play.

The question of Fairy Tales

Dr. Montessori is a bitter and implacable opponent of fairy tales. The whole
question depends upon the age of the child to whom the fairy tales are told. If
fairy tales are read for what they are, as literature or as fiction – there is no harm
done. But while a child of seven or eight would read these stories with profit, it is
quite different with a child of two, three or even four years of age. At this age,

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according to Dr. Montessori you may be doing the child a series and even
permanent injury by relating such stories.

Reality or Make Belief

Dr. Montessori is always for a real world, an objective world, a world of things,
seen, felt, moved and experienced. She said that this is the best way by which we
can help the child to develop his imagination and help him to apply this, in relation
to the prepared environment.

Two Forms of Intelligence

The kindergarten schools have never realized and never seen the child‟s passion
for intellectual work. According to Froebel, the child is something lower than he
really is and this is because he has never seen what Montessori calls, “the soul of
the awakened child”. Dr. Montessori has discovered the technique by which this
latent capacity in childhood is made to reveal itself when children are placed in
certain circumstances, namely, with freedom in a prepared environment, where
they exhibit an astonishing love of order.

Work and Play

“Play” says Froebel, “is the purest, most spiritual activity of man, at this stage,
and at the same time typical of life as a whole”. Dr. Montessori says, “the child‟s
aptitude for work represents a vital instinct and it is by work (and not play)
alone”, that a child can develop.

Freedom to Work – A New Thing

Montessori and Froebel differ in their attitude or approach to reality. Montessori‟s

approach is more objective, while Froebel‟s is more subjective.

The Montessori child is subject to a discipline of reality. According to Frobel, it is

the teacher‟s business to exploit the child‟s immaturity and deliberately encourage
his play tendencies.

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 The Teacher’s Role in Montessori Education

Montessori believed that “it is necessary for the teacher to guide the child without
letting him feel her presence too much, so that she may be always ready to supply
the desired help, but may never be the obstacle between the child and his
experience" (Montessori, 1967).

According to the Montessori teacher, the child-centered approach includes the

following key behaviours:

 Make children the center of learning because, as Montessori said, “The teacher‟s
task is not to talk, but to prepare and arrange a series of motives for cultural
activity in a special environment made for the child” (Dr. Montessori's Own
Handbook).
 Encourage children to learn through prepared environment and with freedom and
autonomy.
 Observe children by preparing the best possible environment, identifying their
sensitive periods and redirect their inappropriate behaviour to significant
activities.
 Prepare the learning environment by providing and organizing the learning
materials in a methodical mannerfor appropriate experiences for all the children.
 Respect each child as well as appreciate their work.
 Introduce learning materialsto each child following proper
observation;demonstrate learning materials, and support children‟s learning.

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