Research Paper On Maria Montessori

Over the years, the traditional structured educational model was challenged by many innovators. For example, in Italy, (post world war ll), Reggio Emilia opened schools which emphasized “long-term projects and an environment filled with beauty” (Bazelon). The Waldorf method promoted imaginary play and disallowed any television or video (Bazelon). Maria Montessori, one of Italy’s first female physicians, began with a premise that kids can teach themselves if they are working within a strong framework (Bazelon). While educators sought ways to confine children in place while data was pumped into their minds, Maria Montessori's revolution set the child free. Born in 1870, Maria Montessori assailed the male-dominated educational system, and became a physician (Povell). Perhaps, the challenges Montessori endured formed the basis for her courage and innovative beliefs (Povell). Povell explains that the era within which Montessori attended medical school was a stimulating
one leading to the development of many new pedagogical ideas. Childhood education assumed a greater significance in the developed world. Later, Montessori would label this sentiment as "the discovery of childhood” (Povell). She held science could play a major role in the development of the mind. In 1898, the first Italian pedagogical congress was held in Turin (Povell). Montessori, then 28 years old, was one of the speakers (Povell).
After her graduation from medical school, Montessori worked at a hospital and took a position as an instructor at a teacher training institute in Rome (Povell). She pursued her interest to lecture on special needs children (Povell). Montessori took the first step of her 50 year mission when she returned to university in 1900 to study the psychology of the normal child. This led her to eventually promote her views of children all around the world. Soon after, she went to Rome and opened a school for young children in a tenement (Povell). With infinite dedication and strength, she traveled to the United States in December of 1913, to spread her new philosophy of faith in the boundless potential of the child and the need for starting children in school as soon as possible (Povell). She held that even the early years of childhood could be used to productively educate children with basic skills that could form the foundation for future development.
The key element that defines the Montessori approach is the belief that children have an innate desire to learn. They just need the right environment and appropriate tools, to essentially teach themselves (Kawawada). Hence, the support for "self-directed" learning, where children focus on activities in a classroom, freely moving from one to the other as their natural drives dictate (Kawawada). Montessori educators believe that flexibility is what teaches the pupils to acquire self-confidence, discipline, responsibility, and a love of learning (Kawawada). While there is a teacher with them, Montessori students are encouraged to help each other.
A key in the Montessori doctrine is freedom within limits. Instructors watch to make sure the children are not abusing their privileges. Rosanava explains that teachers must keep careful records of what the students are working on, to be sure their learning stays well balanced. The kids are required to adhere to a list of tasks which they have to accomplish within a given amount of time, discouraging them from avoiding subjects they don't enjoy (Kawawada). The Montessori system trains them to handle their time efficiently, and even shapes the manner in which they care for others (Kawawada). There is absolutely no tolerance for those who bully or act in a rude fashion (Kawawada). Such behaviors are discouraged in traditional schools merely because it is unfair, in addition to interfering with the learning process. However, in a Montessori setting, such negative actions are contrary to the very goal of the
school.
The focus of this approach begins with the student. Each child is individually characterized by unique aspects. Certini states that “along with Montessori emerges the image of the natural child: he is the expression of unique creative energy”. This is not consistent with traditional school environments which eliminate many aspects of the child's spontaneity. Instead of repressing individuality and aiming for a homogenous classroom, continues Certini, “Montessori strives to help the child to express the natural good in him. Education is emancipation”. The image of the child is totally revamped: he has a “rational mind, he is calm, focused in his work and, if the environment helps him, he is responsible for every action he takes and all objects with which he works” (Certini). This is in stark contrast to the traditional belief that children need to be domesticated by a zookeeper called a teacher.
Next is another important concept: self-education. “The child is the protagonist of the educational process, and he is capable of the highest constructive engagement”, states Certini. It is important to emphasize that “this is carried out not only at the sensory level, but also moral, spiritual and intellectual” (Certini). Their goal is to allow the natural development and maturation of young students (Certini). Children are encouraged to work together, and help each other. They work at their own pace, formulating concepts from self-teaching materials (Corry). Such a teacher will never help a child who is performing a task in which he feels he can succeed. Crace points out that self-chosen activities encouraged throughout the day facilitate the development of an independent attitude in children. Like the butterfly emerging from the cocoon, the child is encouraged to spread its own wings without unnecessary outside intervention.
The surroundings of the children and the objects contained within in it play a key role in the education system (Certini). This is because self-education can only be acquired by an encounter with the environment. A messy classroom creates confusion and disorder within the child’s mind (Certini). Pupils can choose from many activities, which are not simply diversions, as in standard education, but the actual tools of learning (Certini). Organization aids in developing sensitivity, supporting the intellect of the student (Certini). The goal is to produce an environment encouraging freedom of the child. This requires structured and diversified supplies allowing children to function freely and construct their own personal educational path (Certini). It enables choice, experiment, and freedom of expression (Certini). The production and maintenance of such an environment is solely the responsibility of the teacher (Certini).
In fact, the adult in charge is only acting as a director. He must rid the barriers that hold back the full and complete unfolding of the student’s personality (Certini). The teacher does not educate the child by transferring knowledge, rather by directing the student’s activities to encourage the child to build up his individual spirit, and free his vast energies and potentials of which society, including traditional schools, routinely suppress (Certini). The figure of the teacher is elevated to the height of a scientist who monitors and interprets the level and rate of development in such a way that he is able to structure the environment to achieve sustained growth (Certini).
What do the kids actually do in Montessori schools? Crain explains that in the classrooms, students are not grouped by age, reducing envy and competition. There are no multiplication tables or drills, no teacher at the head of the class issuing commands to students neatly seated (Gustin). Rather, students sprawl on the floor using tactile materials - blocks, beads and ceramic forms - that encourage sensory learning (Gustin). The teacher acts as an observer looking on after the students allowing them to develop powers of their own (Crain). The child determines his own curriculum, based on his unique abilities and interest (Corry). Reinforcement of learning comes from within, as the child experiences success and accomplishment (Corry). No homework is assigned and no grades are given; self-satisfaction is the reward (Gustin).
This approach contrasts with traditional education. A non-negotiable syllabus must be followed here, leaving little room for independent thinking and exploration. The teacher stands at the helm of the class, guiding the students and imparting his knowledge of subject matter. Compliance of the students is achieved by a system of reward and punishment. The child is encouraged to sit quietly; absorbing all that is taught. In addition, specific tasks must be completed in a standardized way by a fixed time. Within this rigid environment, there is much rote learning, but little freedom.
What is the status of these schools in current times? Currently, as many as 8,000 Montessori schools are established worldwide with 5,000 in the United States, and the demand for more is steadily growing, here and elsewhere (Gustin). It is obvious that this approach, which has endured for over a century, is no passing fad. Research supports this sentiment.
The practical superiority of Montessori over traditional methods of education is statistically demonstrable. Seventh and eighth grade public school children from both types of schools were compared for their academic achievement levels in reading, math, and other disciplines (McDurham). The passing rates on state mandated standard tests were compiled. In almost all areas, the Montessori students scored higher than their counterparts (McDurham). However, in spite of this study, there are detractors.
Although many are content with the general Montessori approach, some educators oppose this technique in traditional schools. They believe her method doesn't ready students for standard secondary schools, and ultimately, college (Gustin). Students need more structure and curriculum, which is accomplished in a well-organized school. In actuality, the Montessori have adapted to this need. As children get older, there are more standard lessons for subjects such as French, drama, music and gym (Gustin). There are no grades or report cards for young ones, not even gold stars, because learning is its own reward (Gustin). But older kids do take tests and write essays that are marked (Gustin). Although there are Montessori high schools in some places, often this is not the case, leading to children having time to acclimate to the traditional mainstream higher education system (Gustin).
Many believe that Montessori is too stringent in its own way, over-emphasizing skills that are not academic – “like polishing silver and hand washing at the younger ages - in an obsessive way” (Gustin). However, this is a debatable point. This argument really goes to the heart of what Montessori is about. The program’s aim is beyond imparting book knowledge. Gustin explains the goal; to create a mature, independent, responsible thinker. This encompasses physical and emotional development too. In such a context, social graces and responsibility are qualities that any parent would want to see in a child.
The Montessori Method provides a refreshing approach to education. In an age of instant information, there is a reduction in ability to concentrate and think. In a Facebook society, social interaction has lost depth and personal touch. Our device dependent generation is increasingly opting out of the smell and feel of real life, in favor of a computer chip’s virtual world. The wholesome approach of Montessori is to traditional education what 7-grain bread is to a loaf of white flour. At least this is the opinion of parents who send their children to the 5000 Montessori schools in the United States.