Developing a positive attitude toward school – Most of the learning activities are individualized: i.e., each child engages in a learning task that particularly appeals to him…because he finds the activities geared to his needs and level of readiness. Consequently, he works at his own rate, repeating the task as often as he likes, thus experiencing a series of successful achievement. In this manner, he build a positive attitude toward learning itself.
Helping each child develop self confidence – In the Montessori school, tasks are designed so that each new step is built upon what the child has already mastered, thus removing the negative experience of frequent failure. A carefully planned series of successes builds upon inner confidence in the child assuring him that he can learn by himself. These confidence building activities likewise contribute to the child’s healthy emotional development.
Assisting each child in building a habit of concentration – Effective learning presupposes the ability to listen carefully and to attend to what is said or demonstrated. Through a series of absorbing experiences, the child forms habits of extended attention, thus increasing his ability to concentrate.
Fostering an abiding curiosity – In a rapidly changing society, we will all be students at some time in our lives. A deep, persistent and abiding curiosity is a prerequisite for creative learning. By providing the child with opportunities to discover qualities, dimensions, and relationships amidst a rich variety of stimulating learning situations, curiosity is developed and an essential element in creative learning has been established.
Developing habits of initiative and persistence – By surrounding the child with appealing materials and learning activities geared to his inner needs, he becomes accustomed to engaging in activities on his own. Gradually, this results in a habit of initiative – an essential quality in leadership. "Ground rules" call for completing a task once begun and gradually results in a habit of persistence and perseverance for replacing materials after the task is accomplished. This "completion expectation gradually results in a habit of persistence and perseverance.
Fostering inner security and sense of order in the child – Through a well ordered, enriched but simplified environment, the child’s need for order and security is intensely satisfied. This is noticed in the calming effect the environment has on the child. Since every item in the Montessori classroom has a place and the ground rules call for everything in its place, the child’s inner need for order is directly satisfied.
WHAT MAKES MONTESSORI EDUCATION UNIQUE
The whole child approach – The primary goal of a Montessori program is to help each child reach their full potential in all areas of life. Activities promote the development of social skills, emotional growth, and physical coordination as well as cognitive preparation for future intellectual academic endeavors. The holistic curriculum, under the direction of a specifically prepared teacher, allows the child to experience the joy of learning, the time to enjoy the process, and ensures the development of self esteem. It provides the experiences from which children create their knowledge.
The Prepared environment – In order for self directed learning to take place, the whole learning environment – classroom, materials, and social setting / atmosphere – must be supportive of the child. The teacher provides the necessary resources, including opportunities for children to function in a safe and positive environment. Together, the teacher and child form a relationship based on trust and respect that fosters self confidence and a willingness to try new things.
The Montessori materials – Dr. Montessori’s observations of the kinds of things which children enjoy, and go back to repeatedly, led her to design a number of multi-sensory, sequential, and self correcting materials to facilitate learning.
The teacher – Originally called a "directress", the Montessori teacher functions as a designer of the environment, resource person, role model, demonstrator, record-keeper and meticulous observer of each child’s behavior and growth. The teacher facilitates learning. Extensive training is required for a full Montessori credential, including a minimum of college degree and a year’s student teaching under supervision – is specialized for the age group with which a teacher will work, i.e. infant and toddler, pre-primary, or elementary level.
THE COMMUNITY OF CHILDREN
An essential part of the learning environment is the other children in it. The Montessori classroom provides ample opportunities for making friends, interacting with others, developing consideration for others, learning how to cooperate and fostering a sense of interdependence.
In the prepared environment, cooperation and a sense of community are stressed. individual differences are easily accepted and appreciated while each child is treated and taught as an individual. Children of different ages are together in the same group. This provides abundant opportunities for learning and helps to create a sense of family while everyone contributes and takes responsibility for the functioning and maintenance of the environment.
Because of the multi-aged group, the classroom has a heritage. The older children provide leadership, guidance, and act as models for the younger children. The older children also benefit by helping younger children, reinforcing previous skills, and knowledge and benefiting from the satisfaction of helping others. The mix of ages also provides opportunities for a variety of safe, lasting, and meaningful friendships.
The social life of the children is a vital aspect of the Montessori classroom and curriculum. Assisting the social skills, development, and abilities of children is vital to the implementation of an effective Montessori program. It is important that the complexities and ups I downs of relationships are supported and enhanced by adults sensitive to the needs and social development of children.