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Purpose of Montessori

Purpose

The essence and essential purpose of Montessori is well encapsulated in the following statement.

"If young people are to meet the challenge of survival that faces them today, it is imperative that

their education develop to the fullest extent possible for their potential for creativity, initiative,

independence, inner discipline and self confidence." (Lillard, (1972) p. 138) Written in the

1970's, the statement is timeless in concept, being just as applicable today as it was then.

Environment

Montessori believed that the most important factors in achieving her ideal concept were the

environment and the teachers. Apart from being organised and free from clutter, the environment

had to be supporting, encouraging and foster a self belief in the child that would reveal his

personal attributes and interests. The indoor and outdoor environments provided activities that

were meaningful learning experiences. This environment contained only resources and materials

that were specifically made to Montessori's standards; chairs, tables, equipment, all made in

regard to the child's size and strength. (Lillard, 1972) Two very important pieces of furniture that
could not be done without were a long low cupboard for the resources, and a set of colourful

drawers for the child to put their belongings in. (Montessori (1912) as cited in Shuker, 2004)

Teacher's role

The role of the teacher is to be able to understand from observation, the child's individual

learning needs and the changes in those needs as they occur. This leads to directing or

facilitating, the child's interest in and use of the didactic materials, exercises and games. The

teacher is simply a link and therefore needs to be Montessori trained so as to be knowledgeable

in the use of all the materials, techniques and processes to be used. (Montessori, 1988)

Curriculum delivery and content

The delivery of the curriculum is fed through observations to five essential stages: practical life,

sensorial education, language education, mathematics and the cultural area. The materials used in

these areas all helped the child's "perception using size, shape, volume, colour, pattern, odour,

sound and texture. Later materials help the children in discoveries relating to mathematics,

language and literacy, art, music, science, and social studies" (Chisnall, 2008, web-based) The

practical life experiences cover all the everyday routines and how to cope with them; tying

shoelaces and opening and closing drawers. Sensorial education covers the use of the five senses:

smell, touch, taste, sight and hearing. Language development encompasses reading and writing

and learning how to use good speech. This area is closely attuned to the sensory training, for

without knowing how to feel and hold a pencil; a child cannot learn how to write. The

mathematics stage teaches the child the fundamental decimal system of counting up to and in
groups of 10. The cultural aspect is shown through pictorial material, along with a globe of the

world, puzzles and similar resources. (Hainstock, E.G. (1968)

Discussion

There are few similarities between a Montessori Method and a traditional mainstream approach

while the differences are many. Some examples of both are as follows:

Similarities

Montessori believed that each child is unique with a potential that needs releasing. (Montessori,

1912) The Te Whĕriki Curriculum takes this approach and states that children learn through

"individual exploration and reflecting." (Ministry of Education, 1996, p. 9)

Montessori encouraged parents and caregivers to visit the classroom at any time; however, they

were not allowed to distract the children or the teacher. (Montessori, 1912) Parents and

caregivers are encouraged to visit the mainstream classroom and take an interest in their

children. "Parental involvement and understanding are necessary ingredients to realising the full

potential of a Montessori education." (Hainstock, 1997, preface)

Montessori believed that every child had a right to an education regardless of class, culture, race

and ability. (Montessori, 1912) Te Whĕriki states the curriculum assumes that their care and

education will be encompassed within the principles, strands and goals set out for all children in

early childhood settings. (Ministry of Education, 1996)

Differences
Montessori's method was to stand back, observe, and let the child solve the problem themselves

regardless of time taken. (Montessori, 1912) Education is different today. Teachers have to use

the New Zealand curriculum which dictates what and when they have to teach. (Ministry of

Education, 2007) There is still a certain amount of flexibility; however, the teachers are unable to

leave children for a long time.

Montessori grouped children into three age groups which they stayed in until they were old

enough to progress to the next group. She did not have a new entrance class. (Montessori, 1912)

Our education system insists that children are put into aged related classrooms. (Ministry of

Education, 2007)

Montessori was a great believer in children working individually or in small groups.

(Montessori, 1912) Today's' children are taught in classroom group situations. (Hainstock, 1997)

Influences

Controversy and confusion, mainly through misunderstanding, misinterpretation, and partial

application of the method were common over the years. Other influences impacting include:

mainstream resistance, political and philosophical vagaries, and funding problems, statutory and

regulatory impositions. Cultural elements have also been introduced into the curriculum and

modifications have occurred. The shortage of Montessori trained teachers had a detrimental

effect as well. (Shuker, 2004)

Contribution to educational setting

The whole concept, philosophy and application of the Montessori Method obviously confine it to

an alternative role in the field of education in Aotearoa New Zealand. Enthusiastic pioneers of

the system such as Martha Simpson and Binda Goldsbrough have been followed by equally

enthusiastic and committed parents. The formation of a Montessori movement, teacher training

standards, and the evolution to higher education levels shows there is an enduring and well

supported demand for the Montessori approach. The survival of Montessori for over 100 years is

due in some part to its portability, culture sensitivity to its resident country and adaptability.

(Shuker, 2004)

Conclusion

Personal reflection by Catherine Mitchell

Maria Montessori was ahead of her time. She had the children's best interests at heart. However I

feel had she been able to accept criticism in a constructive way then her methods would have had

more of an influence in society today. Montessori's methods were built on her observations of

the children and were adapted to meet their needs.

I will use a lot of Montessori's methods in my teaching, as I agree with her approach. Each child

is an individual; we should be embracing this and allow the child to develop at their own pace. It

is important as a teacher that you do what is best for the children in your care. My own attitudes

have not changed; instead they have enforced my beliefs that each child is unique.
 Works Cited

Standing, E. Mortimer, and Lee Havis. Maria Montessori: Her life and work. London: Hollis &

Carter, 1957.