1907: The Founding Years. At the beginning of the 20th century, Dr.

Maria Montessori, Italy's first female doctor,

opened the Casa dei Bambini (Children's House) to provide education to low-income children in Rome.

Montessori was profoundly influenced by Fredrich Froebel, the inventor of kindergarten, and by Johann Heinrich
Pestalozzi, who believed children learned through activity.
She also drew inspiration from Itard, (ytard) Seguin (see-geen) and Rousseau (roo·sow)

Johann Heinrich Pestalozzi - Swiss educational reformer, who advocated education of the
poor and emphasized teaching methods designed to strengthen the student’s own abilities.

What is the Montessori curriculum?

• It is a scientific observation about how children learn as they progress from birth to adulthood.
• Essential to the Montessori Method, is the Montessori Curriculum, which is a child-centred learning framework
that incorporates holistic learning outcomes tailored to each individual child’s developmental needs and
interests.

The Montessori Curriculum covers five key learning areas:

• Practical Life, Sensorial, Mathematics, Language and Culture.
• In addition to these key learning areas, Montessori Academy also cover the Australian Government’s Early
Years Learning Framework, Health and Wellbeing, Science, Geography, School Readiness, and the Arts. In this
way, Montessori Academy delivers a holistic education program that is tailored to the unique developmental
needs and interests of each individual child.

1. Practical Life- “The exercises of practical life are formative activities, a work of adaptation to the environment.
Such adaptation to the environment and efficient functioning therein is the very essence of a useful education.”
– Maria Montessori

- activities help children learn how to care for themselves and their environment. These activities help the
child to become more independent, leading to greater self-confidence, and the ability to face new challenges.
-The purpose of these activities is to enhance co-ordination, concentration, independence, and indirectly
prepare children for writing and reading.

Dr. Montessori’s aims in designing this area of the environment were to support a child’s independence, order,
control and concentration. What does this mean for your child?

Practical life includes life skills to help develop independence, coordination, concentration, self-control, self-awareness,
confidence and include:

 Care of Self (food preparation, dressing, washing),

 Care of Environment (cleaning, gardening, care of pets, environmentalism),
 Grace and Courtesy (greetings, manners, social interactions),
 Control of Movement (refining movements, walking the line, moving quietly).

2. Sensorial-
“The child must possess within himself, from birth, a capacity – only a potential at first – of abstracting or
taking off from particular things their essential qualities. If you watch carefully any small child, of one to two
years old, you will see that he is not only interested in objects as a whole, but also in their qualities, such as
roughness, smoothness, hardness, softness, color, taste, texture, weight, pliability, and so on.” – Maria
Montessori
-Sensorial materials were designed by Doctor Maria Montessori to help children
express and classify their sensory experiences.
 -The purpose of sensorial activities is to aid in the development of the intellectual senses of the child, which
develops the ability to observe and compare with precision to form judgments, to reason and to decide.”

Sensorial activities allows the child to refine each of their senses:

 Sight (visual),
 Touch (tactile), (taktil)
 Smell (olfactory),
 Taste (gustatory) ˈ(ɡəs-təˌtôrē/
 Sound (auditory)
 Stereognostic (kinaesthetic).

Refines fine motor skills, visual and auditory senses and develops coordination and the ability to order and classify

3. Mathematics –
“This system in which a child is constantly moving objects with his hands and actively exercising his senses, also
takes into account a child’s special aptitude for mathematics. When they leave the material, the children very
easily reach the point where they wish to write out the operation. They thus carry out an abstract mental
operation and acquire a kind of natural and spontaneous inclination for mental calculations.” – Maria
Montessori

Mathematical concepts are introduced to the child using concrete sensorial

materials.
-Initial explorations with sensorial materials encourage children to understand basic maths concepts such as
learning number recognition, counting and sequencing of numbers.

It is developed with the use of concrete learning materials. The sensorial area is the preparation for mathematics. Hands-on
materials are used such as number rods, sandpaper numbers, number boards, spindle box, number tiles, beads, and games.
Each exercise builds upon another and the child gradually moves to from concrete to abstract areas such as place value,
addition, subtraction, multiplication, and fractions.

4. Language- “What the child achieves between three and six does not depend upon doctrine but on
a divine directive which guides his spirit to construction.” – Maria Montessori

-Through language-based activities, such as the sandpaper letters and the moveable alphabet, children learn
phonetic sounds and how to compose words phonetically.
-They progress using concrete materials to compose their own written work, read the work of others, and
learn to communicate their unique thoughts and feelings.

Children learn letter sounds (phonics), letter identification and formation, how to combine sounds to make
words, how to build simple sentences, and how to properly hold a pencil. Oral language skills are developed
through daily social interactions, group time experiences, and lessons in grace and courtesy.

-In order for this to occur in the language area, an environment is needed to encourage expressions and the use
of words. The child needs to have time to experience these needs through a language building environment.

5. Culture - Cultural activities lead the child to experience music, stories, artwork and items from the child’s
community, society and cultural background. The areas of geography, science, zoology and botany are all
included in this area.
-A range of globes, puzzle maps and folders containing pictures from different countries all help to give the child
an insight into different cultures.
-The culture area encourages children to develop their capacity for creation, and develop fine motor skills.
Whilst learning to freely express themselves. Through cultural activities, children develop an awareness and
appreciation of the world around them.
What is Montessori Education?
Montessori is a method of education that is personalized to each child’s learning style, stage of development,
and interests. Children develop complete academic and wellbeing foundations through hands-on experience,
real-world application, and problem-solving using the Montessori Method of education.

Montessori is a method of education that is based on self-directed activity, hands-on learning and
collaborative play. In Montessori classrooms children make creative choices in their learning, while
the classroom and the highly trained teacher offer age-appropriate activities to guide the process.

Dr. Montessori saw the absorbent mind in two phases.

 From birth to age 3,
 the young child unconsciously acquires his/her basic abilities. The child's work during this period is to become
independent from the adult for his/her basic human functions.
 The child learns to speak, to walk, to gain control of his/her hands and to master bodily functions.
 By about age 3,
 the child moves into the next phase, which Dr. Montessori called the period of conscious work or the conscious
absorbent mind.
 During this period, the child's mathematical mind compels him/her to perfect in that which is now there. The
child’s fundamental task during this phase is freedom; freedom to move purposefully, freedom to choose and
freedom to concentrate.
 His/her mantra is "Let Me Do It Myself!"

Principles of Montessori education

• Montessori discovered that children avidly absorb information from their surroundings, and that if these
surroundings provide opportunities for learning, that children would readily teach themselves.
• Over more than 50 years, Montessori perfected the teaching principles, key learnings, and educational
materials that provided children with the optimal learning environment.

 The room has a prepared environment in which children can follow their natural tendency to work.
 It will embody the characteristics of beauty, simplicity, order, accessibility and reality. Children will have many
enticing materials that are designed to help them explore their world and develop their skills.

 They are based on respect for children’s learning process. The principles of Montessori are just as much about
understanding how children learn, as they are about defining how Montessori is different to traditional
education.

Montessori method of teaching is structured, systematic, and child-centered. It gives pupils

an opportunity to learn at their own pace. The Montessori method of teaching is based on
the following principles.

10 Principles of Montessori Education

1. Respect for the Child
• The unique developmental needs and interests of each child are respected. Children are not compared based
on merit, they are valued for their individuality. Montessori education embraces multiple styles and pathways
to learning, and understands that each child’s early learning journey is different.
  Much of the Montessori philosophy stems from a deep respect for children. This involves respecting the
uniqueness of every child, their freedom to choose, to move, to correct their own mistakes, and to work at their
own pace. Montessori educators work and interact with children from a place of genuine respect.

 It is important to be considerate of every child’s uniqueness and individual needs. The teacher should act as a
guide and provide children with an appropriate environment and materials to unfold their inner potentialities.
The teacher should be respectful towards the children during the education process.

2. The Absorbent Mind

• The first six years of life are crucial in a child’s development as they establish an understanding of themselves
and their world.
• The Montessori environment supports children in this task by providing them with learning experiences that
promote their sense of belonging, confidence, independence and agency.

Dr. Montessori saw the absorbent mind in two phases.

 From birth to age 3,
 the young child unconsciously acquires his/her basic abilities. The child's work during this period is to become
independent from the adult for his/her basic human functions.
 The child learns to speak, to walk, to gain control of his/her hands and to master bodily functions.
 By about age 3,
 the child moves into the next phase, which Dr. Montessori called the period of conscious work or the conscious
absorbent mind.
 During this period, the child's mathematical mind compels him/her to perfect in that which is now there. The
child’s fundamental task during this phase is freedom; freedom to move purposefully, freedom to choose and
freedom to concentrate.
 His/her mantra is "Let Me Do It Myself!"

3. Sensitive Periods
 Children pass through specific stages in their development when they are most able to learn specific skills.
 The Montessori learning environment supports these periods by proving children with hands-on learning
experiences that encourage repetition and problem solving to maximise learning during these windows of
opportunity.

 Doctor Maria Montessori observed that children pass through specific stages in their development when they
are most capable of learning specific knowledge areas and skills. Characteristics of sensitive periods include:
intense focus, repetition, commitment to a task, and greatly extended periods of concentration.
 In these stages of development, the child can show signs of intense concentration, commitment, focus, and
repetition. The child becomes more susceptible to learn specific skills and information during the specific stages
of development.
 The children will continue to develop their skills, repeating an activity until it satisfies an ‘inner goal’.

4. Educating the Whole Child

 Montessori education is focused on nurturing each child’s potential by providing learning experiences that
support their intellectual, physical, emotional and social development. In addition to language and
mathematics, the Montessori Curriculum also covers practical life, sensorial, and culture. All aspects of
children’s development and learning are intertwined and viewed as equally important.

5. Individualized Learning
  Montessori learning programs are personalized to each child based on their unique stage of development,
interests, and needs. Lessons with the Montessori materials are presented one-on-one based on each child’s
academic progress. Teachers track each child’s progress and support them as they progress through the
curriculum.
 Every child has different skill sets and unique ways to exhibit their inner potentialities. Montessori schools
understand this and provide individualized learning activities and curriculum for children to learn at their own
pace.

 She believed that every child is peculiar and unique.

• Every child progress at his own speed and rate.
• So each child should be treated as a separate individual.
• Collective method of teaching crush the individuality of the child.

6. Freedom of Movement and Choice

 Doctor Maria Montessori observed that children learn best when they are free to move, free to choose their
own work, and follow their interests. In a Montessori classroom, children are free to move around the
prepared environment, work where they feel they will learn best, and discover learning outcomes through
hands-on experience. Montessori learning is largely active, individually paced, often self-correcting, and
tailored to the needs and interests of each individual child.
 Dr. Maria Montessori advised that adults should never do for a child what they are capable of doing for
themselves. Montessori provides the environment, the materials, and the guidance to allow children to learn to
do and think for themselves.
 The children will be given freedom to work and move around within suitable guidelines that enable them to
act as part of a social group.

• There should be no interference or hindrance in the child’s growth and development.

• Restraints will stifle the innate powers of the child.
• The school should provide free & natural manifestation of the child.

7. Prepared Environment
• The Montessori classroom is also known as the prepared environment. This is a carefully prepared learning
space where everything has a purpose and a place. There is a distinct sense of order which assists children in
developing logical thought processes. The fundamental idea is “order in environment and mind.”
• Within this space, children are free to follow their interests, choose their work, and progress at their own pace.
• This means that they are designed with everything the children need to explore and learn independently.
They are filled with low shelves and beautiful materials to entice children to want to learn and work.
• Montessori teachers observe the children and decide what work to place on the shelves to meet the children's
interests and needs at the time.
• Montessori classrooms are also far more minimalist than traditional classrooms, particularly for young
children. They are full of muted colors and natural light to foster concentration. Everything in the classroom
has a specific spot on a shelf where it belongs and the work is carefully organized to help children develop a
sense of order.

8. Intrinsic Motivation
 The Montessori approach takes the view that learning is it’s own reward. In the Montessori classroom there’s
aren’t any gold stars to reward children’s learning. Instead, children derive a sense of accomplishment from
completing an activity and learning to do it for themselves.

9. Independence
• Montessori is an education for independence. It provides children with the environment, materials, and
guidance to learn to do and think for themselves. It views children as born learners who are capable and willing
to teach themselves when provided with the right stimulus. The ultimate goal of Montessori education is
independence
10. Auto-Education
• One of the core principles of the Montessori Method is the concept of auto-education. It’s based on the belief
that children are capable and willing to teach themselves if they are provided with interesting learning
stimulus. Montessori materials were developed to meet this need and empower children with the ability to
direct their own education. Montessori educators provide the prepared environment, guidance, and the
encouragement for children to educate themselves.

Montessori Classrooms
• Montessori classrooms are beautifully crafted environments that are designed to meet the needs of children in a
specific age range.
• The role of the Montessori teacher within this environment is to observe and guide each student on their unique
development journey.
• The focus is on children learning and leading, not on teachers teaching. In addition, the Montessori teacher
presents the Montessori activities to the children. As a result, children learn by watching the presentations, and
then completing the activities on their own.

Montessori Materials
• The Montessori materials match children’s interests with the five Montessori curriculum areas.
• Through interest-based experiences, children learn to develop key knowledge areas and skills that assist with
their social, cognitive, physical and emotional development.
• In effect, the Montessori materials teach children how to problem solve, work together, correct their own work.

Principles of Montessori education

• Montessori discovered that children avidly absorb information from their surroundings, and that if these
surroundings provide opportunities for learning, that children would readily teach themselves.
• Over more than 50 years, Montessori perfected the teaching principles, key leanings, and educational materials
that provided children with the optimal learning environment.

CONCLUSION
 Every child should have an opportunity to become independent. The Montessori method of teaching gives
children an opportunity to learn, explore, and experience at their own pace.
 The Montessori method of education is a pedagogical tool that provides the child with the proper environment,
curriculum, activities, and materials to thrive.
 Not only do these principles lay down the foundations of the Montessori Method of Teaching that helps build
children’s inner potentialities. These Principles also provide them with appropriate opportunities to become
contributing members of the home environment, school environment, and society.