Why Montessori?

I was first drawn to the Montessori approach because it is so in-tune with child development. Dr. Maria Montessori created this child-centered pedagogy in the early 1900s, in the context of working with low-income children in the slums of Rome. She experimentally developed the method over several decades with many adjustments and refinements based on observation and study of how children learn and respond to their environment. The Montessori approach focuses on developing the whole child – academically, physically, emotionally, and socially. Hallmark outcomes of a Montessori education include independence, self-discipline and responsibility, curiosity, respect and care for others, and self-motivation to pursue learning and discovery. For all children – and especially those growing up in challenging circumstances – these skills and traits not only prepare them for academic success, but also equip them for a lifetime to contribute productively to their local and global communities.


A 2006 study by Lillard and Else-Quest showed that children from low-income families who received Montessori education did significantly better than their peers on both academic and social measures. The impact attributable to the Montessori education was similar in size to the impact that the home environment usually has on student outcomes. This is significant because home environment factors usually have a much larger effect than schooling or daycare factors.

Some essential characteristics of the Montessori approach include:

Active, multi-sensory learning

Children learn through their senses, by exploring and doing (not by passively watching and hearing) Montessori curriculum acknowledges and accommodates different learning styles, providing multi-sensory materials and exercises that build upon multiple intelligences. In each of the five curriculum areas, hands-on self-correcting materials are designed to teach one concept at a time, and materials are sequenced to build on previously mastered concepts.

 

Child-directed, self-chosen work

Children have greatest potential for concentration and learning when they have chosen what they are interested in at that moment. The active, student-directed approach to education engages and focuses the child, generating motivation, concentration, and self-discipline to pursue learning. The teacher serves as a facilitator and guide.

Individually paced

Each child progresses through the curriculum at her/his own rhythm and pace. The teacher gives individualized lessons to introduce the next level of material when s/he observes the child’s readiness. With the range of ages in the classroom, and because each child is working on different materials, there is no social stigma or shame for a child who needs more time to master a certain concept than her/his peers. Uninterrupted blocks of work time give the children time to deeply engage and explore, and helps them develop concentration.

Freedom within boundaries

We emphasize respecting others and not disturbing their work. The independence the children have leads to a sense of ownership of the classroom and responsibility to care for their space and classmates.

Mixed ages over a 3 year span

The range of ages in the classroom helps create a family-like atmosphere that benefits everyone! The younger children benefit from having role models to guide and inspire them. The older children develop leadership skills, confidence, and deepen their own learning through sharing it with the younger children.

You can read more about the Montessori approach from the American Montessori Society.

This research brief reviews the impact of Montessori education for students from disadvantaged backgrounds.