Frequently Asked Questions
What are the main differences between Montessori and traditional schools?
Montessori schools stem from the philosophy of education for peace and education for life. Montessori consciously teaches children to be kind and peaceful. It is also based on meeting the developmental needs of children in order to give them advantages that will last a lifetime. Montessori early childhood programs provide an optimal foundation for later learning. While Montessori offers outstanding opportunities for academic achievement, it includes an expanded vision in which there is a deep concern for children’s social and emotional development, leading to the development of character and self-esteem. Traditional early childhood programs prepare children for kindergarten and for grade one. Montessori primary programs prepare children for grade one as well as for life.
Whereas traditional schools teach groups of children all at once, Montessori schools greatly respect children for their uniqueness as individuals. Recognizing that children each learn differently and are each on a natural timetable for their own development, Montessori environments are warm, supportive communities where children can develop at their own pace. The Montessori method of education acknowledges that learning academic skills in school should be as joyful and natural a process as learning to walk or talk.
In traditional schools work that has been assigned by the teacher rarely leads to such enthusiasm and interest as work that children freely choose for themselves. Learning in a Montessori classroom is self-directed. The goal is for children to enjoy the work they select, actively engaging in learning rather than passively waiting to be taught. Through hands-on exploration, Montessori students can understand their work. The work they voluntarily choose to explore, is meaningful and fulfilling, capturing their interest and demonstrating their talents.
Traditional schools are typically highly competitive, challenging children to compete with each other for grades and special rewards. Montessori schools are typically non-competitive. In the early years this is especially important because children need to develop a positive self-image. Competition creates the potential for failure before children have experienced repeated success. Montessori is not opposed to competition; however, Montessori schools allow competition to evolve naturally. Using competition as an artificial motivator for learning and high achievement is simply ineffective. It teaches children to do only as much as is required by the teacher rather than striving to reach their personal best. In Montessori schools children demonstrate collaborative effort and learn out of interest and enthusiasm rather than for superficially imposed grades or prizes.
Montessori schools are different from traditional schools in many ways, from the activities in the classroom, to the way they are demonstrated, practiced and learned, to the philosophy of teaching and learning. People who can see beyond traditional school practices recognize that learning should happen happily and naturally. Parents who have had children at Montessori schools have discovered that their children enjoy school. The Montessori classroom is a place where children want to be because it feels a lot like home.
What outcomes can be expected of a Montessori education?
Adults who had a Montessori education as children are typically lifelong learners, intrinsically motivated to seek academic challenges for the enjoyment and satisfaction of attaining skills. They tend to be unafraid of failure and are self-reflecting, easily learning from their mistakes. They are often creative, confident, competent, successful people who will share their knowledge and ideas, taking great satisfaction in self-expression. Montessori children tend to be empathetic and compassionate, often growing up with a moral sense of social responsibility. They tend to be exceptionally respectful and appreciate the work of others. With the self-discipline, skills and attitudes that are valued in the real world, these are the men and women we hope our children will grow up to be.
What is the history of the Montessori method of education?
Dr. Maria Montessori was the first woman to attend and graduate from medical school in Italy. She was a doctor of medicine, a psychiatrist, and anthropolgist who became interested in the field of education through her experiences with patients, colleagues and educators. Dr. Montessori opened the first Montessori classroom in Rome in 1907. She based the Montessori method of education on scientific observation of children’s learning processes. She equipped the classroom with developmentally appropriate activities, guided by her discovery that children learn through their senses, teaching themselves as a result of their environmental experiences. The Montessori method soon appeared in classrooms all over the world as word spread of the remarkable results of her program.
The first Montessori class in Canada was in the Bell home in Cape Breton, Nova Scotia in 1917, where seven Bell grandchildren attended. At that time, Alexander Graham Bell was president of the Montessori Educational Association. Many other famous people were influenced and inspired by Dr. Montessori’s work. Jean Piaget’s theory of cognitive development was profoundly influenced by Dr. Montessori’s observations. He was president of the Montessori Society in Switzerland for many years. Sigmund Freud once wrote to Dr. Montessori:
“my daughter…considers herself one of your disciples” and “I would be pleased to sign my name beside yours…brilliance radiates from it”.
Thomas Edison was also one of Montessori’s most loyal and supportive followers. Mahatma Gandhi knew Maria Montessori and visited her classes in Rome in the 1930’s. Helen Keller, inspired by Montessori wrote:
“I believe that every child has hidden away somewhere in his being, noble capacities which may be quickened and developed if we go about it in the right way. But we shall never properly develop the higher nature of our little ones while we continue to fill their minds with the so-called basics. Mathematics will never make them loving, nor will accurate knowledge of the size and shape of the world help them to appreciate its beauties. Let us lead them during the first years to find their greatest pleasure in nature. Let them run in the fields, learn about animals, and observe real things. Children will educate themselves under the right conditions.”
The Montessori Method continues to be highly regarded by millions of people throughout the world. Dr. Maria has had an impact on the field of education in general and the way we understand children today. Many of her ideas are now part of our common knowledge, language and thinking about children. This influence can be seen throughout the fields of childcare, education and child development.
What are the qualifications of the Montessori teacher?
Extensive training is required for a full Montessori primary credential. Entrance requirements to approved Montessori training programs require a minimum of a university degree or a diploma in early childhood education. To be certified, Montessori early childhood teacher students must have passed written and oral exams relating to the Montessori philosophy and the presentation of Montessori materials in each of the curriculum areas. They must have education in child development for the ages of 2 ½ to 6 years and practice as a student teacher at an authentic Montessori school under the supervision of an experienced Montessori teacher. Montessori teachers are trained to recognize a child’s readiness for new lessons according to age, ability and interest. They prepare to guide individual progress through extensive observation and record keeping. In the classroom a Montessori teacher will give lessons, ensure that the environment is prepared to meet the children’s needs and act as a demonstrator, resource person and role model.
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