Montessori education

In this article we will examine Montessori education and its application in German day care centres. We will answer questions around the concept, its principles, advantages and disadvantages as well as the differences to other educational approaches.

Brief overview of the core principles of Montessori education:

The principle of self-correction

A central feature of Montessori education is the principle of self-correction. The Montessori materials are designed in such a way that the children can recognise and correct mistakes themselves without having to rely on the help of the educators. This promotes the children's independence, self-confidence and problem-solving skills.

The free rhythm of work

Montessori education places great emphasis on the children's free choice of activities and self-determined rhythm of work. They can decide for themselves what they want to work with, how long they work on one task and when they switch to another task. This promotes the children's own initiative, ability to concentrate and self-regulation.

The social development

In Montessori education, the social development of the children is also promoted. The children work in mixed-age groups, which allows them to learn from each other and develop social skills such as cooperation, empathy and conflict resolution. The educators place great emphasis on creating a respectful and supportive community where each child can develop their personality and skills.

Integration of movement and learning

Montessori education recognises the importance of movement for children's learning and development. The materials and activities are designed to encourage the children's physical activity and fine motor skills. The children have the opportunity to move freely around the room and participate in movement activities that support their motor development, balance and body awareness.

The holistic education

Montessori education views education as a holistic process that includes all aspects of child development - cognitive, emotional, social and physical. The activities and materials are designed to promote the different areas of the children's development at the same time and to give them a deep understanding of the connections between different subjects and experiences.

Individualisation of learning

Montessori education places great emphasis on the individual needs, interests and abilities of the children. The educators observe the children closely in order to recognise their individual learning paths and provide them with targeted support in their development. This enables the children to realise their full potential and to develop their talents and abilities in a natural way.

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Maria Montessori - doctor, mother, scientist

Maria Montessori was born in Italy in 1870 and died in Holland in 1952. Although forbidden for women at the time - but exceptionally allowed due to outstanding performance - she studied medicine in Rome. After completing her studies, she worked as a doctor, mainly with children. Montessori opened children's homes where she constantly developed her educational approach. Even during her lifetime, her educational paradigm was internationally known and appreciated. Finally, after her death, her son continued to run the children's houses.

A new form in pedagogy

Central to the Montessori approach is that each child is seen as a unique individual with its strengths and weaknesses, which should also be treated with respect by adults. The central element of the approach is observation. This means that the children's behaviour is observed and they react to the signals they send out. Therefore, in the context of the fin de siècle, it also calls for "new educators" and the "preparatory environment" to positively influence children's development. The pedagogical approach is about fully supporting the children - who, according to Montessori, have a natural drive to learn - in this learning process. This also means responding to the individuality of each child and, for example, accepting different learning rhythms among the children.

New teachers have the main task of preparing themselves in the pedagogical approach. This is because the child will reveal itself and show the new teacher what it wants. In Montessori education, teachers have to prepare themselves for this, because they have to react to the children's signals. The teachers are therefore only assistants who support the learning process of the child, but do not give any direct learning impulses to the children themselves. The aim is to provide assistance so that the children can acquire the environment from which they in turn learn. In the sense of Montessori education, the children are the educators for the adults. Through their natural urge to learn, children are able to learn from their environment. Montessori herself said that the children learn from her method and not vice versa.

What constitutes Montessori education?

The role of the educators

In Montessori education, the educators take on a different role than in more traditional educational approaches. They act as companions and observers of the children and support them when needed without dominating them. Their main tasks are:

• Observe: Educators closely observe the children to identify their individual interests, needs and abilities and provide appropriate learning opportunities.

• Present: They present the Montessori materials and activities to the children and show them how to work with them. It is important that the presentation is clear and precise and encourages the children to work independently with the materials.

• Support: The educators provide support and guidance to the children when needed, but also leave them enough space to make their own discoveries and experiences.

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The prepared environment

Montessori education places great emphasis on the design of the learning environment to support the children's natural learning process. A prepared environment is characterised by the following features:

• Order: The materials and furniture are clearly and logically arranged to offer the children orientation and security. The order makes it easier for the children to concentrate on their work and make decisions independently.

• Beauty and aesthetics: The Montessori environment is designed in an appealing and aesthetic way to sharpen the children's senses and to encourage their attention and motivation. Natural materials, harmonious colours and artistic elements are used.

• Accessibility: The materials and furniture are adapted to the needs and abilities of the children so that they are easily accessible and can be used independently. This promotes the children's independence and personal responsibility.

• Diversity: The Montessori environment offers the children a variety of learning opportunities that take into account different interests, abilities and stages of development. This enables the children to gain their own experiences and insights and to follow individual learning paths.

Montessori Materialien

Montessori education uses specially developed materials that promote the children's natural learning process and provide them with concrete experiences and insights. The materials are designed to engage the senses, encourage self-correction and build on each other. Some examples of Montessori materials are:

• Sensory materials: These materials help the children to train their senses and develop their perceptual skills. Examples are the Pink Tower, the Brown Staircase and the Cylinder Blocks.

• Mathematical materials: These materials support children in learning basic mathematical concepts such as counting, sorting, addition and subtraction. Examples include the number board, the golden bead material and the bars for the hundreds board.

• Language materials: These materials promote children's language development and help them learn reading, writing and communication skills. Examples are the sandpaper letters, the writing board and the reading board.

• Cultural materials: These materials teach children about geography, biology, history and other cultural topics. Examples are the globe, the puzzle material for the continents and the timeline of human history.

What is the difference between Montessori and the Waldorf approach?

Although both approaches are based on a holistic view of the child and the promotion of independence and creativity, there are some differences between Montessori and Waldorf education:

Foundation and philosophy

Montessori education was developed by Maria Montessori, while Waldorf education is based on the ideas of Rudolf Steiner. Montessori focuses on the self-development of the child through freedom and independent learning, while Waldorf education focuses on the development of body, soul and spirit.

Curricula and methods

Montessori education offers children a prepared environment in which they can pursue their own interests and make their own choices. Waldorf education has a more structured curriculum based on developmental stages and encourages children's artistic and craft development.

Role of the teachers

In Montessori education, the teachers act as guides and observers of the children, whereas in Waldorf education, the teachers take a stronger leadership role and build close relationships with the students, often teaching the same class over several years.

Montessori education is a unique and valuable approach that helps children develop their skills and talents naturally. By promoting independence, initiative and a holistic approach to education, Montessori education helps ensure that children are well prepared for the challenges of the 21st century.

Bibliography:

• Becker-Textor, Ingeborg (2000): Maria Montessori. In (eds.): Fthenakis, Wassilios and Textor, Martin: The Yearbook of Early Childhood Education and Research: Pedagogical Approaches in Kindergarten, pp. 29-40.

• Erler, Luis (2000): Cosmic Education - a Central Element of Montessori Education. In (eds.): Fthenakis, Wassilios and Textor, Martin: The Yearbook of Early Childhood Education and Research: Educational Approaches in Kindergarten, pp. 29-40.

• German Montessori Society (DMG):https://www.montessori-deutschland.de/

• Lillard, Angeline Stoll (2005). Montessori: The Science Behind the Genius. New York: Oxford University Press.