In many approaches to
pedagogy, children are object of the learning process. The adult teacher or
instructor is thought to be the source of knowledge, and the children are the
empty vessels into which that knowledge is poured. The Montessori Method, however, takes a different approach. In the Montessori
Method, children are seen as the directors of their learning,
and the adult teachers as guides and supports. This shift puts children at the
center of their education and allows teachers to meet them where they are. In
order to foster child-centered learning, the Montessori Method outlines five
principles that guide teachers in their primary, lower, and upper elementary Montessori programs: respect for the child, the absorbent
mind, sensitive periods, the prepared environment, and self-education.
Respect for the child
Maria Montessori was an experienced educator and the
originator of the Montessori Method, which is practiced worldwide in thousands
of classrooms, and her work and scholarship in education garnered much acclaim
in her lifetime, including a nomination for the Nobel Peace Prize. Montessori
felt, in general, traditional education methods do not respect children. She
posits, instead, that adults and educators can demonstrate the kindness we wish
to cultivate in children by helping them do and learn for themselves, leading
children to develop the skills and abilities necessary for independence.
The absorbent mind
This principle is
based on the notion that children are born learning. Simply by living and
interacting with the world around them, children are acquiring knowledge. The
absorbent mind of children can be encouraged and shaped by the teachers, experiences,
and the environment around them and together they create exceptional learning
systems.
Sensitive periods
In her work,
Montessori observed that children experience periods in their development when
they are sensitive to adopting certain behaviors and learning specific skills
more readily. These sensitive periods are experienced by all children, but the
order in which they present themselves or the age at which they are experienced
varies for each child. For Montessori teachers, this means their job is to
ascertain where a child is in their development and assist them in acquiring
the skill or behavior that they are particularly apt to learn at that time.
The prepared
environment
The Montessori
classroom is a specially prepared environment that promotes a child’s freedom
of choice. The space is orderly and accessible, with all amenities and learning
tools within reach. Children are encouraged to navigate the room autonomously,
meeting their own needs and exploring the materials as their interest guides
them. The prepared environment makes children active, engaged participants in
learning.
Self-education
In the right
conditions, children can educate themselves. Given a thoughtfully prepared
environment, authentic freedom of choice, and respect for who they are and what
they can do, children will develop a life-long love of learning.
