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Frequently Asked Questions
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Children are to be respected as different from adults, and as individuals who differ
from each other.
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Children possess unusual sensitivity and mental powers for absorbing and learning from
their environment that are unlike those of the adults both in quantity and capacity.
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The most important years of growth are the first six years of life when unconscious
learning is gradually brought to the conscious level.
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Children have a deep love and need for purposeful work. The child works, however, not
as an adult for profit completion of a job, but for the sake of the activity itself.
It is this activity which accomplishes the most important goal for the child: the
development of his or her mental, physical and psychological powers.
The Montessori system has been used successfully with children between ages two and a half
and eighteen from all socioeconomic levels, representing those in regular classes as well
as the gifted, mentally challenged, emotionally disturbed and the physically handicapped.
Because of its individual approach, it is uniquely suited to public education, where children
of many backgrounds are grouped together. It is also appropriate for classes in which
student-teacher ratio is high because children learn at an early age to work independently.
Montessori is not associated with a particular religious persuasion.
The child is free to move about the classroom at will, to talk to other children, to work
with any equipment he or she understands, or to ask the teacher to introduce new material to
him or her. The child is not free to disturb other children at work or to abuse the equipment
that is so important to the child's development.
The primary task is careful observation of each child in order to determine his or her needs
and to gain the knowledge needed in preparing the environment to aid each child's growth.
Using this indirect method of teaching the teacher actively works to help the child achieve
his or her goals.
The Montessori method helps develop the child's self-discipline, self-knowledge and
independence, as well as enthusiasm for learning, an organized approach to problem-solving,
and academic skills.
Most children appear to adjust readily to a new classroom situations. In all likelihood this
is because they have developed a high degree of self-discipline and independence in the
Montessori environment, and because of the adaptability of young children in general.
Yes. Because classroom work is done individually, each child can function at his own pace.
More important than speed in grasping a concept is the progress the child makes at his own
level of development.
Work is the self-chosen activity of the child. Work is not "labor". It is a fulfilling
experience that the child enjoys. We call such experience "work".
Between the ages of birth and four years, Montessori believes that the child is absorbing
almost completely on a sensorial level. From 4½ to 6 the child is more conscious
of his environment, more aware of his social situation, and is beginng to develop concepts.
The years between 6 and 12 represent a period of consciousness, growth of intellect, and
the acquisition of culture.
The child is free to work and build by himself or in a way that blends harmoniously with
the group. They are not free to harm themselves or others.
No. There is creativity in the child's own individual development. Through their work, they
create for themselves their ability to operate in the world. Creativity is not limited to
art and music experiences.
Children can learn from other children. Children of varying ages are purposely grouped to
stimulate and help each other in the classroom.
The name "Montessori" is not copyrighted and any school or day care center may call itself a
Montessori school. Some schools choose to incorporate certain principles and materials and
call themselves Montessori schools. Still others follow many Montessori guidelines but do
not include the name "Montessori" in the name of the school.
Most educators and psychologists today agree that the single most important period in the
development of a person's intelligence occurs between birth and age five. A child's mind
is extremely absorbent and their curiosity is at a peak during these early years. When
properly nourished and stimulated, the child's mind forms patterns for learning that serve
them well throughout their life. The Montessori system of preschool education has proven to
be one of the most effective and fastest growing methods to guide a child through these
critical years.
In most preschools the children are taught educational concepts in a group by a teacher.
In Montessori preschool, the children learn concepts spontaneously as they work
independently with many materials in the environment.
The Montessori classroom is a child-size world. Whatever is in the world outside can be
incorporated meaningfully in the Montessori classroom. To a child, the world is
unmanageable -- it is too big, too complex and too confusing. By careful selection of
materials by the teachers, an environment is set up that allows the child a place to
explore life on a level they can understand. The materials or exercises are designed to
stimulate independent exploration. This prepared environment entices the child to proceed
at their own pace from simple activities to more complex ones. Through this process, the
child's natural curiosity is satisfied and they begin to experience the joy of discovering
the world about them. Materials and curriculum center around Practical Life, Sensorial,
Language, Math, Geography, History, Science, Art and Music.
As the children develop their sense of pride in their "work", a feeling of confidence,
well being and joy begins to manifest itself in the child. A "new child" is born. A
classroom of Montessori children is a joy to watch. There seems to be a spirit of respect;
Love and cooperation among the children that is not found too often.
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