MONTESSORI 101
The Foundational Principles of Montessori Education
Education of the Whole Child: Montessori education addresses the intellectual, social, moral, emotional, physical as well as the academic development of the child.
Human Tendencies: Humans are born with certain tendencies that guide natural behaviors. These behaviors include exploration, orientation, order, repetition, activity, communication, manipulation, work, exactness, abstraction, and self-perfection. The Montessori environment and curriculum is designed to nurture each of these tendencies.
Four Planes of Development: Maria Montessori described the development of human beings as stages of growth. At each stage, there is a specific set of psychological characteristics that manifest. The materials, classroom environment, and the manner in which lessons are given respect each developmental phase. At AMCC we teach children during their First, Second, and Third Planes of Development.
The Four Planes are:
The First Plane: Birth to Age 6 (Early Childhood/Infancy) is the period of the “Absorbent Mind”
The Second Plane: Ages 6–12 (Childhood) encompasses a “Universal Perspective”.
The Third Plane: Ages 12–18 (Adolescence) is referred to as the “New Identity”
The Fourth Plane: Ages 18–24 (Maturity) is at the age of adulthood and is called “Maturity”
Sensitive Periods: During the process of development, there are specific periods of time during which the human being is particularly sensitive to learning a skill (e.g., language). Sensitive periods are developmental windows of opportunity during which the child can learn specific concepts more easily and naturally than at any other time in their lives. The sensitive periods are: order, language, movement, social behavior, and refinement the senses. Each of these periods takes place during the early childhood years, typically during the first six years of life.
Follow the Child: Every Montessori material in the classroom supports an aspect of child development, following your child’s natural interests and connecting them to the classroom work. Each child will be able to learn through his or her own experience and at his or her own pace. The presentation of these materials are designed to meet your child exactly where they are both academically and developmentally and follow them through the program. Children are encouraged to innovate and create, problem-solve, and develop critical thinking skills.
Self-Construction: Children construct themselves (intellectually, socially, emotionally) through activity and interaction with their environment. The Montessori classroom becomes a thriving community in which the children are able to conduct themselves productively within the space.
Normalization: Maria Montessori used the term “normalization” to identify when a child reaches a harmonious nature in the classroom environment. When children concentrate on work, demonstrate independence, and are motivated to learn, children are harmonious within themselves. The concept of normalization can apply to both a single child as well as an entire classroom.
Integration of Subjects: AMI classrooms are comprehensive and the children’s studies are interdisciplinary. This integration allows access to all subjects (ex: art, music, language, geography, mathematics, sensorial, geometry, history, science, and practical life) and classroom materials to be utilized at any point of the day and for as long as the child would like to use them. An example of this is that “art” does not have to be outside of the classroom and is not limited to once a week.
Uninterrupted Work Periods: The uninterrupted work period is fundamental to the Montessori approach, which recognizes and respects individual variations in the learning process. Within the Montessori environment, the children need to have time to work through various tasks and responsibilities at their own pace. This uninterrupted work period is vitally important, as that is when the building of coordination, concentration, independence and order, and the assimilation of information are able to occur.
Freedom within Limits: This powerful concept embraces the notion that children are explorers, able to exercise freedom in the prepared environment. Montessori encourages this independence, while acknowledging that there are limits to every freedom granted so that the child can succeed in their decision making. Some examples of such “freedoms” include: movement, choice of activity, length of activity, where they would like to do the activity, who they would like to work with, etc. These freedoms are balanced with the expectations that they engage in productive work and interact with others respectfully. A child can only learn how to be responsible if that child experiences freedom of choice.
Independence: In Montessori classrooms, independence is an ongoing and organic process and is essential to students’ development as a learner and as a member of a community.
Mixed-Age Groups: Separate classrooms of children aged 1.6-3, 3-6, 6-12, and 12-15 correspond to the Four Planes of Development. Mixed age groups are important for both social and academic learning by allowing older children to mentor younger children, motivating younger children to aspire to the work of their older peers, and diversifying the work to meet each child’s level of competence. The benefit for the older children is to absorb more deeply the concept of mentoring which reinforces their leadership learinings.
Process over Product: The process and experience of learning is more important than the product of the work itself.
Grace and Courtesy: In addition to learning academic skills, Maria Montessori recognized that learning to interact with others is also vital for a child’s development. Grace and Courtesy lessons teach children how to interact with others in a kind, polite, and respectful manner. Children practice this through direct experiences and learn to be aware of their bodies, consciously moving in ways that are peaceful and productive, and to be conscientious about the words they say. They learn how to share, compromise, listen, and express thoughts and feelings in considerate ways.
Prepared Environment: The Montessori classroom is a meaningfully structured, child-centered learning space where everything has a place and a purpose. The classroom is open, airy, and well lit; the furniture and learning materials are child-sized and made of wood, fiber, and metal instead of plastic; and the whole setting creates a sunny, natural feeling for a child. A beautifully prepared environment activates a love of learning through curiosity, order, and the freedom of choice.
Learning Materials: Montessori didactic, hand-made, and engaging materials are carefully crafted and purposefully used to ensure all lessons in the Montessori albums (“curriculum”) can be presented and children can complete follow-up work. Materials are placed in the classroom so that children can independently use them.
Guides: The teachers (whom we call guides) are observers and facilitators who are fully trained in Montessori at the level they teach and implement Montessori pedagogical theory and methods. Based on their observations of the children, these highly trained educators present lessons from their Montessori albums using the appropriate material and guide children to productive and independent work. The work of the guides can only be successful if they collaborate closely with parents to ensure each child’s growth and development.