| The Montessori approach to Education is an | | | | · Children learn better when they |
| alternate educational method developed by Maria | | | | 'discover' things themselves. |
| Montessori during the 1900's. This approach is | | | | · Children learn alone during periods of |
| specifically suited for younger children at | | | | concentration. They are not to be disturbed by |
| elementary school levels and is based on | | | | teachers at this time. |
| self-directed activity by the child and clinical | | | | · Children learn better if they touch and |
| observation by the teachers. The Montessori | | | | feel real material objects. This also aids in better |
| approach places emphasis on adopting the child's | | | | development of the brain |
| learning environment to suit the needs of the child. | | | | Implementing the Montessori approach as a part |
| Normal learning in the Montessori approach | | | | of homeschooling would first require the creation |
| involves lots of physical activity that helps in | | | | of a good study environment. Children should be in |
| absorbing abstract concepts as well as practical | | | | a pleasing classroom that would encourage them |
| skills. | | | | to study at their own pace. They should have |
| Historically, the Montessori approach began as a | | | | easy access to outside environment. It is |
| post graduate research paper by Maria Montessori | | | | considered good if the classroom has plants, |
| on the intellectual development of children with | | | | windows and small pets, if possible, to have an |
| developmental disabilities. She began developing an | | | | experience of the natural world while studying. |
| environment that would typically help these | | | | The studies in this approach are divided into |
| students. Her approach towards the intellectual | | | | distinct areas. 'Practical life' would allow the children |
| development of children with disabilities was a | | | | to develop a sense of care for themselves, |
| huge success. She immediately began moving her | | | | others around them and nature. Children learn |
| research towards children without disabilities. | | | | how to perform daily activities like using basic |
| Her techniques in creating a learning environment | | | | kitchen utensils, dressing up, doing chores, cleaning |
| was extremely effective and helped children learn | | | | up and so on. The 'Sensorial' area concentrates on |
| faster and grasp new knowledge and skills easily. | | | | training the senses. This is done through visuals, |
| The Montessori approach is self-directive, | | | | audio and other methods. Shapes, colors and sizes |
| interactive and material oriented. The key feature | | | | are taught. The Montessori approach emphasizes |
| involves a teacher observing the children | | | | on learning the exact terminology for things being |
| performing the selected tasks. | | | | taught. |
| The main idea of Montessori approach towards | | | | The 'Cultural' area covers topics on cultures all |
| education is based on the following premises: | | | | over the world. Pictures of other nations, festivals, |
| · Children are capable of self-directed | | | | maps and other helpful materials can be used for |
| learning. | | | | this. The 'Science' area is meant to develop the |
| · By using teachers more as 'observers' | | | | natural questioning ability of the child. The children |
| than 'lecturers', key areas of development of a | | | | are encouraged to wonder about the way things |
| student can be identified. | | | | work in nature. The 'Language' area concentrates |
| · Learning a skill (even sitting, walking, | | | | on teaching the basics of language. The |
| reading and counting) is natural in a particularly | | | | Montessori technique has developed an excellent |
| sensitive period. Beyond this period it gets difficult | | | | way of using shapes for parts of a sentence to |
| and frustrating. | | | | make things easy to understand. The 'Math' area |
| · Children aged below 6 have a better | | | | is all about math. Here again, there is a lot of |
| capacity to absorb concepts. | | | | overlap with the sensory area as visual aids are |
| · Children should be the masters of the | | | | often used to make the understanding of |
| school room environment. | | | | numbers and operations simpler. |