The Montessori method of teaching recognizes various stages of development in normal human growth. During these sensitive periods, children experience stimulation and are capable of absorbing knowledge and self-learning skills.
Dr. Maria Montessori is a globally renowned educator whose theories on education form an integral part of modern education systems. She is credited for the development of open classrooms, individualized education, manipulative learning material, teaching toys and programmed instruction.
Five basic goals of Montessori education
- To awaken the child’s spirit and imagination.
- To encourage normal desire for independence and high sense of self-esteem in the child.
- To help develop sense of kindness, courtesy and self-discipline that allow the child to become a responsible member of the society.
- To help the child learn how to observe, question and explore ideas independently.
- To help the child master the skills and knowledge of the society in the spirit of joyful learning.
The Montessori approach is often described as an ‘education for life’. Children are gifted, curious and creative while working on something that captures their interest and which they voluntarily choose to explore. Montessori schools work to develop culturally literate children and help nurture their sparks of curiosity, creativity and intelligence. Look deep inside a Montessori classroom and you will find children at a place they really want to be, learning life’s lessons in a manner and at a pace that is most comfortable for them.
The Montessori system of education is both a philosophy of child development and a rationale for guiding such growth. It is based on the child’s developmental needs for freedom within limits, as well as, a carefully prepared environment which guarantees exposure to materials and experiences. Through this, the child develops intelligence as well as physical and psychological abilities. It is designed to take full advantage of the child’s desire to learn and their unique ability to develop their own capabilities. The child needs adults to expose him to the possibilities of his life, but the child must determine his response to those possibilities.