Maria Montessori Marissa McKenna Ed 530 Dr. Clark

“Supposing I said there was a planet without schools or teachers, study was unknown, and yet the inhabitants - doing nothing but living and walking about - came to know all things, to carry in their minds the whole of learning: would you not think I was romancing? Well, just this, which seems so fanciful as to be nothing but the invention of a fertile imagination, is a reality. It is the child's way of learning. This is the path he follows. He learns everything without knowing he is learning it, and in doing so passes little from the unconscious to the conscious, treading always in the paths of joy and love.” ~Maria Montessori

About Dr. Maria Montessori Born in Italy in 1870 Became the first woman in Italy to earn her medical degree Had backgrounds in psychiatry, education and anthropology Worked with both special needs and regular education students

Early Work in Education Worked first with special needs children in the psychiatric clinic at the University of Rome –Spent two years working with mentally disabled children who were thought not to have the ability to learn –Had success with these children, who, after the two years, passed an exam given normally to regular education students –Proved that all children have the capacity to learn Worked with regular education students in the Casi dei Bambini where she was in charge of very poor, disadvantaged students –Learned that these students craved attention and had the natural desire to learn, make discoveries and educate themselves

“Like others I had believed that it was necessary to encourage a child by means of some exterior reward that would flatter his baser sentiments, such as gluttony, vanity, or self-love, in order to foster in him a spirit of work and peace. And I was astonished when I learned that a child who is permitted to educate himself really gives up these lower instincts. I then urged the teachers to cease handing out the ordinary prizes and punishments, which were no longer suited to our children, and to confine themselves to directing them gently in their work.” ~Maria Montessori

Montessori Theory Children are not clean slates that are waiting to be filled with information All children are born with learning potential that needs to be revealed through self- discovery and collaboration with others Children learn at their own pace Learning comes from “discovery, concentration, self-discipline, and love of learning”

Montessori Theory Effort and work are evaluated and respected, without using standardized assessments Children are taught to learn how to make improvements Children are taught concepts beyond their years in proper application Learning occurs in non-competitive environment Education in character enables children to learn how to take care of themselves, the environment, and each other

In Essence Children, if given proper and frequent opportunities, actually want to learn about the world and how they can become better people.

Montessori Schools “Children are grouped in mixed ages and abilities in three to six year spans: 0-3, 3-6, 6-12 (sometimes temporarily 6-9 and 9-12), 12-15, There is constant interaction, problem solving, child to child teaching, and socialization. Children are challenged according to their ability and never bored.”

Montessori Schools Teachers don’t teach lessons to entire groups. –They work with a small group or individual, who then in turn help to teach the others. Environment is organized according to subject –Students may move freely from area to area and focus on the subject of their choice –All subjects are studied every day Students work in one to two 3 hour blocks of “uninterrupted” learning time All kinds of learning styles and intelligences are nurtured –Schools use Howard Gardner’s theories of intelligences as their focus

Scientific Research about the Montessori Method Angeline Lillard, a University of Virginia professor of psychology, and Nicole Else-Quest, a former graduate student in psychology at the University of Wisconsin, decided to study the effects of the Montessori method –Children in a traditional school and those in a Montessori school were tested for their cognitive, academic, social, and behavioral skills –Children from the Montessori schools exhibited higher levels of social awareness and showed ‘"executive function," the ability to adapt to changing and more complex problems’ –Children from the Montessori schools also showed creativity skills not possessed by those of the traditional schools –Despite not having consistent testing schedules like the traditionally schooled children, Montessori students performed on average or higher than average on standardized tests

In Conclusion “The test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning and level of work.”

References Introduction to montessori education. (2010). Retrieved from namta.org/namta/geninfo/whatismont.htmlhttp:// namta.org/namta/geninfo/whatismont.html Faq about montessori. (2010). Retrieved from Maria montessori. (2010). Retrieved from New scientific study supports the montessori method. (2010). Retrieved from Stephenson, S. (2010). An Introduction to montessori philosophy and practice. Retrieved from The International montessori index. (2010, May 14). Retrieved from

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