October 29th, 2023

Exploring the principles of montessori education

There are several principles that differentiate a Montessori primary classroom from any other. The absorbent mind, sensitive periods, the development of the will, independence, and discipline, are all principles the Montessori pedagogy is based upon.
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The absorbent mind is compared to a sponge as the child from 0-6 years can absorb all the knowledge around them, without discrimination, as a sponge would soak up water and all the debris within in. “By merely ‘living’ and without any conscious effort the individual absorbs from the environment even a complex cultural achievement like language” (Montessori, 1989, p. 64). This is why the Montessori Guide must prepare and protect the environment. Every picture hung on the wall, every composition played, every word spoken must be enriching and pure. Nothing should be in the environment that does not serve the optimal development of the child.

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​A sensitive period is a “special sensibility which a creature acquires in its infantile state, while it is still in a process of evolution. It is a transient disposition and limited to the acquisition of a particular trait. Once this trait, or characteristic, has been acquired, the special sensibility disappears” (Montessori, 1966, p. 38). This means, every child will have a brief moment in time when a sensitive period absorbs as much information on a particular skill as available. If the child is in the sensitive period for language, then the environment needs to provide the best language for the child. “If you consider this absorbent mind in relation to language, you will understand how necessary it is to put a small child among people who speak well and correctly, and who talk a great deal” (Montessori, 2012, p. 66).
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There are many sensitive periods in a child’s development, some are: order, movement, language, and refinement of sensorial exploration. To help with the child’s development, Montessori Guides construct their classrooms to support these sensitive periods. In the environment you will find the sensitive period of order is offered materials scientifically developed for gradation of size, texture, and sound. The sensitive period of movement is offered gross motor movement in many activities and the freedom to move about the classroom as the child needs. The sensitive period of language is offered intelligent conversation, scientific terminologies, and language materials for the development of speech, writing, and reading. The sensitive period of the refinement of sensorial exploration is offered the freedom of choice and the freedom to repeat activities in which the child can master specific skills.

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​The development of the will is intricately entwined with the development of movement, as the will is the intelligent direction of movement. “Through movement, he acts upon his external environment and thus carries out his own personal mission in the world…. Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside” (Montessori, 1966, p. 97). This is why you will find children given the freedom of movement in the Montessori environment. The Guide cannot know what needs the child has at any specific moment of time, but they can provide an environment that allows the child to show the Guide their needs through freedom of movement and choice. By observing the child’s will (movements and choice of activities), the Guide is able to learn of the sensitive periods the child is in and guide them to the best materials and experiences for development.
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Independence of the child is another Montessori principle that differs greatly from other primary centres. “The child seeks for independence by means of work; an independence of body and mind. Little he cares about the knowledge of others; he wants to acquire a knowledge of his own, to have experience of the world and to perceive it by his own unaided efforts” (Montessori, 1988, p. 83). Here we can see the will of the child seeking independence through movement to absorb as much knowledge as available through the absorbent mind.

​In the Montessori environment children are allowed to develop independence through trial and error. The Guide observes and helps only when a child shows signs of frustration and agrees to be helped. The Guide never interferes when a child is teaching himself how to succeed with any task; to do so would undermine the child’s confidence and interfere with the development of independence.

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​Discipline is a concept that has changed over time and the opinions of adults. Different strategies and techniques are tried, altered, and studied to provide the most “disciplined” child. However, the Montessori development of discipline has not changed. Linked closely with the concept of freedom, discipline is something that comes from within the child, not from the adult. “We do not believe that one is disciplined only when he is artificially made as silent as a mute and as motionless as a paralytic. Such a one is not disciplined but annihilated” (Montessori, 1967, p. 49). Discipline without freedom is based on the submitting of the will to that of another. Freedom is the ability to choose what is good for you, and discipline is the means to carry it through. The term, freedom within limits, is used often in Montessori and means the child has complete freedom, provided the limits are observed. The typical limits in a primary Montessori classroom are: no hurting oneself or others, no disturbing the concentration of others, and no destroying materials or other items of the environment. Allowing the child the freedom to follow his will, while following these limits, the child will develop inner discipline that is respectful of others, the environment, and oneself. 

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​The Current Trend of UDL
The Universal Design for Learning approach, created and developed by CAST (2023), was not designed for the Montessori environment, yet it aligns with Montessori principles making it a wonderful resource for Guides who are looking to provide a more inclusive learning environment for their students.

​In my next post, I will delve deeper into UDL and connect it to the above principles of Montessori discussed here.
 
References
CAST - Until learning has no limits. (2023, August 10). CAST. CAST: Until learning has no limits®
Montessori, M. (1966). The secret of childhood. Fides Publishers.
Montessori, M. (1988). The absorbent mind. Clio Press Ltd.
Montessori, M. (1989). The formation of man. Clio Press Ltd.
Montessori, M. (2012). The 1946 London lectures. Montessori-Pierson Publishing Company.

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