Maria Montessori schooling

In 1896, Maria Montessori became the first woman in Italy to graduate in medical school which in this era was unheard of as women were stereotyped to become teachers and other professions. Following this she found a job in an insane asylum where she selected patients for treatment, her interest in young children and their needs grew from visiting these patients. Through observation and her science background she determined the needs of children that had previously been diagnosed as ‘unteachable’. Montessori became an educator as well as a scientist.

Casa dei Bambini was Montessori’s first opportunity to educate children, this children’s house was opened in the slums of Rome and offered young children with working parents a place to go instead of roaming the streets. Many of Montessori’s theories derived from this setting, she wanted Casa dei Bambini to form children for life in the public world. She believed the environment in which a child learns plays an important role in the education, children must be able to work independently with furniture and equipment their own size therefore Montessori with little help and resources created child sized furniture and equipment. Montessori’s theory was so well recognised that it influenced teaching and educators ways of thinking; by 1913 almost 100 Montessori schools had opened in America.

Maria Montessori believed in many ways to influence a child’s education, the most influential is the environment which should beautiful and orderly whilst also being child-centred; this included not only the space the children use or the furniture and materials but also the adults and children who share these resources together. From the environment they learn language without conscious effort and other life skills. Sensory experiences is key to Montessori learning such as sights, textures, sounds and smells and also tools that fit into their hands and tables and chairs to match the size of their bodies.

Materials and equipment should at all times be accessible to children by photographs or wording detailing where each material is stored and no set structure for the day is planned out: the children must be able to reach the equipment they would like to use in order to assist in becoming responsible for their own learning, the also learn to return these materials to their rightful place in order to become independent. The children were never undermined in their competence and were therefore always given opportunities in each area of learning. Responsibility was a large part in Montessori learning, children should learn to do something for themselves or thErin Mason-George Blog.ey will never learn to do it.

This theory is recognised worldwide and Maria Montessori herself has also travelled the world delivering lectures and training on this method of educating. Through previous experience I have seen similar methods used in primary schools using child sized furniture and materials and equipment accessible to children although they will only have a certain time they could use this equipment unlike Montessori thinkers. I believe Montessori teaching should be used more frequently in schools as it gives the child the opportunity to learn and excel independently.