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Montessori education is based on the
philosophy that our role as adults in
children’s lives is to help them be-
come independent. We create (and con-
stantly re-create according to ob-
served behavior) a structured and
controlled environment that makes
gradual independence possible. This
is implemented within a three year
age span that corresponds to the sen-
sitive periods of development in the
child’s psychology (birth to 3, 3 to 6,
6 to 9, and 9 to 12).
Therefore as we teach, modeling of
independence and learning occurs
among peers of varied ages. Providing
this independence in the learning
process is vital because true learning
is intrinsically motivated. This inter-
nal motivation to learn and develop is
guided by adults in the child’s life
who recognize and respect the child’s
growth towards independence during
the sensitive periods for learning cer-
tain things.
For example, Dr. Montessori empha-
sized in her book, The Absorbent
Mind that children between the ages
of three to six are working on a sense
of order and the processes for doing
things. This growth period is fostered
in the Montessori preschool and kin-
dergarten and NOT the first grade!
Sometime in the first grade, after the
age of six, this process orientation
switches to products and morals and
questions, never again to return to
that important sensitive period for
learning order.
We now know that this is because the
brain is rapidly laying down pathways
for logical thinking before the age of
six. If adults do things for children
that they can do for themselves, or
need to be learning to do for them-
selves at this vital age of growth to-
wards independence, the ability to
process information in the future will
be lessened.
I dream of a learning community that
is safe and supportive, where commu-
nication that is critical and promotes
Page 2
gossip or rumors does not exist, or is
extinguished quickly. Instead, mem-
bers look for ways to be part of the
solution.
In the three year grouping of the
Montessori classroom the older and
younger peers rally to support and
help each other. They learn the true
art of friendship during their three
year tenure together.
Montessori community is also about
respect. We talk about this word of-
ten with the children. When children
see others violating the idea, we talk
about respecting the disrespectful
also. Hence, Montessori is a philoso-
phy with the fundamental tenet that a
child learns best within a social envi-
ronment which supports each individ-
ual’s unique development, including
the teacher!
In an environment that is critical, or
competitive, teachers give up teaching
from their hearts and children give up
authentic learning, or develop inap-
propriate behaviors in a distorted
MPA Newsletter / February 2004
effort to find meaning.
The Montessori community is about
deliberate thinking about whom we
are and our impact as we grow and
learn together. Montessori empha-
sized observation of the child as the
key to understanding and assessing
needs.
She emphasized respect for nature and
the cultures in which we live. Most of
all, it is okay to make mistakes in the
learning process. The aim is to bal-
ance individual mastery with small
group collaboration within the whole
group community. Peer interaction
and exploration of learning is dy-
namic.
The Montessori Method of Education is
about both verbal and non-verbal
modes of learning, repetition and
practice, focus and concentration,
creativity and an environment that
fosters these self-directed learning
habits.
We know that as children become
peaceful within, learning and growth
“explodes”. The whole room, materi-
als, lessons and social climate must be
supportive of the learner. The teacher
works to build trust and provide re-
sources which enable students to try
new things and build self-confidence.
The teacher functions as designer of
the environment, resource person,
role model, demonstrator, record
keeper and careful observer of each
child’s behavior and growth. We con-
stantly observe and assess the stages
of learning moving towards mastery.
Extensive training and practice is re-
quired to thus become a facilitator of
learning.
It has been stated that the only true
Montessori teacher was Dr. Maria
Montessori herself. And those “old
timers” that knew and worked with
her have cautioned the Montessori
advocates of today to always remem-
ber that she “followed the child” first.
The Montessori Community by Kathy Beckstrom, Primary Teacher (grades 1-3)
THE
ESSENCE
OF
MONTESSORI
EDUCATION
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