MARA MONTESSORI

A young Italian woman

developed theories about

childhood education that have had widespread influence on teaching methods around the world.

The women
In order to understand the study, its important to have a feel for who Maria Montessori was:

Maria Montessori was born in the province of

Anacona, Italy in 1870. She graduated from the Faculty of Medicine at the University of Rome in 1896, becoming the 1st female physician in Italy.

She became a professor of anthropology at the

University of Rome in 1904.

She left the university and her medical practice in 1906, to open on Jan 6th 1907 the Casa dei Bambini, or Childrens House, in the San Lorenzo district of Rome, where she developed the methods of education for which she would become universal.

Maria Montessori died in Holland in 1952.

History of Montessori method

Educational method developed over 100 years ago by Maria Montessori.

Focuses on the development of the whole child.

Teaches children to become problem solvers and

critical thinkers.
Has been the educational beginning of many

successful people.

Montessori method
Maria Montessori implemented a unique method of child education in the Casa dei Bambini, in which the

children, quite simply, educate themselves.

This is made possible by providing an environment that promotes mastery of necessary skills and stimulates the childs natural interests of the various SENSITIVE PERIODS

Sensitive period
A window of development; the child is naturally
predisposed toward activities in the sensitive period and seeks mastery in that area (sensitive periods for walking and language acquisition). The activities of the child within these sensitive periods, then are known as SPONTANEOUS ACTIVITIES.

SPONTANEOUS ACTIVITY : the freely chosen

activity of the child; this is the activity that is not structured or directed by the teacher; the student engages in the activity of his/her own accord; spontaneous activity does not include disordered activity.

Crucial to this educative process is the ROLE OF THE

TEACHER

Role of the teacher

Not a director, as in traditional classrooms; rather,

provides an environment in which the students can

direct themselves; is an active observer, closely

monitoring the students progress so as to be able to

provide them with those materials best able to meet their needs at a given time.

Principles
Children learn most effectively when material is developmentally appropriate Each childs development is different The child must be an active participant in the educational process Children should learn critical thinking skills, not just memorized facts.

Montessori Method characteristics

Multi-age classrooms.

Unique, didactic materials.

Self-chosen activities. Self-pacing. A virtual absence of homework, grades, and standardized tests.

Key goals of a Montessori education

To foster competent, responsible, adaptive citizens
who are lifelong learners and problem solvers. To promote learning in an inquiring, cooperative, nurturing atmosphere through self- and teacherinitiated experiences.

To support learning through the senses, by manipulating materials and interacting with others, leading to the abstract understanding of ideas. To consider the individual as a whole: physical, emotional, social, aesthetic, spiritual, and cognitive needs are inseparable. To respect oneself, others, the environment, and all life.

The Prepared Environment

Maria believed that the environment should be
designed to facilitate independent learning and exploration of the child. The prepared environment is a calm, ordered, aesthetically pleasing space designed to meet the childs needs and interests.

The prepared environment consists of a wide variety of multi- sensory learning materials,

organized by different curriculum areas: Sensorial,

Practical Life, Language, Math, Cultural & Science. Materials are organized in a sequence that begins with the simplest, most concrete representation of the subject matter, making a gradual progression to the abstract.

Conclusion
Montessori practice is always up-to-date
and dynamic because observation and

the meeting of needs are continual and

specific for each child.

When physical, mental, spiritual, and

emotional needs are met children glow

with excitement and a drive to play and

work with enthusiasm, to learn, and to create. They exhibit a desire to teach, help, and care for others and for their environment.

Thank you for your attention