Montessori Philosophy Seeks To Inspire Children Toward Autonomy

By Larissa Lytwyn 

Imagine a 5- or 6-year-old child eating lunch from the cool, hard surface of a glass, not plastic, plate. After finishing the meal, the child washes the plate by himself, dries it, and then stores it on a shelf.

Montessori education encourages children to learn principally from their environment and each other. The teacher is not the ultimate source of knowledge. Rather, the role of the teacher, or “guide,” is to be the children’s director toward the knowledge inherent in the carefully constructed Montessori classroom environment.

Children are also imbued with a sense of responsibility, evident in handling glassware carefully and being responsible for their own cleanup.

Italian physician Dr Maria Montessori, founder of the Montessori philosophy, was a bright young woman from a well-to-do family who came of age in the mid-19th Century. In 1870, she developed an interest in children’s development while working at the University of Rome’s psychiatric clinic. At age 28, she became the director of a school for mentally challenged youth.

Under her tutelage, these children, previously determined to be impossible to educate, passed a “normal” level exam. The children’s success was celebrated in academic circles, which considered Dr Montessori’s skills revolutionary.

Soon thereafter, Dr Montessori returned to university life to study anthropology and psychology, to help her reach her goal: to enable students to be permitted to educate themselves.

She believed that young students able to self-initiate learning would grow into more confident, natural learners. 

In 1907, Dr Montessori took charge of 50 children from Rome’s San Lorenzo slums.

Using the different “works” available in their environment to acquire various skills from a number of integrated academic topics, the children rapidly developed into able and enthusiastic learners.

“A common misconception about [Montessori] is that children ‘learning at their own pace’ compromises their ability to [academically] grow and be challenged,” said Myriam Woods, head of school of Fraser Woods Montessori School in Newtown. “But we provide a very vigorous and challenging academic curriculum.”

Teachers, she continued, challenge students in the way they prepare the classroom, cultivating unique environments from which children can learn.

“If a student, particularly a very young student, is not making good choices with their work, the teachers guide them to try a different way, to make a different choice,” said Ms Woods.

Montessori can benefit a range of different kinds of children, from the mentally challenged to the gifted. School can be provided for children as young as 18 months to high school age.

Ms Woods said there are a growing number of public Montessori schools across the United States.

Fraser Woods is an independent school with students ranging from 18 months to eighth grade. It currently serves well over 200 students.

There is even Montessori furniture and materials, which include child-sized cooking equipment and utensils, chairs, tables, blocks and other items.

Other features of the Montessori classroom are mixed age groups and generally small student-to-teacher ratios.

The largest groups are at the preschool age, generally ranging 25 students to two teachers, said Ms Woods.

“The ratio becomes smaller in older groups,” said Alison Wishneski, admissions director of Fraser Woods. “There is a lot of emphasis on discussion. It is very similar to a college environment.”

At Fraser Woods the groups are divided as follows: toddlers, ages 18 months to 3 years; preschool, age 3 to 6; lower elementary, age 6 to 9; upper elementary, age 9 to 11; and middle school, age 11 to 14.

There is also an “enrichment” program, comprised of foreign language, creative and performing arts, computer science, physical education and after-school activities including sports and organizations including the arts, computers, and a chess club.

Foreign language is introduced to children as young as 3. While French is the primary language studied, Spanish is growing in popularity in Montessori schools across the country.

“At Montessori, there is a great emphasis on respect; respect for themselves and respect for others,” said Ms Woods.

Discipline is handled in a way that is proactive.

“For example, if a child is fidgeting, the teacher may tell them how much they like the way another peer [sitting correctly] is behaving,” said Ms Wishneski.

The American Montessori Society specially certifies American teachers, some of whom are regularly certified teachers.

“The [Montessori training program] is the equivalent to a master’s degree in education,” said Ms Woods, who holds both Montessori certification and a regular master’s in education. “It is very intensive.”

While the Montessori environment is ideal for some children, it is not for everyone. Families whose children may need a lot of specific structuring may find that Montessori is not quite the perfect fit. But elements of Montessori can be practiced at home or in a public school setting.

According to the International Montessori Index website, “Help me do it,” is the life theme of the preschooler.

Parents are encouraged to allow their children to help participate in everyday household routines, including meal preparation, gardening, caring for clothes, shoes and toys, and cleaning.

Allowing children to become involved in these practices, asserts the Montessori method, “is the surest way” to build their self-esteem.

Tuition for Fraser Woods varies according to grade level, but generally runs at approximately $10,000 a year.

After and before school care can be provided for younger students.

Similar to a college system, Ms Woods encourages families to apply for financial aid.

For more information on Fraser Woods, visit www.fraserwoods.com. For more information on Montessori philosophy, visit the American Montessori Society at www.amshq.org or the International Montessori Index at www.Montessori.org.