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About Maria Montessori

Maria Montessori Maria Montessori lived from 1870 to 1959. She was the first woman to attend medical school and the first female Doctor of Medicine in Italy. Through her work with handicapped and socially deprived children she developed her unique educational method, known as the Montessori method. As a result of her further study, observation and experimentation, she found the principles of her method to be applicable to all children. She has had an impact on the field of education in general and the way we understand and teach children today. Montessori's influence can be seen not only in the number of schools that bear her name, but throughout many fields of child care, education and child development. Many of her ideas are now part of our common knowledge, language and thinking about children.

The Montessori Method

Mixed age-groups: Since materials are provided to accomodate the needs of all children at any given time, it is possible to bring together children of different ages (3-6 years) with different needs in a single Kindergarten. Thus it can happen that a 3-year old child is drawing a picture, a 4-year old works next to him with letters, while a 5-year old learns to tell time.

No philosophy/religion: No philosophical or religious obligation is required to run a Montessori school. The only thing that counts is the child, its development and happiness.

The role of the teacher: The teacher has the task of observing and getting to know each child as an individual, in order to find out which materials are right for their learning. The materials are then introduced with as few words as possible. The teacher never obtrudes or disturbs the concentrated work of a child in any way. It is always ensured that children who are working are not disturbed by other children so that a peaceful atmosphere prevails.

Respecting the sensitive phases: With the Montessori method a child's sensitive periods – the periods in which the child is particularly receptive to learn a specific subject – are respected and supported. The child learns on its own initiative, with great interest and ease. These phases are ideal for teaching the child everything which can be learnt (reading, writing, arithmetics, drawing, etc.)

What are the Montessori materials?

The learning materials are kept on open shelves at a height convenient for the children, and are arranged according to difficulty. Children can decide freely what materials they would like to use and work with them for as long as the materials interest them, attract their attention and concentration. It is the child's responsibility to tidy up the materials when finished. The materials are designed with a self control, so that the child can perceive by herself or himself if he has completed the work correctly. This promotes the child's competence to solve problems independently, builds up self-confidence, analytical thinking and receives positive confirmation from the materials.

	Practical life: These materials assist in the area of motor co-ordination. The activities are: sieving, pouring, spooning, picking up with tweezers, grinding coffee, etc. The materials come from everyday life, e.g. water, rice, grains, dough, among others. The child learns to care for her-/himself and the environment, she/he learns to organise work and develops cognitive perception.
	The sensorial material: These materials promote classification and association. The children learn through sensory impressions the relationships and distinctions between length, breadth, thickness, temperature, weight, colour, quality, etc.
	Mathematics: The child learns with these easy to use materials the concepts of number, symbol, quantities, sequence, operation, and the storage of basic information.
	Language: The basics of reading and writing are laid down using exercises with sandpaper letters and various other materials which enable the child to create the sense of a connection between the spoken and written letter symbols.
	Culture: In this area the child can engage in geography, history and natural science. Music, artistic expression and movement are also included, together with the learning of cultural rules, such as politeness, manners, etc. The children also become acquainted with foreign cultures.

Literature

English Titles

Montessori Method

Montessori Maria: Absorbent Mind. CLIO Press, Oxford England: 1994

Montessori Maria: Discovery of the child. CLIO Press, Oxford England: 1995

Montessori Maria: The secret of Childhood. Ballantine Books, New York: 1994

Hainstock Elizabeth: Essential Montessori. An introduction to the woman, the writings,
the method and the movement. Plume Books: 1997

Polk Lillard Paula: Montessori – a Modern Approach. Schocken Books: 1988

Modern Education

Gordon Thomas: P.E.T. Parent Effectiveness Training. Plume Books: 1990

Dreikurs Rudolf, Soltz Vicki: Children The Challenge. Plume Books: 1990

Ferris Miller Darla: Positive Guidance. Delmar Publishers New York, 1990

Deutsche Titel

Montessori-Pädagogik

	Montessori Maria: Der absorbierende Geist. Herder, Freiburg: 1996
	Montessori Maria: Das kreative Kind. Die Entdeckung des Kindes. Herder, Freiburg: 1994
	Montessori Maria: Kinder sind anders. Klett-Cotta, Stuttgart: 1986
	Montessori Maria: Grundgedanken der Montessori-Pädagogik. Aus Maria Montessoris Schrifttum und Wirkkreis. Herder, Freiburg: 1996

Moderne Erziehung

Gordon Thomas: Die neue Familienkonferenz. Kinder erziehen ohne zu strafen. Hoffmann u.C., Hamburg: 1993

Dreikurs Rudolf, Soltz Vicki: Kinder fordern uns heraus. Wie erziehen wir sie zeitgemäss. Klett-Cotta, Stuttgart: 1996

Maier-Hauser Heidi: Lieben - ermutigen - loslassen. Erziehen nach Montessori. Beltz, Weinheim und Basel: 2000

Titres français

La Pédagogie Montessori

Montessori Maria: L'Esprit absorbant de l'enfant. Desclée de Brouwer: 1992

Montessori Maria: Pédagogie scientifique 1 et 2. Desclée de Brouwer: 1991/2

Standing E.M: Maria Montessori, sa vie, son œuvre. Desclée de Brouwer: 1995