Benefits of a Montessori Environment in Child Development
...ith one characteristic of his environment and is oblivious to the rest. Therefore, it is during this time that a child can most easily master a particular learning skill. The sensitive periods are critical to the child's self-development. He unconsciously knows that the time to learn a specific skill is now. The child's intensity reflects his need for that particular acquisition in order to live. However, once the period passes without that particular skill being developed, he'll have to learn the skill with much more difficulty at a subsequent time and it will also have a disturbing effect on his psychic development. The role of the adult in this case has to be one of a provider and facilitator. Instead of providing Adult Substitution, the adult has to cater to this natural phenomenon by providing the right environment and opportunity to the child so that the child can self-construct himself, by molding and adapting himself to the environment. “This is a special period during which the child carries out the most difficult studies of his whole life. Only he must take for himself by his own special method. He cannot receive from us. We cannot be teachers but we can help children, and our work must be to render this tremendous work of exploration which he carries out, easier. We must try to prepare for him a suitable and favourable environment.” (Creative Development in the Child, pg 38). In order for maximum development to take place during a Sensitive Period, the child has Horme, which is an inner zest for life. It is this Horme, which provides the child with the vital inner energy to master that particular skill. It gives the child a push or makes him repeat an exercise until he is satisfied or has achieved perfection. For e.g. when a child is learning to walk, he is extremely enthusiastic about it and can keep walking for miles if allowed to do so at his own pace. The 6 Sensitive Periods are: 1. Sensitivity to Order 2. Sensitivity for small/minute objects 3. Sensitivity for walking/ co-ordination of movement 4. Learning through the five senses 5. Sensitivity for language 6. Sensitivity for social interest The Montessori Environment – A Prepared & Structured Environment According to Dr. Montessori, it is the child's work is to create the person he would become. Children are born with special mental powers, which aid in the work of their own construction. But they cannot accomplish the task of self-construction without purposeful movement, exploration, and discovery of their environment - both the things and people within it. They must be given the freedom to use their inborn powers to develop physically, intellectually, and spiritually. A Montessori classroom provides this freedom within the limits of an environment, which develops a sense of order and self-discipline. The Montessori learning environment is much different than the traditional environment. Instead of information passing from the teacher to the student, the teacher is skilled in putting the child in touch with the environment, and helping him learn to make intelligent choices and to carry out research in a prepared environment. The teacher then protects the student's concentration from interruption. This fosters a love of lifetime learning in the student. Dr. Montessori regarded the environment secondary to life itself. “It can modify in that it can help or hinder, but it can never create…The origins of the development both in the individual, lie within. The child then does not grow because he happens to be placed in a nourishing environment. He grows because the potential life within him develops, making itself visible.” (DMT 101, Chapter 6, pg 64). According to Dr. Montessori, the "Prepared Environment” is one, which already possesses a certain order and disposes the children to develop at their own speed, according to their own capacities in a noncompetitive atmosphere. If a child is free to learn, it is because he has acquired an "inner discipline" from his exposure to both physical and mental order. Keep in mind a triangle: the child, the parent or teacher, and the environment. The personality of the child is dependent on a balance between all the three aspects. The adult needs to perform a two-fold responsibility – that of being a keeper of the environment and also to prepare, and continue to prepare the environment, to link the child to it through well-thought-out introductions, through books and materials, projects, and lessons, which nurture the child's exploration and creativity. Children thus taught often surpass the level of education of their peers, they learn to find answers for themselves. Child Adult Environment The Montessori Classroom: In order for self-directed learning to take place, the entire learning environment - the child, special designed materials, and the social climate - must be supportive of the learner. The teacher provides resources, including opportunities for children to function in a safe and positive climate. The teacher thus gains the children’s trust, which enables them to explore and build self-confidence. This prepared environment is suited to the child's need for order and designed to encourage the child to explore and learn independently. All children develop at their own pace and according to their own capacities in a noncompetitive and loving atmosphere. The activities in a Montessori classroom are constructive. The children are always free to move around the room instead of staying at desks and there is no limit to how long a child can work on something he has chosen. The emphasis is on the children; they learn concentration, self-confidence, and self-reliance. The class is child directed, not teacher dominated. The Montessori Teacher/Directress: Dr. Montessori referred to the adult working with young children in the learning situation as a directress rather than a teacher. “The work of education is divided between the teacher and the environment.” (The Discovery of the Child, Chapter 11, pg 179) Role of the Directress: The role of the directress is to prepare the environment and specific materials for each child. The directress places the child in direct contact with the content of their experience, and she ensures all children have the opportunity to find achievement and satisfaction. The teacher is less of an "instructor" and more a guide and facilitator. The directress serves as a link between the children and the prepared environment, encouraging respect, curiosity, creativity and responsibility. The role of the teacher is that of an observer and guide whose ultimate goal is to intervene less and less as the child develops; knowing how to observe constructively and when, and how much to intervene is one of the most important talents the Montessori teacher should possess. "We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit." (Education for a New World, pg 69) “The teacher…must have a kind of faith that the child will reveal himself through work. She must free herself from all preconceived ideas concerning the levels at which the children may be.” (The Absorbent Mind, Chapter 27,pg 287) Qualities of the Directress: The directress needs to possess a few essential elements if she is to prepare the right environment for the child to learn and develop his personality. Ø The Montessori directress must be exceptionally well prepared and view herself as a learner along with the children she serves. Ø She must have a sound understanding of human development and a belief that Montessori is not only an educational method but also a way of life. Ø She needs the ability to reflect on her own observations of the children, to interpret their needs, and to individualize the curriculum to meet those needs. Ø She must have the ability to communicate with children in a free and open manner. Ø The directress should be trained to help the children emerge as they are, and to derive gratification as a teacher from providing and ensuring an environment rich enough and full of possibilities for children's development, rather than from the relationship the child might develop with the teacher. Ø The love of children must be coupled with true respect for them, if working with them is to free their inner potentialities. Aspects of the Montessori Environment There are 6 basic elements, which are part of the Montessori environment. They deal with the concepts of freedom, structure & order, reality & nature, atmosphere & beauty, the Montessori materials and the development of community life. 1. Freedom: This is a very important and integral part of a Montessori environment because it is only in an atmosphere of freedom that a child’s personality can completely be revealed to us. Freedom in the environment enables the teacher to be able to observe & assess the child. This freedom comes from allowing the child to move about freely in the classroom, which would create in him a sense of belonging and bring forth self-expression and the freedom to use the materials. The child’s psychic development must also be aided for him to achieve independence, will and discipline leading to his freedom. The children are free to explore the environment and interpersonal relationships in constructive ways, within limits. The underlying theme is respect; the adult respects the individuality of each child, the children learn that others have needs and rights, which they must respect. The children are free to explore only so long as their explorations do not include actions that hurt or disturb any other child. The children learn to respect the materials and use them carefully, they learn to respect and care for their environment and also develop into self-respecting individuals. The child receives freedom within limits, within a structured environment, which gives him an opportunity to make his own choices, determine their consequences, accept responsibility for his action, discover and develop his interests. Freedom in the Montessori environment leads to self-knowledge and self-discovery of the child. 2. Structure & Order: The structure and order in the Montessori environment helps the child to build his own inner order. If the outer order is precise and orderly, the child has positive interactions with his environment and is able to grow. The materials of the classroom are arranged according to the age and interest of the child, from simple to complicated. 3. Reality & Nature: The Montessori environment is based upon nature and reality so that the child can develop the sense of security and self discipline he needs in order to strike a balance between his outer and inner world. It is to this effect that all the materials in the Montessori classroom are not toys but real objects. The children are encouraged to care for nature through respect for plants and animals. 4. Beauty & Atmosphere: The atmosphere in the Montessori classroom is very simple and not ostentatious. All the materials are of good design and quality and attractively arranged. The classroom is a warm relaxing place, which encourages a positive and spontaneous response from the child to life. 5. Montessori Materials: The Montessori school environment is arranged according to subject area. Every material in a Montessori classroom has its own place and is kept in good condition. All materials are placed invitingly on open, child-sized shelves, and each child is free to choose to work with any previously introduced materials for as long as the activity holds his or her interest. Self-correcting materials allow each child to solve problems on his or her own, building independence, analytical thinking, concentration and self-discipline thereby preparing him for future learning. The materials are according to the age of the child and progress from simple to complex tasks. They start as concrete expressions and move on to abstract representations. 6. Development of Community Life: A harmonious environment is the outcome of a Montessori environment. The children develop a sense of ownership and responsibility towards the environment in the classroom as everything in it caters to their physical, intellectual, emotional and social needs. The freedom in the environment generates a natural interest in the others and the desire to help them grow. They empathize with the other children and are quick to help and comfort them. Montessori Curriculum The Montessori classroom is "prepared environment" designed to facilitate maximum independent learning and exploration by the child through activities that develop a child's skills in a wide range of life areas. The Montessori curriculum is divided into the following main areas: Practical Life: Practical life encourages development of skills for everyday living; the activities each of us perform on a regular basis to care for our environment, others and ourselves. The child is attracted to the practical life exercises because these activities allow him to function independently in the adult world. These exercises correspond to the child's sensitive period for refinement of movement and co-ordination as well as his growing sense of independence. They are meaningful, creative, filled with intricate movements and achievements that hold the child's attention. These tasks appeal to the child's will; lead to greater physical skill, perfection of movement as gross & fine motor skills are developed, and concentration. There are four distinct groups of practical life exercises: Care of Environment (cleaning, sweeping, gardening, ironing, polishing, ...