Memorandum from Montessori Education (UK)
Ltd (EY68)
1.1 Montessori Education (ME UK) was formed
in 1993 by three of the major providers of Montessori training
in Britain, The Maria Montessori Training Organisation (AMI),
the Montessori St Nicholas Centre (MSN) and the Wimbledon Montessori
College.
1.2 The first objective of the new organisation
was to raise standards in Montessori provision nationally, with
the particular aim of setting up a schools accreditation programme
and an examination monitoring system, both of which were quickly
put in place.
1.3 Then the question of early education
rose to the top of the political agenda, and through its active
participation in the national debate ME UK quickly came to be
recognised as the national body representing the Montessori viewpoint.
This has involved establishing contact and meeting regularly with
colleagues from the QCA, the TTA, the DfEE, and the NTO, as well
as fellow organisations in the early years and the child care
sector. ME UK has responded on behalf of the Montessori community
to all the consultation documents and the discussion papers that
have been issued in the last few years, and on a number of occasions
has been invited to comment on proposals prior to them going out
for consultation.
1.4 One of the earliest projects that ME
UK became involved in was participation in the work on Quality
in Diversity, a document on the early years curriculum produced
by the Early Childhood Education Forum (ECEF) of which ME UK is
a member. Finding a Montessori representative for each of the
Quality in Diversity working groups brought together a group of
Montessorians interested in developing Montessori thinking on
various topics.
1.5 From this original core has grown a
whole regional organisation of local groups meeting regularly
to build links and share good practice, the Montessori Early Years
Forum. The MEYF is coordinated nationally on behalf of ME UK,
and produces a termly newsletter to update members on issues affecting
Montessorians.
1.6 It is important that Early Years Development
and Childcare Partnerships (EYDCPs) continue to be made aware
of what the Montessori approach has to offer in the interests
of preserving diversity. Increasingly the focus of the EYDCPs
will be on quality, and already Partnerships are beginning to
allocate funding to provision going through accreditation processes.
1.7 The accreditation process, unlike the
OFSTED inspection process, is not judgmental, but is designed
to recognise and develop good practice and raise standards in
a supportive way. It is important that Montessori provision is
accredited by a system able to evaluate the unique aspects of
the Montessori approach.
MARIA MONTESSORI:
THE WOMAN,
THE EDUCATOR
2.1 Maria Montessori was, in many ways,
ahead of her time. Born in the town of Chiaravalle, in the province
of Ancona, Italy, in 1870, she became the first female physician
in Italy upon her graduation from medical school in 1896. In her
medical practice, her clinical observations led her to analyse
how children learn, how they build themselves from what they find
in their immediate environment.
2.2 In 1906, she accepted the challenge
to work with a group of 60 children of working parents in the
San Lorenz district of Rome. It was there that she founded the
first Casa dei Bambini, or "Children's House". What
ultimately became the Montessori method of education developed
there, based upon Montessori's scientific observations of these
children's almost effortless ability to absorb knowledge from
their surroundings, as well as the tireless interest in manipulating
materials. Every piece of equipment, every exercise, every method
Montessori developed was based on what she observed children to
do "naturally" themselves, unassisted by adults.
2.3 Children teach themselves. This simple
but profound truth inspired Montessori life long pursuit of education
reform, methodology, psychology, teaching, and teachers' training—all
based on her dedication to furthering the self-creating process
of the child.
2.4 Maria Montessori died in Noordwijk,
Holland, in 1952, but her work continues. Montessori schools exist
around the world, in Russia, Taiwan, Japan, Korea, Australia,
New Zealand, Germany, South Africa, Ethiopia, Tanzania, Mexico,
Colombia, India, and many other countries.
THE MONTESSORI
APPROACH
3.1 The Montessori approach offers a broad
vision of education as an aid to life. Montessori is designed
to help children with their task of inner construction as they
grow from childhood to maturity. It succeeds because it draws
its principles from the natural development of the child. The
inherent flexibility allows the method to adapt to the needs of
the individual, regardless of the level of ability, learning style,
or social maturity.
3.2 Montessori classrooms provide a prepared
environment where children are free to respond to their natural
drive to work and learn. The children's inherent love of learning
is encouraged by giving them opportunities to engage in spontaneous,
meaningful activities under the guidance of a trained adult. Through
their work, the children develop concentration, motivation, persistence
and discipline. Within this framework of order, the children progress
at their own pace and rhythm, according to their individual capabilities,
during the crucial years of development.
3.3 Montessori classrooms are designed for
a three year age mix to allow for both individual and social development.
The more experienced children share what they have learned with
those new to the group. Each child's unique personality is encouraged;
each child is respected as an important member of the community.
3.4 Discovering the joys of learning, and
developing social and intellectual discipline lay the foundation
for a happy, productive life. The children develop an appreciation
of the world, while becoming responsible human beings and active
members of a harmonious society.
3.5 The transformation of children from
birth to adulthood occurs through a series of developmental periods.
The focus of Montessori education continually changes in scope
and manner to meet the child's changing needs and interests.
— The first plane of development occurs
from birth to age six. At this age, children are sensorial explorers,
studying every aspect of their environment, their language and
culture.
— From age six to 12, children become
conceptual explorers. They develop new powers of abstraction and
imagination, and apply their knowledge to further discover and
expand their world.
3.6 The Montessori classroom prepares children
for each successive developmental plane. It allows them to take
responsibility for their own education, giving them the opportunity
to make choices and become unique human beings.
3.7 Infant and Toddler Communities (Two months
to Three years)
For children under the age of three there are
two Montessori communities. The Parent-Infant class provides an
environment in which parents and their children, ages 2-16 months,
interact under the guidance of a trained adult. After they begin
to walk, at approximately 16 months, children join the toddler
community where basic motor co-ordination, independence and language
development are fostered and individual personality is respected.
Rather than a classroom, it is a nurturing social community where
very young children experience their first contact with other
children and learn to participate in a co-operative group.
3.8 Children's House (Three to Six years)
Children in the primary program possess what
Dr Montessori called the absorbent mind, the ability to absorb
all aspects of one's culture and environment without effort or
fatigue. As an aid to this period of the child's self-construction,
individual work is encouraged. The following areas of activity
cultivate the children's adaptation and ability to express and
think with clarity:
3.9 Practical Life exercises instil care
for self, for others and the environment. Activities include many
of the tasks children see as part of their daily routine in their
home, such as preparing food and washing dishes along with the
exercise of grace and courtesy. Through these tasks, children
develop muscular co-ordination, enabling movement and exploration
of their surroundings. They learn to work at a task from beginning
to end, and develop their powers of control and concentration.
3.10 Sensorial Materials serve as tools
for development. Children build cognitive skills as tools for
development. Children build cognitive skills, and learn to order
and classify impressions by touching, seeing, smelling, tasting,
listening and exploring the physical properties of their environment.
3.11 Language Development is vital to human
development. The Montessori environment is rich in oral language
opportunities, allowing the child to experience conversations,
stories and poetry. The sandpaper letters help the child to link
sound and symbol effortlessly, encouraging the development of
written expression and reading skills. To further reading development,
children are exposed to the study of grammar.
3.12 Geography, Biology, Botany, Zoology,
Art and Music are presented as extensions of the sensorial and
language activities. Children learn about people and cultures
in other countries with an attitude of respect and admiration.
Through familiarity, children come to feel connected to the global
human family. Lessons and experiences with nature inspire a reverence
for all life. The comprehensive art and music programs give children
every opportunity to enjoy a variety of creative activities, as
well as gain knowledge of the great masters.
3.13 Mathematics activities help children
learn and understand the concept of maths by manipulating concrete
materials. This work gives children a solid understanding of basic
mathematical principles, prepares them for later abstract reasoning,
and helps to develop problem-solving capabilities.
3.14 In a Montessori class:
— The day is made up of uninterrupted
time blocks.
— There is ungraded grouping of the
children which creates a small society.
— The children are never directly corrected
when mistakes occur through their lack of development except,
of course, for acts which bring harm in some way to another.
— The children work individually most
of the time coming together when they wish to, at different periods
during a day. (These periods would not be set but arise out of
the needs of the children on that particular day.)
— The children are given individual
instructions rather than group instructions.
— They work with materials that are
designed from a developmental point of view and which help the
child to make successive levels of discovery about his world.
The Montessori approach is about all round development.
3.15 Finally there are very few rules within
a Montessori Children's House. These have evolved through the
need to safeguard and protect the group as a whole in order to
protect each individual within it. Therefore, the rules are those
that coincide with the general conduct of the children where conduct
would harm or hurt the rest in some way.
3.16 So, in brief some of the elements that
make up a Montessori class are:
— The directress/director and his/her
knowledge of the child's natural development.
— The freedom of the children to develop
naturally.
— A belief that each child has strong
inner drives that aid development.
— That a three hour work cycle be provided
to promote development and concentration.
— That the age group is mixed.
— That the directress/director has
integrity and intuition and ability to make the best use of herself
in her attempts at serving the children.
— That the environment is prepared
to satisfy the child's tendencies, sensitive periods and to aid
the absorbent mind through its richness.
— That the environment is well laid
out, inviting and always in good order and complete.
THE MONTESSORI
TEACHER AS
A GUIDE
4.1 The Montessori teacher is a child advocate
in the deepest sense and has cultivated respect for the child's
total being. As both the psychological and educational director
of the classroom, the Montessori teacher responds to the essential
needs of the children through careful observation first. The child
may repeat a certain activity, reinforcing knowledge of a material.
The teacher knows when to intervene so that concentration and
involvement which is second-nature to the child's work is encouraged
and not interrupted. The emphasis is on "work cycle";
the child is his own timekeeper. The trained teacher allows for
a natural pace which facilitates unconscious absorption and better
retention. Support is given during low productive phases of work
which then builds to peak involvement as the day progresses. Teacher-scheduled
time is carefully judged to allow for both individualised instructions
and group activity.
4.2 The Teacher helps in the following ways:
(a) by allowing the child to develop "freely"
or "unhindered" in accordance with his natural pattern
of growth.
(b) by respecting the child as another human
being and not as a lesser being. Some of the ways in which we
show this are:
— not dwelling on what he cannot do
but on what he can do
— helping him to help himself to the
fullest possible extent
— speaking to him courteously and not
as if he can only understand words of one or two syllables or
talking to others about him and thinking that because you are
talking in a different tone or spelling out words he won't understand
or be hurt by this
— having an expectation of him which
is based upon a knowledge of his inherent thirst to make sense
of his world
— by understanding that the child is
not "merely" a child but someone who holds the key to
the growth of the whole human race
— by treating the children with the
same courtesy we would wish to have extended to ourselves.
(c) that adults provide the means to further
the tremendous potential that lies within each individual. We
can do this in the following ways:
— by allowing the child the freedom
to choose his activities and follow his own inner needs
— by providing a non competitive atmosphere
for each child who is working at his own pace
— by helping him to further his own
knowledge and carry out his own desires without impinging upon
those of others
— by helping him to respond as an individual
with responsibility towards the group
— by providing opportunities in which
he can join with others towards some common task.
The teacher's expectations are:
— that the children are well integrated
and well adapted socially. Not that they read and write at an
early age. However, by providing a stimulating and challenging
environment the child is engaged in many spontaneous learning
situations.
— that the teacher will involve herself
in a side by side learning situation with the child. That she
is knowledgeable, inspiring and interested in all aspects of life.
THE PREPARED
ENVIRONMENT
5.1 In addition to being a child-centred
community, the Montessori pre-school is also a "prepared
environment". The prepared environment is Maria Montessori's
concept that the environment can be designed to facilitate maximum
independent learning and exploration by the child.
5.2 The Montessori classroom is a "living
room" for children. All of the furniture is child-sized and
all of the materials are scaled to fit the physical dimensions
of a young child's body. The space is usually divided into five
distinct areas: practical life, sensorial, mathematics, language
and cultural (which encompasses art, music, science, geography,
history, zoology and biology). Although these areas represent
the parts of the curriculum, it is important to remember that
no subject is taught in isolation. The Montessori curriculum is
interdisciplinary and interactive.
5.3 In the prepared environment there is
a variety of activity as well as a great deal of movement. A three-year-old,
for example, may be learning how to do up a zip while a four-year-old
nearby is composing words and sentences with letters known as
the moveable alphabet. Meanwhile, a five-year-old may be performing
multiplication using a specially designed set of beads. Although
much of the work at this stage of development is done individually,
often children enjoy working at an activity with friends. Sometimes
the entire class is involved in a group activity, such as storytelling,
singing or movement.
5.4 Maria Montessori wrote that the adult
works to perfect the environment while the child works to perfect
herself. The Montessori prepared environment respects and protects
the child's rhythm of life. It is a calm, ordered space constructed
to meet her needs and match her scale of activity. Here, the child
experiences a blend of freedom and discipline in a place especially
designed for her development.
The Montessori Materials
5.6 All of the materials for each area are
arranged invitingly on low, open shelves. The children have access
to the materials. They may choose what they like throughout the
entire open work time—usually about three hours—and
they may work for as long as the material holds their interest.
When they are finished with each material they return it to the
shelf from which it came.
5.7 The materials themselves invite activity.
There are bright arrays of solid geometric forms, knobbed puzzle
maps, coloured beads, drawing insets, which are a few of the host
of materials waiting ready on the shelf for the child to use.
5.8 Each material in a Montessori classroom
isolates one quality. In this way, the concept that the child
is to discover is isolated. For example the material known as
the pink tower is made up from 10 pink cubes of varying sizes.
The child constructs a tower with the largest cube on the bottom
and the smallest on top. This material isolates the concept of
size. The cubes are all the same colour and texture; the only
difference is their size. Other materials isolate different concepts;
colour tablets for colour, geometry materials for form, and so
on.
5.9 Moreover, the materials are self-correcting.
When a piece does not fit or is left over, the child easily perceives
the error. There is no need for adult "correction".
The child is able to solve problems by himself, building independence,
analytical thinking, and the satisfaction that comes from true
accomplishment.
5.10 As the child's exploration continues,
the materials interrelate and build upon each other. For example,
various relationships can be explored between the pink tower and
other materials, which are based on a recognition of similar geometric
concepts embodied within them. Equally, a child working with these
10 cubes which vary in size precisely becomes familiar with sequence,
the concept of 10 in sequence and many other useful ideas which
lay a good foundation for mathematics.
Practical Life, The Skills of Daily Living
5.11 As every parent knows, the pre-school
child wants to be with adults, to take part in the activities
of daily adult life. The Montessori practical life materials allow
him to do just that. When a child enters the pre-school, the practical
life area provides the link between the home and the school. In
the classroom, with child-sized tools that really work, the young
child is able to perform the same activities he has seen adults
do: sweeping, taking care of plants, washing, etc. The pace is
unhurried, and an adult is nearby to help if needed but not to
interfere.
5.12 The child of this age is, of course,
more interested in the activity than in the end result. The motions
practised help him to gain gross motor control and hand-eye co-ordination,
which will enable him to perform successively more precise tasks.
In the Montessori classroom, there are four
distinct groups of practical life exercises:
— Care of the Person (buttoning, zipping,
brushing, tying, etc)
— Care of Environment (sweeping, cleaning,
gardening, etc)
— Development of Social Relations (greeting,
apologising, thanking, etc)
— Movement (balancing, moving, etc)
5.13 It is often difficult for adults to
appreciate the sense of accomplishment and pride that children
take in mastering practical life skills. To the adult, care of
the house and body are necessary chores. The young child, however,
is attracted to these activities for very different reasons. They
are meaningful, creative, filled with intricate movements and
achievements that hold the child's attention. They are easily
understood from start to finish, they have visible, easily imitated
movements; they appeal to the child's will; they lead to greater
physical skill, perfection of movement, and concentration.
5.14 The young child is attracted to the
practical life exercises because these activities allow her to
function independently in the adult world. After learning how
to zip up her coat, tie her shoes, and wash her hands, she spontaneously
repeats the activities, working on mastery, free from unnecessary
adult intervention. These exercises correspond to the child's
"window of opportunity" for the development of refinement
of movement and co-ordination as well as her growing sense of
independence. "I can do it by myself" is the motto of
the young child, and Montessori encourages and fosters this independence.
Sensorial: Exploring the World
5.15 The world is colour, size, dimension,
shape, form, sound, touch, taste, and smell. Children live in
a world of senses. In order to continue their creative task of
development, children need to classify and express the impressions
they have already received. Through sight, touch, sound, taste,
and smell, the sensorial Montessori materials enable them to clarify,
classify, and comprehend their world.
5.16 The concepts of long and short, for
example, are perceived in the red rods of varying lengths. Likewise,
rough and smooth are experienced by touching rough sandpaper and
smooth paper. Later these lessons are repeated with the sandpaper
globe, helping the child to distinguish between land (rough) and
water (smooth). The child gains tools and knowledge to complete
and understand his sensory exploration of the world: Leaf and
flower shapes, geometric polygons and solids, three-dimensional
land and water forms, cut-out maps of the continents and countries
of the world and a painted globe.
5.17 Besides enabling a child to clarify
and internalise such concepts as size, shape, colour, taste, and
sound, the sensorial materials also provide a basis for the development
of other skills, such as music, mathematics and language. Tracing
a sandpaper letter "m" with his finger, a child not
only sounds out the symbol but also feels it! Later the muscles
of his hand will remember the tracing motion as he writes the
letter.
5.18 Montessori materials, by appealing
directly to the young child's active sensory antennae, make learning
a natural result of the child's desire to explore.
Mathematics: From Concrete to Abstract
5.19 Pre-school-aged children have naturally
mathematical minds. They have the capacity to reason, to calculate
and to estimate. They are intensely conscious of quantity, counting
pebbles on the beach or cookies for dessert. The concrete Montessori
mathematical materials allow these sensorial explorers to begin
their mathematical journey from the concrete to the abstract through
manipulation, experimentation, and invention.
5.20 Rods, spindles, cards, beads, cubes,
and counters are some of the concrete tools used to symbolise
mathematical abstractions. The child does not merely learn to
count; she understands the concept of "how many" because
she holds the amount in her hands. Likewise, she is able to perform
the operations of addition, subtraction, multiplication, and division
using concrete materials. She is also presented with the possibilities
of fact memorisation at a young age when combinations of number
offer a real fascination and can be absorbed easily.
5.21 Like all Montessori materials, the
mathematics materials build on each other in increasing complexity
so that a child using them will experience the thrill of discovery
for herself as part of a natural progression.
Language: From Spoken to Written
5.22 The joy of learning language is evident
to all parents; there is always jubilation over the first word,
the funny sentence, the poetic expressions of children, who are
so inventive and free with word structure.
5.23 The Montessori pre-school classroom
emphasises spoken language as the foundation for all linguistic
expression. Throughout the entire Montessori environment, the
child hears and uses precise vocabulary for all the activities,
learning the names of textures, geometric shapes, composers, plants,
mathematical operations, and so on. In addition, certain materials
in the language area are particularly supportive of spoken language.
5.24 The materials for written language
first introduce the child to the marvellous letters and digraphs
that make up the sounds of the English language, which make it
possible for us to express ourselves in writing. Later, the child
may begin composing words, sentences, and whole stories using
the moveable alphabet.
5.25 At this developmental stage, the child
is fascinated with the relationships among letters that form words,
the order of words in a sentence, and even grammatical analyses
of the parts of a sentence. Writing and eventually reading are
often acquired spontaneously, sometimes accompanied by explosions
of activity and joyous exclamations: "I can write!"
"I can read!"
5.26 Language work can extend explorations
in science and social studies, led by the child's curiosity. Classified
pictures allow the child to experience new vocabulary related
to plants and animals: fish, amphibian, reptile, bird, mammal
and so on. The child can also learn to name the parts of animals
or of the leaf and flower shapes experienced in the sensorial
area.
5.27 Maps, flags, and models of land and
water forms lead the children to explore the world's continents
and oceans, people and customs, leading to an appreciation of
the human family with its rich variety. They discover that through
reading and writing, they can explore any time or any place.
Art and Music: Integrated into the Prepared Environment
5.28 The arts are not treated as speciality
subjects in Montessori. Instead, art and music activities are
viewed as forms of self-expression, and, as such, they complement
and enhance the children's ongoing explorations, including the
enrichment of vocabulary. The materials for art and music are
integrated into the prepared environment as part of the day-to-day
activities of the children.
5.29 Various media, such as crayons, chalk,
pencils, paint, clay, textiles and papers are available, as are
opportunities for singing, dancing, playing instruments and moving
to rhythms, even song-writing. Art and music are explored sensorially
through paintings and prints hung at child height and music listening
activities which encompass listening to live instruments. Even
the physical arrangement of the prepared environment is designed
with an eye to colour, proportion and overall beauty.
5.30 Music and art are also explored culturally
as they connect to historical periods and geographical places.
Drawing a flag or dancing a folk dance can be part of an exploration
of a country. There may be art folders containing pictures of
works classified by period, style or theme. Likewise the children
may listen to works that demonstrate different styles of composing.
5.31 Art and music are all around us. Montessori
education permits a child to view the arts as natural parts of
the physical world.
Expanding the Boundaries of the Classroom: Working
Outdoors
5.32 In the Montessori tradition, there
is little separation between the indoors and the outdoors. Sometimes
nature is a part of the indoor environment through plant care,
flower arranging, and care of one or more classroom animals. Other
times the children go out to explore and discover among the plants,
animals, and open sky.
5.33 Outdoors, children are able to garden,
collect and identify leaves, label trees, study cloud formations,
even find geometric shapes in shadows. The natural environment
becomes an extension of the Montessori classroom, and the children
delight in making connections between the two. One Montessori
pre-schooler was once heard to remark that an open gate formed
a perfect right-angle!
5.34 Finally, in keeping with the pre-school
child's stage of development, going outside provides occasions
for new levels of responsibility and independence.
CONCLUSIONS AND
GENERAL CONCERNS
We are concerned that despite our proven record
in the UK, and worldwide, over at least the last 60 years Montessori
qualifications, teachers and courses are not being given the recognition
they so richly deserve. Montessori schools are held in high esteem
all over the world and cater for all classes and backgrounds of
children. Montessori schools make up 6 per cent of the total early
years provision. Contrary to general perception many schools run
on a shoestring budget in order to keep prices at an affordable
amount for parents. Our concerns for Montessori education in the
UK are outlined below.
QUALIFICATIONS
1.1 The Montessori qualification is recognised
world-wide as a good quality Early Years Diploma. It is undertaken
at graduate level in many countries. Yet in this country there
is difficulty in getting it accepted onto the QCA framework as
their criteria would currently open up the qualification to a
lessening of standards. Equally, other routes seem to be difficult.
1.2 Montessori teachers, therefore, find
it difficult to find a clear fast track route through to Qualified
Teacher Status.
1.3 In spite of schools being recognised
as producing good quality education (OFSTED, Parents and the fact
that we easily encompass the Early Leading Goals), Montessori
teachers are not generally recognised as having any status.
FUNDING
2.1 Currently there is little or no funding
for students to study for a Montessori Diploma. Students fund
themselves.
2.2 As a result of this Montessori Courses
are extremely intensive. Courses would prefer to run over a longer
period of time.
QUALITY OF
TEACHING
3.1 Montessori schools have consistently
achieved very good Ofsted results. In the last report issued by
Ofsted, High Scope was mentioned as beginning to achieve the standards
reached in Montessori schools.
3.2 Montessori Education (UK) has established
an accreditation scheme for Montessori Schools and a pilot accreditation
scheme for courses.
FOUNDATION STAGE
4.1 Montessori teachers are trained to teach
up to the age of six years and traditionally all schools have
been able to retain their five-six year old children. The influx
of children into the maintained at four has not been beneficial
for the children or the schools.
44.2 All Montessori schools that do not offer
Primary (Elementary) level Montessori are now finding that Social
Services will not allow them to keep children who have turned
five. This, in spite of the high level of attainment reached by
such children educationally and the desire of their parents to
leave their children to the end of the foundation stage.
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