Montessori Method

2007 marked the 100th anniversary of the opening of Dr. Montessori's first classroom. Beginning in 1907 and until her death in 1952 Dr. Montessori developed and refined pedagogical ideas and didactic materials by observing children of different cultures, and socio-economic groups in many parts of the world. She found that no matter what background a child grows up in there are consistently the same needs in every child during this developmental period of their lives.

Each child has the need to move, the need to communicate, the need to repeat and perfect abilities and skills, the need to put things in order, to mention just a few. A Montessori classroom with its trained teacher and materials is set up to fulfill these needs and enable a child to develop physical control of his movements, focusing of his attention on an activity in which he is interested, and develop an inner motivation to explore and learn from his environment.  The children learn by doing, and they form a community in their classroom, where first they learn care of the materials, second they experience care and concern for their social group and from this, thirdly develop a care of themselves in the form of self esteem and confidence.

She also observed that each child has an internal drive to seek independence. Many people observing the classroom are struck by the fact that the children are moving freely and making choices about what they do. They see calm and courteous behavior where children are counting, washing chairs, reading, drawing, having a snack when they want and being responsible to the group as a whole, i.e. there is a community spirit. They are also struck by the fact that the children are "working", they are focused and concentrated on an activity that has a purpose.

It is this environment that inspires students to become motivated from within to learn and to strive for excellence.

A COMPARISON OF MONTESSORI AND TRADITIONAL EDUCATION
From 'The Essential Montessori' by Elizabeth G. Hainstock