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The Montessori system – what it is, pros and cons, how it can be improved

In raising children, teachers are increasingly moving away from “universal” approaches with an emphasis on mass coverage, giving preference to directions focused on the personality of the child. The group of the latter includes the well-known Montessori system. This is a unique technique of its kind, developed and first applied over a hundred years ago. It is still practiced by many kindergartens and even some schools. Direction techniques are acceptable for use at home. If you follow the rules, you can count on a number of persistent positive effects, but first you need to familiarize yourself with the specifics of the program and evaluate its disadvantages.

What is the “Montessori system” and a little about the author

The author of the direction is the Italian doctor and teacher Maria Montessori. One became one of the first women in Italy to receive a higher medical education. While practicing as a medical assistant in a psychiatric hospital, she faced the loneliness of mentally retarded children who were ignored by everyone. Minimal attention from Maria, who brought the kids simple items for games, was enough to increase their intelligence.

Based on her observations, the young doctor developed her own system of working with young patients, aimed at their education. The results exceeded all expectations – mentally retarded children were able to pass exams and even outperformed their “normal” peers in reading, writing and counting. Such unexpected results pointed to the fact that the standard education program in the country is at a low level. Over time, the Montessori development system was transformed by its author into a teaching method for ordinary children.

Maria Montessori

The principle of direction was described by Maria in simple words: “Help me do it myself.” In her work, she was based on the fact that all children are capable of learning and they have a desire to develop and acquire knowledge. Adults should only create for the little ones such an environment in which the innate qualities of a person will receive the necessary stimulus. This is achieved by providing special conditions in which the children will be able to decide for themselves what, how and how much to do. The role of the teacher is to provide assistance to the student if necessary.

Sensitive periods and their characteristics

The Montessori system is a complete and thoughtful approach to working with children. Particular attention is paid to the fact that each child, as they grow up, goes through certain stages – sensitive periods. These are the periods of time in which children easily and naturally learn certain things and accept specific knowledge.

Sensitive skills according to the Montessori system:

• from 0 to 3 years – perception of order – this is the period that is considered optimal for accustoming a child to maintaining cleanliness. The work is not limited to cleaning up toys after oneself, it includes the elimination of any manifestations of the baby’s activity. He can wipe up drinks spilled on the table, sweep sand from shoes, take part in general cleaning and even wash dishes;
• from 1 to 4 years – the development of movements and actions – the optimal time for children’s activity in various forms. Being engaged in playgrounds, riding slides, climbing stairs, kids improve their coordination, strengthen muscles, providing them with a uniform load;
• from 0 to 5.5 years – sensory development – at this time, children actively learn about the world around them, absorbing its smells, distinguishing sounds, experiencing tactile sensations. This contributes to the formation of perception, the child’s ideas about colors, sizes, shapes, the ratio of objects. The more experience the baby gets, the more knowledge he will have;
• from 1.5 to 5.5 years – the perception of small objects – the period optimal for working on fine motor skills of children. For this, even the most ordinary items that are always at hand are ideal: buttons, shoelaces, cereals, legumes, pebbles, shells, chestnuts, acorns;
• 0 to 6 years – speech development – Maria Montessori argued that there is no reason to panic if children do not speak in a year, two or three. Speech can be formed up to six years. The main thing is that the child’s life should be full and active, full of beautiful cards, books, accessible items. An important role is played by the presence of an adult who acts as an example for the baby in everything;
• 2.5 to 6 years old – development of social skills – there is no point in reminding the child to say hello, say “thank you” or “please”, be polite. It is enough to show him the rules of behavior in society by your own example.

One of the basic concepts of Montessori is freedom of choice, which is interpreted as a creative principle that generates individuality.

Maria Montessori believed that trying to teach a child a skill at an age outside the sensitive period would cause serious problems. The kid will either experience difficulties, or will not show interest in information at all. In any case, this will lead to a low degree of skill development, poor consolidation of knowledge.

Creating a developing environment for the child

First of all, a Montessori kindergarten or school is a unique environment for children. It is not difficult to create them, the project can be implemented even at home. In this case, it is enough to let the child understand that he is a full participant in the everyday life of the family. He should know that he can help with cleaning, cooking, caring for plants or animals, repairs. You should not buy him a lot of children’s analogues of “adult” things. It is better to choose real products of the right size for ease of handling.

The Montessori classroom is equipped in accordance with the following principles:

• one spacious room is divided into several thematic zones. They are devoted to natural science, mathematics, practical life, language, sensorics;
• materials, objects, toys are laid out so that any pupil, if desired, can take them on their own, and then put them away;
• all games, objects, materials, products for learning and development are laid out in one copy. There are few participants in Montessori groups, but several people may need the same thing. The lack of additional copies will force the children to agree on the order of use of the item. It also allows the guys to work independently, and not in parallel with someone else, comparing the results;
• each child should have their own personal space in the form of a rug or a table where they can do their own thing. Violating the boundaries of this zone without the permission of the baby is prohibited;
• a set of subjects should not be presented with complex teaching materials. Preference is given to natural objects or products from natural raw materials. According to Maria Montessori, it is better for children to contact with objects that have a natural texture and understandable properties.

In Montessori classrooms, the presence of children of different ages is practiced. This allows children to build relationships within the group. Toddlers will primarily turn to older children for help, and not to the teacher. “Seniors” will be able to realize their importance and the value of caring for their loved ones.

Specificity of Montessori development

The main feature of the approach is that Montessori teaching children allows kids to live in the real world and not play in it. They use ordinary objects in everyday life, and not their toy counterparts, from an early age they are faced with the need to perform “adult” tasks (cleaning, cooking, repairs, etc.). Children in such an environment quickly get used to the fact that they must be responsible for their own actions and correct their own mistakes.

Sensory

Montessori pays special attention to this moment. Working with special sensory materials stimulates brain activity, laying the foundation for the development of mathematical abilities. As a result of classes, children begin to think more accurately and logically, due to which there is a painless transition to mathematical terms. The work is based on providing the baby with access to the maximum number of different materials. By touching objects with different properties and characteristics, children develop vision, hearing, smell, taste, perception of shape, weight and texture. Additionally, muscle memory is stimulated.

Mathematics

The Montessori education system does not require targeted study of mathematical operations. Everything happens naturally due to the environment, which is specially saturated with mathematics. The zone of manuals and materials reserved for this area contains objects through which children learn the principles of addition, subtraction, division, multiplication, ordinal counting. In some cases, he turns to educators, in others he acts intuitively, which in the complex turns out to be enough.

Language

Every day, staying in a Montessori-style environment, children expand their vocabulary, learn letters, correct spelling and reading of words. They do not just work with cubes or flip through the alphabet, but draw symbols on semolina or other cereal, sculpt letters on their own, use different versions of the movable alphabet. Simultaneous stimulation of several areas of the brain when learning a language contributes to the development of writing, speech, pushes the growth of the level of intelligence.

Cosmic

This area of ​​education is designed to form a child’s holistic perception of the world. A Montessori teacher, having secured special materials, explains complex things to children in the simplest words. Toddlers naturally get acquainted with natural processes, study geography, history, flora and fauna, even the human structure. Information is presented in such a way that students immediately begin to perceive themselves not as an outside observer, but as an integral part of the cosmos.

The Montessori method encourages free upbringing of the child and allows for early education of even the smallest crumbs up to the age of one.

The benefits of Montessori education for children

The main positive aspect that characterizes Montessori classes is the preparation of the child for real life. Unlike other groups where children are placed in artificial conditions, here everything happens “for real”. Montessori classes help kids develop skills that would otherwise develop much later. Such an early development of different skills in pupils leads to the fact that in the future the skills turn into useful habits. Studies have shown that such children are more responsible, independent, respectful towards others, organized, proactive and inquisitive.

Where is Montessori taught?

The Montessori system can be used in kindergartens and schools, and usually these are private institutions, not municipal institutions. The latter from time to time open separate profile groups, meeting the wishes of their parents. True, most often, even in such cases, not full-fledged conditions are created in accordance with the requirements of the program, but only some elements are introduced. This is due to the fact that in real kindergartens and Montessori schools, the assimilation of the material by the children is assessed at a qualitative level, and not with the help of grades.

Modern followers of Maria Montessori argue that it is permissible to connect children older than two years to the system. The learning space can be organized right at home. For a quality organization of the process, it is better to enlist methodological recommendations or listen to a basic professional course.

The role of the teacher in the learning process

Many mistakenly believe that the Montessori teacher is an unnecessary link in the educational process offered by the system, and its functions are limited to monitoring the safety of children. In fact, a lot depends on the educator, so any adult cannot act as him, special education is needed. Montessori teacher shows children how to use manuals and materials, explains the essence of the exercises. He sets an example with his actions throughout the day, reading, needlework, cooking, cleaning. If the teacher just sits, the kids will also stop working after a while.

An adult must learn to “read” the interests of children. If he notices that the baby has awakened interest in counting, he must unobtrusively create a mathematical environment around him, teach him to use the necessary materials. The responsibilities of the educator include directing the energy of children in the right direction, and not performing some actions for them. It is often difficult for an adult to restrain himself, seeing that a child cannot cope with something. It is easier for him to finish the work on his own, and not to organize the process so that the baby himself completes everything.

Pluses and minuses of the system

When planning the introduction of a developmental program into a child’s life, it is necessary to evaluate its strengths and weaknesses. The direction is not suitable for all children, it may not coincide with the expectations of parents. In particular, it is necessary to initially decide on plans for the future. When Montessori Kindergarten is followed by a school with strict discipline, problems can arise. If distance learning is planned, the likelihood of obtaining optimal results is high.

Advantages of the destination

The Montessori School is a peaceful place where children are interested in studying in a relaxing and calm atmosphere. There is no assessment system used here, each child can develop according to an individual plan, no requirements are made to him, he is not driven. Pupils are not trying to be brought under one standard, so they do not feel pressure and do not compete. Kids can do what they are interested in, but at the same time they develop comprehensively and even after moving to a regular school they do not fall into the category of lagging behind. The guys do not just learn, they learn real life in practice, acquiring skills that will be useful to them in the future.

Disadvantages of the direction

The main disadvantages of the Montessori system are difficulties with the subsequent transition to strict discipline, a low level of socialization. Children in groups are left on their own, after that they get to school, where they have to sit in one place for 45 minutes and do the same as the rest, becomes a source of stress. After such developmental preparation, the child is more comfortable learning remotely. He can already plan his schedule, understands the level of responsibility, shows interest in learning, so he will be great at studying according to an individual scheme.

Problems with socialization arise due to the individual orientation of activities, the lack of such a thing as traditional games in groups. Children in them know how to communicate and negotiate, but practically do not spend time together, literally do not know how to “be friends”. This moment can be smoothed out if the child is provided with an active social life outside the kindergarten.

Montessori classes are held according to an individually designed plan for each student in a specially created environment.

When is it better not to use the system?

The listed minuses of Montessori become aggravated in the case of closed children. If the baby is already constrained, then due to the lack of active communication, he can become even more closed. Such an educational form is not suitable for overly active preschoolers. They are not so interested in studying on their own, they require attention, become a source of constant noise, and distract other pupils. Do not use the system for parents who are not ready to support its introduction at home. If in the kindergarten the child will do everything on his own, and at home he will be strongly patronized, then the baby will develop an internal conflict, which threatens with unpredictable consequences.

Learn to learn! Montessori school for the independence of the child

There is an opinion that a comprehensive school prepares children for … the day before yesterday! Parents, family, based on current realities – to today. And who prepares children for tomorrow? And in a situation of such a changing world, how can one prepare for what will happen?
These questions do not just have answers, but there is already a world-proven method of Maria Montessori. This technique is capable of raising a child who himself will be able to navigate the realities of the current moment and remain effective in a situation of a changeable world. How is this possible? We are talking about this with Elena DEMENTIEVA, head of the Wings Family Education Support Center.

Elena Viktorovna, how is it possible to prepare a child for tomorrow in a situation where information in textbooks becomes outdated
by the time they go out of print?

The traditional school emphasizes subject skills. It is important to acquire certain knowledge in specific subjects, to acquire the necessary skills. From the point of view of the approach of the Maria Montessori method, which is especially relevant in the age of constantly updated information, universal skills are important for a person to stay afloat. For example: self-organization, initiative, critical thinking, adaptability and flexibility, evaluation and analysis of information, work with cause-and-effect relationships. And in order to be successful at the same time, you should pay attention to the development of subjective skills: the ability to build and implement your intentions, choose and make decisions, turn a problem into a task and look for ways to solve it, as well as show strong-willed efforts and bring your actions to a result.

We understand that the mission of a teacher is to teach a child to learn independently. This is exactly the skill that will be useful throughout life.

Maria Montessori is an Italian doctor and teacher, founder of a unique pedagogical system based on personal development. The system is based on the principle “Help me do it myself”. By following the natural interests of the child, creating a “prepared developmental environment” for him, you can achieve good results in learning, cultivate independence, and support the research interest of a growing person.
Today, the Maria Montessori method is used in many public and private schools around the world. There is also the International Montessori Association.

But how to do it? How to teach self-study?

First of all, following the interest of the child and creating a favorable developmental environment. Yes, we teach to read and write, but not for “assessment”. We go the other way: we create conditions so that it would be interesting to read not for parents and teachers, but for oneself.

Montessori school has no lessons, calls, no textbooks in the usual sense of the word. Children are engaged from 9 am to 3 pm. They themselves choose a school subject, determine the duration of the lesson. Do you want to learn more about trees? Wonderful! We create an individual learning itinerary for the child. We follow his interest, and at the same time we master geography, cartography, mathematics, rhetoric … After all, one of the tasks, for example, is to find out how many trees are in a particular area, how can this be calculated? We find out. As a result, the child prepares his own research, the results of which he presents to other children.

Our “textbooks” are didactic materials that meet federal state standards. Through interaction with such materials, the child comes to his own discoveries! For example, the “Golden Bank” is a material in which 10 gold beads on one rod is one dozen. Ten rods with beads is a square in which there are 100 beads, and one hundred rods are assembled into a cube of 1000 beads. And when a child, who is dominated by figurative rather than abstract thinking, while solving problems, can touch these ten, several dozen, etc., this knowledge will remain with him for life. According to such a program, it is possible to study shares, fractions not in the fifth grade, but at preschool age. We work in the same way, for example, with a material that consists of several red circles. One whole, the rest divided into parts up to 1/10. The child takes the shares, stacks them on top of each other and clearly sees what is larger, for example, 1/2 or 1/5.

The teacher’s task with this approach is to become a guide to the fascinating world of knowledge and discoveries. At the same time, in addition to the topic that interests him, the child’s individual itinerary contains a mandatory minimum: how many hours a week should be devoted to the Russian language, mathematics, and the world around him. The child is free to choose the time and days of compulsory classes, independently prioritize.

Once a very significant story happened in our school. The teachers were preparing an outdoor lesson in the arboretum on the topic “birds”. They gathered with the children to listen, examine, draw birds. But once in the arboretum, they unexpectedly found a huge number of snails that interested the children. The teachers got their bearings on the spot and restructured their lesson so that the children could get to know the shellfish better. The guys began to worry that passers-by could trample the snails, built signs and warning signs. And upon returning to school for another month, they conducted their research and prepared reports on this topic.

How is the Maria Montessori method different?

• Students choose their own activities from the available options.
• Move freely around the classroom.
• Author’s didactic materials are used instead of textbooks.
• “Learning through discovery”: students learn new concepts through working with the material, not from the teacher’s explanations.
• Mixed-age groups: students can be in the same class, for example, from 6 to 9years or from 9 to 12.

The Montessori method is really exciting …
But what about the evaluation of children?

Naturally, there are government standards that we meet. Children are tested annually. It is carried out by an attestation commission from a general education school, with which relevant agreements have been concluded. The knowledge of our children complies with the standards adopted in the Russian Federation, and we confirm this every year.

What age children attend your centre?

Our school has a multi-age environment. Children from the age of 6, as well as first-graders and second-graders, work in the same group and belong to the first stage of the school. The second stage unites children 9-12 years old, that is, the third and subsequent classes.

How does the Montessori system relate to the teacher-parent relationship?

In our school we accept not just a child, but a family. Interviews with both parents are required upon admission. It is very important that the values ​​and views of the Montessori school are shared and applied in the family. Then the child develops easily, there are no contradictions in the transition from home to school.

We always ask parents: why did you choose a Montessori school? It is joyful to realize when at this stage our views really coincide.