The Montessori method develops the child’s disposition and attitude, self-confidence, and self-esteem. Children’s learning is reflected in the level of motivation and interest they show in their work, and in their ability to concentrate and finish what they start. Children are scientists and have a tendency to explore their world. They learn about who they are, develop new relationships, discover what kind of learner they are, uncover their strengths, and basically practice new skills in every area of development. This is a way of preparing children to go into the world. As teachers, we need to learn about the development of the child in the early years and also attempt to know each child individually. The development of a child makes us understand that the child within a certain age develops their skills in a specific order. For example, when the child comes to class for the first time, the teacher is supposed to observe the child’s ability to sit down for a certain period of time, wait for their turn, and share with peers.
Dr. Montessori simply observed that competition is an ineffective tool to motivate children to learn and work hard in school. We use the term society cohesion; the children learning to collaborate with each other rather than mindlessly competing. In an atmosphere in which children learn at their own pace and compete against only themselves, they learn not to be afraid of making mistakes.
When children have the right environment and conditions, they are able to develop their character. Children need to do things on
their own in order to acquire as much independence as possible.
The children learn from their own experiences, not from lecturing or telling them what to learn. According to Montessori, “a man’s accomplishments do not depend upon his teachers, but upon what he himself has done” (Montessori, 1967, P. 178). In this society, children are also group oriented, with older and younger children placed together in classes to learn from each other. They will show respect and interest in each other. In this type of multi-age setting, the younger children get a chance to look ahead and see what is coming next by watching the older children. Older children have the opportunity to reinforce their knowledge by sharing it with younger children. For example, when Elohor was in kindergarten one, Ama helped her settle down (he was in kindergarten three). Ama took it upon himself to put Elohor through the materials and she felt comfortable working with Ama. Now Elohor is in kindergarten two and she is working with a new child, Adaeze, on kindergarten one. This action wasn’t imposed on her; she did it willingly because she received the same treatment from Ama.
“The tiny child’s absorbent mind finds all its nutriment in its surroundings. Here it has to locate itself and build itself up from what it takes in. Especially at the beginning of life must we, therefore, make the environment as interesting and attractive as we can? The child, as we have seen, passes through successive phases of development and in each of these his surroundings have an important—though different—part to play. In none have they more importance than immediately after birth.” (The Absorbent Mind)
The teacher, therefore, is careful to provide the child with a classroom where materials for work are appropriate to the developmental stages of the students, delightful to the sense, easily accessible, and displayed in an orderly, uncluttered fashion. Each material has its place and each child soon learns where that place is and eagerly returns the material to it when she is finished working. The teacher is careful to provide an environment conducive to concentration.
“There is in the child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life. He does it in virtue of an unconscious power that exists in childhood…The first period of the child’s life is one of adaptation.” (The Absorbent Mind)
The skilled Montessori teacher organizes regular opportunities for children to share what they know and to find out more about the features of the places in which they live and learn. Children learn about life cycles in flora and fauna, time—cycles of the seasons and some of the reasons for development, progression, and change as they observe for themselves what happens in real life. The children develop rich descriptive language as they work with the Montessori materials for botany, geography, and history. Time-lines and photographs are displayed in innovative ways of their own design, either individually, or in small groups.
These opportunities to share ideas, both in words and actions, within their familiar group give children the confidence they need to develop an attitude of experimentation and innovation as they try out new ideas for themselves. As children succeed with new skills and begin to apply their learning in different contexts, they develop self-confidence and a high level of self-esteem. The Montessori education encourages behavior; self-control; and the capacity to develop relationships. The children reach a high state of individual discipline; they master an awareness of themselves and can, as a consequence, control themselves when they must follow what Montessori described as a ‘rule of life.’
It is worthwhile explaining that social interactions are encouraged for all children during routines, such as circle time. These times offer children opportunities to observe and develop good listening, conversation, and relationship skills. Children learn how to modify their behavior to suit different contexts, to wait for their turn, and to share.
Children are encouraged to set out their ‘work’ on table trays and floor mats. This helps them to mark out their own workspace and to respect the work of others.
Below are some helpful hints for transforming the child into the world:
1. Your child is unique; do not compare your child with anyone.
2. Don’t criticize your child incorrectly.
3. Help your child to set goals that are realistic and achievable.
4. Encourage your child in any activity he likes.
5. Don’t be partial in dealing with your children, be fair.
6. Be friendly and gentle. Don’t scold him in front of his friends.
7. Develop a sense of belonging. Doing things together as a family can be a rewarding experience for the child.
Karen Elohor Feldman has worked on staff in Mona School since 2015 as a kindergarten teacher, Assistant Accounting Officer, and Personal Assistant to the Headmistress, C.E.O Mona School.
Mona School was established to provide a high standard of education for children between the ages of 2-12 in Sapele, Delta state Nigeria. The Montessori Method of education is used. The owner of the school is the Mona Foundation which has been registered in Nigeria as a non-governmental organization to assist in the realization of peace.
The Mona School believes that the key to achieving peace is the training of children to become peaceful adults.
Tomorrow’s Child / April 2019 / Pg 8
