montessori in a nutshell

Montessoriin a

Nutshell

Easy access to one of the world’s most successful yet misunderstood methods of education

Laney Donaldson

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Montessori in a Nutshell


Montessori in a

Nutshell

Laney Donaldson


“If we give keys, then the children will discover relationships we may never have thought of ourselves.”

- Sanford Jones

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1. What is Montessori? 5 2. What makes Montessori different? 9 3. How is a Montessori education different from a Steiner education? 15 4. How is Montessori perceived by the community? 21 5. “If children are left to choose their own projects, won’t they do the same thing all the time, or nothing at all?” 29 6. When is the best age to begin a Montessori education? 33 7. What can parents do at home? 37 8. How much parental involvement is required once a child attends a Montessori school? 43 9. How are students graded? 45 10. How easy is it for students to integrate into mainstream education after attending a Montessori school? 49 11. What happens after primary school? 53 12. Has interest in Montessori increased or decreased over the years? 57 13. Are there any successful people - Australian or otherwise - who had a Montessori education? 61 14. Other questions? 65 Recommended reading list 71 References 75

Introduction: Why this book? 1

Foreword by Maurice Balson v

Contents


“The most important principle which a parent should learn is this: A misbehaving child is a discouraged child.” - Dr Maurice Balson

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I first encountered the work of Dr. Maria Montessori in 1956 during my doctoral studies at the University of California. Attracted by the theory and philosophy of Montessori education I have followed the developments of Montessori schools in Australia with considerable interest and have been involved in many in-service training sessions with staff members and in parent education seminars with parents from the various schools. Last year I had the pleasure of meeting Renilde Montessori during her visit to Sydney.

In my work with parents over the past forty years, I have constantly been asked about schools which I would recommend. This was easy to answer for the Montessori model is, in my opinion, superior to all others. This is a view which I have formed by studying the model, talking to teachers, attending conferences and visiting Montessori classrooms.

What has been more difficult to answer are specific questions about the operations of the Montessori schools or playgroups. Issues such as grouping of children, assess-ment, spirituality, the absence of ‘play’ time, transition to secondary school, the role of art, grace and favour and the like. These are questions which parents ask in determining the suitability of a Montessori school for their children. The paucity of sources which answer these questions no doubt prompted the writing of Montessori in a Nutshell.

Foreword

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In Montessori in a Nutshell, Daniela Donaldson, we find a book which answers the questions which parents ask, and which provides relevant information on the status of Montessori schools within the Australian scene. No heavy treatise on theory here, but a well written, pre-cise, nicely illustrated and practical guide to those wish-ing to make an initial decision about Montessori schools.

This book fills a real void. Like the author, I have wondered about the lack of basic information about Montessori schools. Apart from visiting a Montessori school and watching the children in action - an eye-opening experience - it has been difficult to obtain information about the operations of the schools. Montessori in a Nutshell is an excellent introduction to learning what Montessorians believe and how they run their schools. It is an authentic book which reflects the author’s long experience, detailed knowledge and obvious commitment to Montessori education and to children.

This book will become part of the library of all Montessori schools and playgroups, and utilised frequently by parents wishing to acquaint themselves with the workings of a Montessori school. It meets the need which has existed for many years and will do much to remove many misconceptions which exist regarding the nature of Montessori school. I found it most valuable. Dr. Maurice Balson Consultant Psychologist Author of two books: - Becoming Better Parents - Understanding Classroom Behaviour vi


“… it is not true that I ‘invented’ what is called the Montessori method. I have studied the child; I have taken what the child has given me and expressed it, and that is what is called the Montessori method.”

- Maria Montessori

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First of all, this is not a book that needs to be read page by page, from the beginning right through to the end. Read the chapters that interest you. If that includes all of them, great. If not, you will still get what you want from this book. That is, answers to the questions you have about Montessori.

As the title suggests, this is only an introduction to Montessori, explaining the basic principles. There is an enormous body of work written about the Montessori method of education, describing and defining every aspect of it.

Yet in order to make a choice about our children’s education to begin with we only need to know that there is a choice. And that’s what this book is about. And if, after your initial questions have been answered, you’d like to know more about Montessori, there are lots of great books out there, which can clarify questions in much more detail.

But why are there so many questions about Montessori? Why is this method of education so misunderstood, by so many people? And why do so many more people not even know the first thing about Montessori? Take the Steiner method of education for example. Most people have heard of Steiner, and know that it is a method of education. But consider the following, and you will understand why the issue of Montessori’s lack of recognition is so puzzling:

Why this book?

Introduction

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Worldwide, there are about 650 Steiner schools and 1200 Preschools/Kindergartens (Australia has about 50 Steiner schools and Kindergartens) and Steiner is still, and has been all along, considered to be quite popular.

Yet there are more than 7000 Montessori schools and Preschools worldwide; over 3000 private ones in the United States alone, with many hundreds more in the public sector. In Australia there are probably over 130 Montessori schools and Kindergartens by now, as well as state and national organisations. New Zealand has about 60 schools and Kindergartens.

Montessori schools and training centres can be found on all continents, and the number is growing continually. So why is Montessori still so little known despite its impressive following?

I have asked various people this question, and if I got an answer, it never was a clear and simple one. So it seems there are quite a number of reasons for it. A major one lies in the fact that the Montessori method of education is at its most convincing when it is experienced. Trying to explain it in words simply hasn’t the same impact.

A good explanation can certainly whet your appetite, and I hope the book will achieve that. But do yourself a favour: if you are at all interested in Montessori, go and visit a school. Observe the children in action. It really is magic!

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Dr Maria Montessori at the Casa dei Bambini (Children’s House)

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“And so we discovered that education is not something, which the teacher does, but that it is a natural process, which develops spontaneously in the human being. “It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. “The teacher’s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.”

- Maria Montessori

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Education is not what the teacher tells you. It is a natural process for all children – a process of learning from the environment. Understanding this fundamental principle, Dr Maria Montessori developed her ground-breaking philosophy and method of education during a lifetime of studying and observing children.

The Montessori method is based on children’s natural curiosity and desire to learn. All children go through the same developmental stages but the timing for each child can vary. The teacher provides the materials and environment that aid development, and is ready to respond when help is needed.

In a Montessori classroom everything is childsized, easy to reach, allowing free choice. Children learn to take care of themselves, their environment and each other. Montessori helps develop important character traits like self-discipline, concentration, independence, freedom, industry and a sense of reality.

Dr Maria Montessori believed the young child’s mind is

like a sponge, absorbing and digesting information. Everything that occurs in a child’s life has a profound effect on that child. The quality of early experiences is of great importance to a child’s self-construction. Dr Montessori came to understand that children couldn’t be taught to learn; the desire to learn is already there.

What is Montessori?

1.

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What they could be taught, however, is how to learn. The aim of early childhood education should be to cultivate this natural passion for knowledge. Over 90 years of experience has proven her theory that a young child can learn to read, write and calculate in the same way they learn to walk and talk - naturally.

Children are ruled by sensitive periods, when they are fascinated with a particular skill or subject. It is easier to learn during sensitive periods than at any other time in life, as it comes naturally and without effort. Children cannot choose these periods, just as they cannot choose when to grow their teeth or when to start walking. They instinctively know what they need, however they are not consciously aware of those needs. Sensitive periods are temporary, lasting for spans of a few months to a few years at most.

Language is one of the best known sensitive periods. Even babies have a natural fascination for the human voice. They listen for it and learn from it without being taught to do so. This is the longest lasting sensitive period. There are several others including that of order, movement, interest in small objects, and social interest.

Montessori teachers recognize and make good use of these periods. They observe each child for signs that suggest which sensitive period is awake. The classroom environment is prepared according to the teacher’s observations, and is tailor-made for each child. Several principles guide Montessori teachers in this:

• The principle of freedom allows children to select activities

according to their interests and readiness, in order to progress at their own pace. Children who are allowed to master reading, writing and counting in this natural way will continue to enjoy learning. Montessori’s approach to make children the centre of education is based on a deep respect for each child’s personality.

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Within the controlled environment, children are given independence - the basis of self-discipline. Children work with minimal interference from adults. The equipment is ‘self-correcting’; children know whether they have been successful, receiving maximum satisfaction from the accomplishment.

• Beauty is another principle of a Montessori environment. When you look at a pre-primary classroom, for example, you will find that it is uncluttered, containing only what is needed. The walls aren’t covered with unrelated posters and all of the children’s artwork, but display just a few pieces as well as carefully chosen prints of great masterpieces, and informative posters. Natural materials are used wherever possible. Colour schemes are meant to compliment the equipment, not detract from it. Every piece of equipment within the classroom is attractive, and designed to captivate and hold children’s interest. Each learning activity is complete, and has its place in its respective area. Everything needed is present, and in good repair.

• Representing nature and reality is another principle; children use real tools and equipment instead of play ones. There is only one piece of each equipment instead of multiple sets because in ‘real life’ people don’t all have the same thing at the same time either. Children learn to take turns and share. The Montessori classroom is also a place where children learn to take care of plants, animals and fish. Montessori believed that a child’s direct contact with nature results in understanding and appreciation of order, harmony and beauty.

• And finally, there is Maria Montessori’s timeless guiding principle, and advice to teachers and parents alike. Follow the child!

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“I never teach my pupils; I only attempt to provide the conditions in which they can learn.”

- Albert Einstein

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In a Montessori classroom children choose the activities they want to do, when they want to do them. Observing and nurturing each child, the Montessori teacher prepares the environment, offers guidance and directs children’s energy.

Children are mainly presented with the material individually or in small groups, which allows the teacher to meet each child’s needs according to interest and level of understanding. Children need not sit through something they are not ready for or have gone beyond.

Montessori students learn by practicing tasks themselves rather than watching the teacher demonstrate. Self-motivated, they learn for the joy of learning, not just to get a good grade. The main focus of a Montessori education is to help children develop their full potential.

The Montessori philosophy grew from an understanding

of how children learn. It has been used successfully with all children including those with a mental and/or physical disability and those who are gifted. It is used worldwide with children from many different backgrounds. It is a commonsense approach based on a respect of the child as an individual, and complements the child’s nature. This philosophy is the most important ingredient in the ‘Montessori method’. The materials act only as tools for learning.

What makes Montessori different?

2.

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Probably the single most important aspect to set the Montessori method apart is the role of the teacher. In the Montessori classroom, teachers step back and take their cues from the students. They work to nurture the children’s natural curiosity, creativity and intelligence. They observe, guide, and record the progress of each individual child. This enables children to learn at their own pace. Fast learners are not held back, slow learners are not frustrated by their inability to keep up.

In each classroom, children are in a three to four year age range, which reflects the cycles of development as identified by Dr Montessori. This age range allows for the younger children to benefit from older mentors. In turn, the older children benefit from helping the younger ones. Teaching others is a compelling way of learning.

The Montessori environment offers a fine balance between structure and freedom. The concept of freedom carrying responsibility is gradually introduced from the time a child enters school. Children learn to return everything to its place carefully before starting a new activity. They are encouraged to handle the equipment as shown initially by the teacher. Respect for the teacher, respect for the work of others, and respect for the materials are a guiding principle. As Dr Montessori said, “…to let the child do as he likes when he has not yet developed the powers of self-control, is to betray the very idea of freedom.”

And it is not as if children in a Montessori classroom don’t run around and knock someone else’s chair over, for example. It happens there, too. Yet more often than not, children would stop in their tracks, pick up the chair, give the other child a friendly pat on the back and continue merrily on their way. Without a word having been uttered by either one. The Montessori materials help children understand what they learn by combining an abstract concept with a concrete sensorial experience. For example, to introduce a child to the decimal system, the teacher presents the child with the ‘golden

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bead material’, which consists of single bead units, bars of ten beads, hundred squares of ten bars and thousand cubes of ten hundred squares. The children can use these in many different ways. One is to lay out 100 ten bars in a row, making it over eight metres (or 27 feet) long. This impresses on children just how great the number 1000 is.

The Montessori classroom features over 500 unique educational materials. Children learn by practising with equipment that embodies a particular concept, such as quantities or grammar, and can be used in different ways. Each piece of equipment offers control of error and accommodates many levels of ability. They are not ‘teaching aids’ in the traditional sense. Their main goal is not the ‘external’ one of teaching children skills or imparting knowledge through correct usage; rather, the goal is an ‘internal’ one to aid the child’s mental development and self-construction. Children using the materials develop co-ordination, attention to detail, and good work habits, which will remain with them for life. Learning how to read, write and do their sums are more or less natural side effects.

An important part of Montessori education is grace and courtesy; children are encouraged to take care of their surroundings and have respect for others. They practise many things adults take for granted, like how to push in a chair; watch someone work without disturbing them; attract an adult’s attention when that adult is working or talking with someone else; offer food; pass by someone without bumping into them; wipe their feet before entering the classroom; and introduce themselves to someone they haven’t met before. Most of the time the teacher gives individual lessons, which consist of introducing a piece of equipment to a child, and demonstrating how it is used. The equipment is chosen according to the child’s current area of interest. In pre-primary cycles, the lesson is presented in a prescribed way, slowly and

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clearly, using only a few words to name and explain the equipment. This is done so the child can fully concentrate on the activity, and is not distracted by the personality of the teacher. The older the children, the less ‘rigid’ the way lessons are presented. However, at every level the personality of the teacher remains in the background.

And while the teacher acknowledges achievements, children are not ‘rewarded’ with praise. The children are able to recognise the achievement themselves, and this is usually reward enough. Neither is there a need for punishment in a Montessori classroom. Children are shown in a positive way how to achieve their goals. No child wants to be a problem; a ‘problem child’ is a child with unfulfilled needs. In a Montessori classroom, children’s needs are being met. The children like their teacher and know the teacher cares for them. By the same token, the teacher knows children want to be liked and accepted, and is trained to help them find suitable ways to satisfy their needs.

There is not any one aspect that makes Montessori schools different to the conventional methods of teaching children. It is different because it has been developed from observing and learning about children. It is not a curriculum designed first and then applied. The benefit of a Montessori education remains long after the children have left the school. They are able to use the tools and skills they have learned with confidence and thoughtfulness.

Montessori has stood the test of time, and has been recognised worldwide as a successful educational method. Of course, it is not the only successful one. There are many others that work well. And even though Montessori might be suited for every child, it is not necessarily suited for every family. To decide which school to choose, look at the differences. A good start is to sit in on classes from the schools you are considering. No one school is the same as another, even if it falls under a generic category like Montessori.

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The best indication, however, to know whether a school is a good one is the attitude of its students towards learning. If the majority of students enjoy school and love to learn, the school must be doing something right. Ask around and you will find that virtually all Montessori students share a positive attitude towards learning, which is expressed by the following quote from a former Montessori student:

“One of the most obvious differences between Montessori school and a traditional one is that there are no stickers, no rewards, and no grades. The emphasis is on the process and not on the end product. We worked not for praise, but for the pure enjoyment of doing.

“My Montessori education made me love school and love to learn. It’s an experience I wish all children could have.

“Children, like trees, need strong roots. Montessori has given me a strong foundation that I can build on the rest of my life.”

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“It is essential that we develop an art of education, which will lead us out of the social chaos into which we have fallen. The only way out of this social chaos is to bring spirituality into the souls of men through education, so that out of the spirit itself men may find the way to progress and to further evolution of civilization.”

- Rudolf Steiner

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The Steiner and Montessori educational systems have both successfully proven themselves worldwide, and are still gaining popularity. They share many of the fundamental aspects of a holistic educational philosophy, such as respect, love and reverence for the child.

Both methods address the traditional key learning areas as well as promoting the growth of the child as a social and spiritual being. However, the emphasis placed on each aspect of the curriculum and the sequence in which they are introduced are different.

Dr Rudolf Steiner, a German philosopher, believed that the development of the imagination is crucial to the growth of the intellectual faculties, and therefore delayed the introduction of academic subjects until the child was older. Dr Maria Montessori believed imagination and creativity are inborn powers that develop as the child’s mental capacities and a sense of reality are established.

How is it that both the Montessori and Steiner methods

are so sound, so ‘right’, and yet so different; successful not as mere halves of what could be a good system if only put together, but as wholes themselves? To understand this paradox you need to look at the history of both methodologies.

Dr Maria Montessori began her work in 1907 with children in the Italian ghettos; children who, without her intervention, would have been destined to a life on the fringes of society.

How is a Montessori education different from a Steiner education?

3.

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Her work was inspired by the desire to ‘normalize’ those children; to bring their practical activities and their excessive imaginations, which were fuelled by neglect and abuse due to poverty, into proper balance. Having worked successfully with mentally disabled as well as underprivileged children, Dr Montessori then extended her work to concentrate on ‘normal’ children the world over.

From her study of children, Dr Montessori realized the child’s primary aim is to create an adult. If given the choice, children prefer to copy adults and do ‘real work’ instead of playing. Real work is play for them as long as they have chosen the work. Make-believe play is a substitute if they can’t do what they really want to do.

She found children were naturally inclined to be organised and orderly. If materials were set out so children had easy access, the children would choose, take and replace these without the need for assistance. Dr Montessori discovered, contrary to popular belief children only had a short attention span, that even very young children were capable of concentrating for long periods of time if the task interested them. They would repeat the same task over and over until it was mastered.

Dr Montessori developed a method of education that allows each child to develop according to the natural laws of growth. She realised that children didn’t need to be enticed to learn through fantasy, bright colours or ploys; they want to learn anyway. They just need an environment that supports individual development.

This automatically excluded conducting all-class instructions, as children can go through different periods of growth at different times. If a child is taught according to an adult’s timetable, the experience may be negative. The subject could be at odds with the child’s needs at the time. To meet these needs, Dr Montessori developed specific equipment, which is self-correcting, interesting and challenging. This equipment is available whenever the child is ready, and is a key to the development of the children. It is not an end in itself or a teaching aid.

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Montessori classes are assembled in three-year age groups, three to six, six to nine and nine to twelve, with doors kept open between classes to encourage mutual visits. Children progress at their own pace, however through close and constant observation the teachers assure that the full curriculum is eventually covered. In many Montessori schools children cannot fail a grade and there are no reports other than oral ones during regular parent/teacher talks.

Rudolf Steiner conceived his educational philosophy when

he was asked in 1919 to found a school for the children of workers at the Waldorf-Astoria cigarette factory in Stuttgart, Germany. He was to devise an approach to education that could serve both the children of the workers and the management, and would work towards reuniting a culture torn by war and class differences.

Dr Steiner was the founder of Anthroposophy, which is concerned with linking the spiritual essence of humankind to its spiritual origin in the universe. Based on his anthroposophical philosophy, Steiner strove to rekindle the imaginations of war-damaged, overly hardened children by reintroducing the arts and reawakening the emotional forces. He wanted school to be a place of soft edges, organic forms and fantasy, where children heard fairy stories that fostered their imagination with the purpose of supporting their spiritual development. Steiner believed skills acquisition like formal reading and arithmetic could wait until the child was older, in order to let wonder and reverence for life grow.

In a Steiner school, the sensorial area of ‘feeling’ is the central medium for learning and development. Young children are especially receptive and sensitive. They imitate and reflect behaviour, tones of voice, actions and other qualities they sense about them. Their capacity to enter into imaginative pictures and stories is great. Therefore, Steiner felt it made sense to begin the process of learning from the imaginative and creative.

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With an emphasis on critical thinking and artistic teaching, a Steiner School offers a rich supply of natural toys and materials. Each song and story is selected for its beauty and moral soundness. Steiner education aims to reintroduce questions so a child can personally generate the spiritual quests that lead to the answers.

Steiner believed children needed days of rhythm and purpose, to see actions worthy of imitation, and to indulge in creative and free play. The school day is therefore structured and divided into ‘epoch teaching’, which means a period of teaching with emphasis placed on one subject for three to four weeks; speciality subject classes; and free play. The teacher leads the subject and epoch teaching classes, standing before the children and doing the work him/herself for the children to imitate.

Classes are organised according to age, and stay with the same teacher for the first eight years. In a Steiner school children are not kept back or ‘fail’ grades. Parents are given ungraded reports on the child’s development and achievements.

With today’s understanding of the importance of creativity

and imagination, a Steiner School with its fairy stories, natural materials and toys is quite obviously attractive. People are often enough convinced it’s a good thing just on hearing of such an environment. And it is easy to see why children would enjoy going to a Steiner school.

On the other hand, it is not easy to explain how a Montessori school works, or indeed why. A Montessori school has to be experienced for its benefits to be fully appreciated. But on observing a class in action and seeing the children totally absorbed in their chosen tasks, it quickly becomes apparent it’s a place where children really want to be.

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Both Dr Steiner and Dr Montessori were convinced about what education ought to be, and what it ought to do for children, families and society. Rudolf Steiner’s maxim of ‘receiving children in reverence, educating them in love, and letting them go forth in freedom’ applies to both methods. Both aim to help children develop fully so they can work towards bringing the world into balance. Both methods are based on scientific study of the child, considering their development in phases, and are therefore dissected into three (although different) age groups. Both recognize the importance of communication with and between educators and parents.

Both methods are brilliant, full of compassion, and honour the child. Each movement is more than a polarity, for each holds the other at its core. Whether you decide on Steiner or on Montessori, one thing is clear; children benefit from both. Each provides - with a high level of love and caring - a path through childhood vitally needed by children today.

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“What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child.”

- George Bernard Shaw

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Considering there are thousands of Montessori schools worldwide, it is surprising a lot of people have never heard of Montessori, or have very little idea about what it is. There are also a lot of misconceptions being passed around about what Montessori is or does.

One misconception is that Montessori is ‘hot-housing’ children (which means subjecting them to intensive education to boost their intellectual development). Another one is that it’s only for the poor, or for the rich, or that it’s elitist. Some people believe it to be just for the mentally challenged or the disabled. Some think Montessori schools are religious, others that they are not spiritual enough. There is the belief that Montessori schools are too free - or too structured. There is the misconception Montessori doesn’t allow or involve creativity, fantasy and imagination. And then there is the belief that the Montessori method has outlived its usefulness and is outdated.

Each of these misconceptions will be clarified in this chapter, and are listed under their own subheading below.

Is Montessori hothousing children?

Since the Montessori method is based on following the child, giving each one the freedom to pursue their own interests and proceed at their own pace, there can be no question of forceful or artificial incentives towards academia. Hothousing goes against the very essence of the Montessori philosophy.

4.

How is Montessori perceived by the community?

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It is true that a lot of Montessori children learn to read and write before their mainstream counterparts. Yet those children have accomplished this because the learning of these skills was available to them and their interest has led them to take up the offer.

Montessori is only for the rich / the poor

The fact that Montessori is accused of both speaks for

itself. The belief that it is only for the poor probably stems from its origins and is easily disproved by looking at the majority of Montessori schools today.

The belief that it is only for the rich comes from the fact that most Montessori schools have to fund themselves, with limited or even no government subsidy. The overheads of the individual schools dictate tuition fees. There may be some private Montessori schools with inflated fees for increased profit, yet this can be found across the entire private school sector.

The success of the Montessori method does not depend on which economic background the children come from. It depends only on the support and the reinforcement a child receives at his school and his home.

Are Montessori schools elitist?

This misconception probably came about because the majority of Montessori schools are non-government schools. And some of them can be rather expensive. Yet in this, Montessori schools are no different to any other non-government school; some are more expensive than others, and some are quite reasonable, depending on location, management and clientele.

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Montessori schools can be found in slums as well as in high-income areas, and anywhere in between. There are Montessori classes in government schools, which cost nothing to attend, and there are Montessori schools, which are subsidized by affiliated organisations, making them very affordable.

Considering the origins of the Montessori method – the first casa dei bambini* was opened for the poorest children in Rome – this belief is without foundation.

*meaning ‘children’s house’ - Dr Montessori’s first school in Italy

Montessori caters only for mentally or physically disabled children

Dr Montessori began her observations and work with

what society of that time considered ‘retarded’ children. She soon extended her work and her studies to ‘normal’ children, and found her method worked successfully with all of them.

Today her method is used in all situations and with all kinds of children. It is not restricted to any one category.

Are Montessori schools religious?

Unless a particular school is affiliated with a religious

group, Montessori schools are not religious, nor do they tend towards any particular religion.

They do, however, incorporate many of the basic spiritual concepts and principles like love, kindness, joy and confidence in the fundamental goodness of life. Dr Montessori recognised that just as children of three or four aren’t too young to be introduced to maths or science, they are not too young to be exposed to life’s big issues. On the contrary, Dr Montessori saw these issues as an intricate part of the responsible freedom the child needs to find and learn about.

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Montessori schools are not spiritual enough

In a Montessori school, spirituality is not an issue, which is talked about as such. Spirituality is inherent in the very method used. The underlying concept of the classroom - and the way children use it - is based on fundamental spiritual principles.

These principles are reinforced every time a child embarks on an activity or engages in social contact.

Montessori schools are too free / too structured

The misconception of Montessori being too free can only

be held by someone who hasn’t observed a Montessori classroom in action; or has seen a classroom, which is Montessori in name only. Montessori certainly offers a lot of freedom for children, but their choices are limited by the teacher and the environment, without being limiting. Once you have witnessed the way children treat each other and their environment in a true Montessori school, the way they concentrate on each activity they do, the confidence they display in who they are and what they can do, there can be no more question whether those children might have too much freedom.

By the same token, people who believe Montessori is too structured have not seen a classroom in action either, or seem to have concentrated on the wrong aspects. Montessori is very structured – for the teacher. There are many demands placed on the teacher in order to create a rich and stimulating, yet orderly environment. Montessori also demands very structured activities of the teacher to maintain the ground rules, introduce new materials and show trust in each child’s ability to learn independently. These structural demands are necessary to make the freedom of the children possible.

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Dr Montessori quoted the poet Tagore when she said, “The river would never reach the sea, were it not hemmed in by its banks.”

What about fantasy, art and creativity?

There is a widespread misconception that Montessori is

neglecting a child’s creativity and imagination, which is based on certain beliefs like:

- Montessori doesn’t teach art; - No fairy tales are allowed in a Montessori class-

room; - Children aren’t allowed to use the materials in a

way other than shown; - Children don’t have any play time while at school;

and the fact that there are no dress-up corners in a Montessori classroom. The lack of dress-ups is intentional. Montessori classrooms have a practical life area instead, where children can imitate the work they see their parents and others do, with real yet child-sized equipment. Dr Montessori found that, given a choice, children prefer to imitate realistic and meaningful work rather than create their own fantasies.

The belief that Montessori doesn’t teach art stems from the fact that there are no formal lessons in drawing or painting. Children cannot be taught to be artistic, but (to paraphrase Dr Montessori) they can be helped to develop an eye that sees, a hand that obeys, and a soul that feels. The Montessori method concentrates on developing the child’s dexterity in handling pencils, brushes, scissors etc. Dr Montessori was well aware of the importance of art in a child’s education. A Montessori classroom exposes children to great works of art – music and paintings - in order to develop and

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inspire their senses. Given the tools and skills to work with, children are free and capable to express themselves in their own way.

Books with fairy tales can be found in most Montessori school libraries. Children are free to read them if and when they wish. However, there is no emphasis placed on them, as the children make their own choices.

The ‘prohibited misuse’ of materials is another misconception, which is widely held. It might have arisen from the very structured way these materials are presented by the teacher. Yet although the teacher is bound by this strict procedure, the children are not. And while it might seem excessive that teachers have to learn up to 17 steps to teach a child how to scrub a table for example, it is done for the child’s benefit.

Children love and need order in their environment. Being shown each new piece of equipment in the same explicit way reassures children, and enables them to repeat the activities with confidence. A well-trained Montessori teacher would never interrupt a working child, just because that child doesn’t use the equipment in the prescribed way (unless, of course, that way is destructive or dangerous).

As to the perceived lack of playtime in a Montessori classroom, for children their play is work, and vice versa. Children are taught individually most of the time, yet group activities arise spontaneously throughout the day. Children share circle time together, mealtimes, outdoors-recreational time, or they do activities together. They are never forced to partake in group activities when they would rather continue with their own work, and they don’t have to do any work if they’d rather play. The teacher only redirects a child who seems ‘lost’ or bored.

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Is Montessori outdated?

Just because the method has been around for a long time seems to be proof enough for some people that it is outdated. The simple fact that is has been around for so long, and is continually gaining in popularity, should be proof to the contrary.

Indeed, we have learned a great deal about child development and early childhood education since Dr Montessori developed this method. And even though the way children learn remains the same, nothing else does, and therefore the method should change - and has changed. A lot of the equipment in use today has been developed by Montessorians, not by Dr Maria Montessori. The ‘root’ materials are still there, but many others have been added since. Also, each school endeavors to reflect the culture of the children in the classroom, which means a school in Japan will have some different materials and activities to a school in Australia.

However, a method which is based on following the child can never be outdated as long as the teachers adhere to that principle. True to Dr Montessori’s tradition, good Montessori teachers are constantly making small changes and adjustments to the classroom, while carefully observing the children’s reactions. That way, the schools evolve along with the children.

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“A child’s work is to create the man he will become. An adult works to perfect the environment but the child works to perfect himself.”

- Maria Montessori

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All children are different, and learn in different ways. Yet all have the same inborn forces, and are subject to the same laws of growth. Young children are programmed by nature to absorb information from their environment and to learn by using their hands. A child who is surrounded by a whole range of materials, which are stimulating and new to her, who is shown how to use them and encouraged to do so, will find it impossible to do nothing. In fact, it would go against her very nature. And even though children will do the same activities over and over - sometimes for weeks on end - it is simply their particular way of learning. Once their need has been fulfilled with that activity, they will go on to the next one.

When children come to a Montessori classroom, the first things they are introduced to are the materials in the practical life area. They see familiar objects they know from home like brooms, buttons and jugs. Here they are able to do the things they see their parents do every day. Imitation is one of the young child’s strongest urges.

Once children feel comfortable, and they have connected to the classroom and the teachers, they will set about finding whatever attracts their attention. Some children will be comfortable in the classroom almost right away, while others might take weeks or even months to connect. However, even the children that take longer will in the meantime observe their environment and absorb information, thus maturing. None of the time is ‘wasted’.

“If children are left to choose their own projects, won’t they do the same thing all the time, or nothing at all?”

5.

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It is the teacher’s job to observe each and every child, and to suggest activities, which correspond with their interests. Even though there are some children who will show the teacher what they want to learn next, most children need the teacher to take them a step further. Body language, facial expressions, tone of voice and interest shown in other’s activities give a teacher a good indication as to which equipment to introduce next to a child. Some children decline being shown an activity by the teacher. This may mean it is the wrong activity for the moment, or the child is an ‘indirect’ learner, meaning she prefers to watch others do the activities, and learns through that. A Montessori teacher soon knows how each individual child learns, and responds accordingly.

And of course, we all have our ‘off-days’ sometimes, and so do children. Some days a child might like to just wander around and do nothing in particular. The Montessori teacher will respect that, while keeping an eye on the child to make sure there isn’t an underlying problem. In general though, in a Montessori classroom children will explore the equipment and occupy themselves most of the time because their interest is stimulated and the materials are at hand.

Providing children with an environment where they are free to choose is the simplest way for them to develop the qualities needed for the rest of their lives: self-discipline, self-mastery and love of learning. And that love of learning prevents them from doing nothing, or staying with the same activity indefinitely. They are not working because they have to but because they want to.

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“The most important period of life is not the age of university studies, but the first one, the period from birth to six. For that is the time when man’s intelligence itself, his greatest implement, is being formed. ... At no other age has the child greater need of an intelligent help, and any obstacle that impedes his creative work will lessen the chance he has of achieving perfection.”

- Maria Montessori

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A tree, planted in the middle of summer, might grow to its full height but it takes a lot of effort and care to help it along. On the other hand, a tree planted in autumn or winter might stay dormant for a little while, yet as soon as the conditions are right - because it is ready and in the right environment - it will take off and grow into a beautiful tree almost without help.

Just as it is important to do your planting in the garden at the right time, so it is when it comes to educating your child. Dr Montessori stressed the importance of the sensitive periods for the development of the child. She likened those periods to stitches in knitting; if you miss a few, the jumper will probably still turn out all right yet it won’t ever be quite as strong and perfect.

While the sequence in which sensitive periods appear remains the same for all children, each child has her own individual timeline for when they appear. The following are guidelines for when each period is most likely to happen:

Birth – 3 years Order - a need for consistency and familiarity so the child has a frame of reference for understanding her world

When is the best age to begin a Montessori education?

6.

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Sensory exploration - discovering the world with all senses. 1 year - 4 years Language

Coordination and muscle development - learning to walk is like a second birth for a child; the transition from a helpless to an active being.

Interest in tiny objects – exploring and appreciating Nature’s mysteries, which later will be mostly ignored 2 years – 4 years Social interest – the child becomes involved in the social aspects of life. 2 ½ years – 6 years Sensory refinement 3 years – 6 years Receptiveness to adult influence 3 ½ years – 4 ½ years Writing 4 ½ years – 5 ½ years Reading

Children don’t have to attend a Montessori school or

playgroup to take full advantage of each sensitive period. It doesn’t matter where the child is being educated as long as her needs are being met by her environment.

It is important though to have such an environment ready for her for when she needs it. As Dr Montessori said: “The most favourable time for a child to learn is when she wants to do it herself.” Therefore the best age to start a Montessori education is as soon as you become aware of your child’s sensitive periods.

However, if you decide to send your child to a Montessori school, it pays to send her as early as they take them. Most schools accept children from 2 ½ or 3 years of age. The older the child is before you send her, the harder she will find it to feel comfortable in the classroom and fit in (unless she enjoyed a Montessori or similar education at home). There are also various Montessori playgroups you can join before your child starts at a school. And if there aren’t any where you live, why not start up your own?

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If I had my child to raise all over again I’d build self-esteem first and the house later. I’d finger-paint and point the finger less. I would do less correcting and more connecting. I’d take my eyes off my watch and watch with my eyes. I would care to know less and know to care more. I’d take more hikes and fly more kites. I’d stop playing serious and seriously play. I would run through more fields and gaze at more stars. I’d do more hugging and less tugging. I’d see the oak tree in the acorn more often. I would be firm less often and affirm much more. I’d model less about the love of power And more about the power of love.

Diane Loomans

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The home environment plays a vital part in a child’s development. It is in his home that he builds his framework of the world, learns his language and develops self-esteem and confidence. Here he learns – through moving, speaking and behaving like the adults around him – the cultural habits of the society he lives in.

To truly succeed in our role as parents, we need to treat our children with tremendous respect as full and complete human beings who happen to be in our care. Children need to feel that it is okay to be who and what they are.

Involving children in everyday activities is the easiest way to help them become independent and responsible. Young children learn by copying the adults around them. They watch us perform tasks, which seem mundane to us. To them, those tasks are exciting and challenging. You can foster your child’s self-esteem immensely simply by trusting him with a task and giving him the feeling that he is capable of working alongside you.

It pays to bear in mind though, that young children do not do their work to achieve a result. They work because they enjoy the process. They might repeat the same task over and over, day after day. Let them. This is how they develop independence and concentration. They are also refining their co-ordination and enriching their vocabulary.

What can parents do at home?

7.

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Activities of “Practical Life” that can be introduced:

From 15 months: Relating to personal care - Washing & drying face/hands - Wiping nose - Brushing teeth without toothpaste - Brushing hair (in front of a mirror) - Storing clothes - Dressing/undressing (experiment with a small selection of clothes that are simple to put on and take off)

The child’s increased interest in dressing (and undressing!)

can be catered for by a small wardrobe with a full-length mirror and by giving them some autonomy in choosing clothes for themselves. A little stool for sitting on, similar to the one used in bathrooms gives stability to the child’s body when dressing him/herself. To avoid battles about the choice of clothing, the outcome can be monitored by limiting the choice to suitable items only.

From 18 months Now the range of activities can be expanded to include care of the environment - Dressing and undressing continues - Introduce fasteners: velcro fasteners, zippers (with two parts together at beginning), large buttons (after you have shown your child how to use them) - Cleaning shoes (brush off dry dirt) - Tabletop washing with water & sponge (outdoors first) - Dusting, sweeping, mopping - Watering plants - Picking and arranging flowers

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When introducing tasks that involve use of water, to prevent frustration and to guarantee a certain level of success, use child-sized equipment and keep the quantity of water used at a manageable level.

From 2 ½ years When the child no longer puts objects in his/her mouth

- Window washing (with spray bottle filled with water, and a squeegee)

- Mirror polishing (if you can find or make a non-toxic polish)

- Hand-washing clothes (one or two items at a time of the child’s own clothes)

- Hanging up & collecting laundry - Folding clothes - Making own bed - Sponging off (sturdy) plant leaves - Raking - Washing the hub caps and lights when a family member

is washing the car - Any activity related to food such as preparing (chopping,

peeling, brushing), stirring, kneading, food arranging, table setting, serving food, pouring drinks, table clearing, washing up, drying and storing of utensils

Under 15 months: For the very young child the most important things are order and language. Order in the child’s environment involves organizing life in a predictable way, e.g. regular meal, bed and bath times; walks and outings to familiar places; no drastic changes to lay-out of rooms; storage of belongings in their own fixed place etc.

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The way adults speak to, and in front of, a child has a big influence on the child’s acquisition of language. Talking a lot to your child and pointing out things while naming them gives your child a very good base on which they can build on. By giving children information that relates to every day experiences you will also help the sensitive period of order - to make sense of the world.

Of course, there are lots of activities you can do with your child at any age. This is but a very small list of suggestions, meant as an introduction. There are several very good publications* available on what parents can do at home, which are much more in-depth and informative.

However, the best any parent can do is to keep learning from your child and informing yourself about child development so that s/he will receive an upbringing that is uniquely designed by you especially for your child.

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“Montessori education is not only in the schools. It is also in the family and it can be applied wherever you are and in whatever family.”

- Mario Montessori (son of Dr Maria Montessori)

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The amount of parental involvement required varies from school to school. The ones that charge higher fees will probably ask less of their parents in terms of involvement. On the other hand, schools which keep their fees to a minimum, rely heavily on parents to help maintain and fund the school.

Yet all Montessori schools like to see their parents become involved, and participate in what is available. Many schools offer parent education nights, workshops and/or open days, where anyone interested can see what the children do and how. In Montessori, parents are an integral part of the educational process. Their involvement is critical to the successful development of each child and each school.

Where schools, parents and the community work together, they achieve the best outcome for the children, as it is important that the values and principles children learn at school are reinforced at home, and vice versa.

Undoubtedly, Montessori schools call for more parental involvement than mainstream schools. However, they don’t expect anything unreasonable from parents. All that is required is goodwill and a healthy interest in your child’s development.

How much parental involvement is required once a child attends a Montessori school?

8.

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“[Dr Montessori] is relevant, perhaps even more relevant today than ever, because what she showed us was not a method of education; not a system of teaching and learning; not a curriculum and syllabus enshrined in text books and teacher’s lessons; not tests and works, report forms and Diplomas, Degrees, and Honors. What she revealed to those who would observe and listen was: every human holds within themselves a system of learning, a curriculum and syllabus, his or her own tests and marks, his or her own achieved results in life.”

- Margaret Stevenson

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In a Montessori classroom, children are treated individually - not collectively - in an ungraded approach. They stay in their classroom until they have reached the age to upgrade into the next cycle. A Montessori primary school comprises three cycles:

1. cycle for three to six year olds; 2. cycle for six to nine year olds; and 3. cycle for nine to twelve year olds. These cycles reflect the planes of development Dr Montessori

identified. The equipment used in each cycle accommodates many levels of skill. As well as using it at their individual level, children benefit from watching older children work it differently. And by helping younger children use the equipment at their level, the other children reinforce their own knowledge. In this way, children add to the group as well as receive from it what they need.

Because of this freedom, children grow as their interests lead them from one level of complexity to another. And even though they follow their own program, they work within a group composed of individuals of various ages, abilities, cultures and interests. As well as having multi-aged classrooms, Dr Montessori also recognised the importance of having an open-classroom-door policy, enabling children to visit higher or lower cycles whenever

How are students graded?

9.

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they want. Sometimes some children feel compelled to visit the next cycle more and more often, until they finally decide to stay there well before ‘their time’. Others might decide they’re not ready for the next cycle and simply stay a little longer in their classroom until they are.

Montessori gives children the freedom to follow their instincts and go with what they feel comfortable with so that, in effect, they do their own ‘grading’.

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“My friends [who came from mainstream primary schools to high school] had the same challenges adjusting to rigid timetables, different subjects, different teachers and a much larger school population to relate to. In fact, most of them seemed to find it more difficult than I did: I knew high school would be different.” - A former Montessori student

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Most parents sooner or later worry about how their children will adjust when they have to go to high school, or change schools for other reasons. For parents of Montessori students this applies even more so, since there are only two Montessori high schools currently in Australia. So in most cases, the end of primary school means a changeover to a more traditional school for their child/ren. How will they cope?

Most Montessori schools have letters from parents and former students on file, who wrote to tell of their transition experiences. The vast majority agree that it takes a bit of getting used to the differences. The new schools are usually bigger, and have tests, grades, homework, uniforms and other novelties.

However, the one thing those letters have in common is the conviction that the skills the students have learned at Montessori have helped them adjust to the change. As one ex-student said:

“I found the change in system an advantage; everyone else has been used to the system and was quite frankly sick of it, but it was new for me and so it was exciting, which made me enjoy it exactly because it was new.”

What seems to have helped students most in adjusting is the strong love of learning they have acquired and sustained during their Montessori education. Montessori students go to school - any school - because they love to learn, as the following quote from another former Montessori student demonstrates.

How easy is it for students to integrate into mainstream education after attending a Montessori school?

10.

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“The method of learning [at high school] was new to me. I did not understand why we copied down overheads and wrote down facts. Now I know that the entire schooling system is geared towards exams and achieving marks. It takes away from the learning, but you just have to learn to work with it. …When I told my friends at high school that I had never had an assignment marked before, they asked me why I bothered doing it!

“Overall the adjustment from Montessori to mainstream high school was one big exciting experience. I love school and am having a great time in my [final] year. I really loved Montessori, and I am one of the only kids at my school now that will admit that I like school!”

And it is not only the students who have to adjust to the change. For most teachers at a mainstream school, coming across a Montessori student is an enlightening experience, as this quote from a Montessori mother shows.

“At my first parent/teacher interviews, I met with one of the teachers who looked at me rather distantly and said, ‘I don’t understand what motivates [your daughter]. She works independently regardless of any influences around her.’ He seemed perplexed, puzzled.

“... Needless to say, I came away from those first interviews feeling very positive and happy that some Montessori values had clearly shone through and been demonstrated.”

And it is not only the work attitude which most mainstream teachers find different, as the next quote reveals.

“To my friends, the teacher was the enemy; you didn’t speak [to them] unless spoken to, and the theory was that every teacher was out to get you.

“I was used to the teacher being my friend. I was used to calling a teacher by their first name, holding conversations with them, and basically being on an equal level.

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“This was an attitude I took with me to high school and, let me tell you that if my teachers’ reactions were anything to go by, they hadn’t come across this before!

“Some were pleasantly surprised, and I have heaps of teachers who are my friends; but some of them backed right off, didn’t want anything to do with me. I think they were uncomfortable with the fact that I wasn’t talking up to them, so they couldn’t talk down to me.”

The transition from one school to another, however different or similar, is always unsettling for a child. For some obviously more so than others. However, Montessori students are generally very well equipped to cope with change as they have learned the art of self-motivation and self-discipline.

But perhaps the most convincing point to demonstrate Montessori’s effectiveness in preparing students for life in all its diversity is the fact that most Montessori schools have unsolicited letters from past students and parents, telling about their post-Montessori experiences.

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We can not hope to change or improve society unless we change the way we educate. It is not enough to give [children] a great base in a casa [dei bambini]. If we create a house with a great base and walls and roof of paper degrees, all we will have after a short time is a pile of paper on a great base.

- Gary Casebeer

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If your child has gone through, and enjoyed, the first three cycles of Montessori, and is ready to enter the secondary school level, you have several options.

As the previous chapter explained, sending your child to a mainstream high school – or any other school – presents no more of a challenge for your child than for other children. By then they will have received a solid grounding which will stand them in good stead, no matter where they go.

Another option would be to look for a school – independent or state – which appears to be sympathetic to, and more in line with, Montessori principles.

If you want your child to continue with Montessori after the primary school years, you have the following options. At the moment, there are only two Montessori high schools in Australia - one in Kingsley, WA, and one in Wollongong, NSW - and none in New Zealand. However, since Montessori is one of the fastest growing educational philosophies, chances are that new schools, including high schools, are being established continually. The Montessori Association of Australia (MAA), the Montessori Association of New Zealand (MANZ) or your state association* has an up-to-date list of all registered Montessori schools, which can be accessed by anyone interested.

But while you are in the process of making a decision about where to send your child next, consider the following quote from an experienced Montessori educator for adolescents, Gary Casebeer.

11.

What happens after primary school?

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“We see a picture of society all around us. If we do not see it as it is, in school, in the mall, in the arena, if we do not hear it in the language of the grunt, as the United Kingdom’s Minister of Education has described the speech of adolescents, if we do not see it in their abysmal ignorance of anything practical, if it is not apparent in their dress, their lack of manners and courtesy, their eating habits, their culture, their TV programs, or finally in their criminal statistics, and shootings, what are we observing?

“…Traditional and public school as they are today are not adapted to the needs of the adolescent or to the times we are living in. If most of us agree to that statement, I wonder why standardized tests and public school norms are our guidelines for success. My guideline for success is whether my students know who they are, are directed toward their goal and know what tools they need to achieve that goal.

“…We need to [provide] environments that will allow the adolescent to live an independent, individual life, in order to fulfil the goal that all of them are pursuing. The development of a personality, the formation of a natural order, and the creation of a better society. If the adolescent is to help create a better future, we need to help in the construction of a being that knows what a better future is.”

So, if there isn’t a secondary school anywhere near you that is sympathetic to your principles, there’s also the option of establishing one together with other dedicated parents. That’s how a large number of the existing Montessori schools have started. Again the MAA, the MANZ or your state Montessori association will be able to help with more information.

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“A teacher affects eternity; no one can tell where his influence stops.”

- Henry Adams

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Has interest in Montessori education increased or decreased over the years?

12.

Both. When Dr Montessori first introduced her method to the world in 1907, Montessori schools started to spring up everywhere. Within the first five years, schools opened in Italy, the United States, France, India, China, Korea, Argentina, Mexico, Honolulu, Great Britain and Australia.

The interest in Montessori continued to flourish and increase in Australia and New Zealand until the 1920s, when it slowly started to wane. One of the main reasons was that the Montessori method was seen to have failed. This had been caused by the enormous media hype, which had built up unrealistic expectations of the method. When those weren’t fulfilled, advocates of other educational philosophies of the time saw that as proof enough to dismiss the Montessori method altogether.

And since the success of it hinges primarily on the skills of the teacher to deliver the method in the appropriate way, the (at that time natural) lack of trained teachers to fill all this sudden demand was another major contributor to Montessori’s decline.

Today’s interest in the Montessori method of education in Australia and New Zealand started in the 1970s. By then most of the other educational methods, that had been around during and since Montessori’s first rise, had run their course and people were looking once again for a method that worked. But this time, there is no hype and therefore no unrealistic ex-pectation. Schools and teacher training are carefully planned and implemented so that the number of schools has increased

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steadily since then. Worldwide there are several thousand Montessori schools now and, despite the mounting numbers of training centres, the growth in demand for qualified staff still exceeds availability.

And although it is - again - one of the fastest growing educational philosophies in the world, this time the Montessori community has ensured the method’s success by also establishing state and national organisations to help, inform and support.

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“It is true, we cannot make a genius; we can only give each individual the chance to fulfill his potential possibilities to become an independent, secure, and balanced human being.” - Maria Montessori

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What is the measure of success? Which guidelines, or whose values do we follow in determining who is successful and who is not? Do you have to be an academic to be deemed successful? Or do you have to be a celebrity? Or rich? Is the rock star, who takes drugs or alcohol in order to cope, successful? Does the top politician, who takes kickbacks, fit the bill? And what about the person who finds happiness in simply being there for his/her children and partner? Does that person qualify?

And if there were a generally accepted way of determining success, how many successful ex-students would be needed to proof the worth of the Montessori educational system?

Trying to judge the value of Montessori by looking for successful ex-students is incongruous not only because any definition of ‘success’ can only be a personal one. More importantly, Montessori is not about turning out ‘successful’ people, if by ‘success’ something measurable is meant. Montessori’s definition of success is quite a different one. It’s all about children reaching their full potential, whatever that may be. A child who grows up to be a confident, responsible and independent adult is the successful adult Dr Montessori hoped for.

Yet the reason for asking the above question is understandable. Everyone needs some sort of reference point in order to judge the value of something. To get a better indication of the success of a Montessori education it is probably best not to concentrate only on who had this education but on who supports this education.

Are there any successful people - Australian or otherwise – who had a Montessori education?

13.

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By looking at advocates of Montessori, we bypass the dilemma of determining success. Some of the most famous people in history, whose successfulness would not be disputed by anyone, have expressed their approval and admiration for Dr Montessori and her method. Among them are Mahatma Ghandi, Albert Einstein, Alexander Graham Bell, Thomas Edison, Henry Ford, Helen Keller, Sigmund Freud, and Eleanor Roosevelt. Closer to home and our time, there’s Maurice Balson, Australia’s leading expert on Parent Teacher education and author of the bestselling Becoming Better Parents; Dr Shinichi Suzuki, violinist, educator, philosopher and humanitarian, father of the Suzuki method of music education, which is flourishing in more than 40 countries; and Princess Diana, who was a Montessori parent.

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“Each second we live is a new and unique moment in the universe – a moment that was never before and will never be again. What we teach our children in school is 2+2=4 and Paris is the capital of France. When will we teach them what they are? What we should say to them is: Do you know what you are? You are a marvel! You are unique! In all the world there is no other child exactly like you! In millions of years that have passed, there has never been a child exactly like you. Look at your body, what a wonder it is! Your legs, your arms, your cunning fingers, the way you move! You may be a Shakespeare, a Michelangelo, a Beethoven… You have the capacity for anything. Yes, you are a marvel. And when you grow up, can you then harm another who is like you a marvel?

- Pablo Casals

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If you would like to find out more about Montessori or whether there’s a Montessori school near you, here is a list of organisations you can contact: In Australia: Montessori Association of Australia Inc. (MAA) PO Box 3131 North Turamurra NSW 2074 Telephone (02) 9410 1300 Fax (02) 9410 1330 E-mail: [email protected] State associations: Victoria Montessori Association of Victoria (MAV) PO Box 1316 Glen Waverley VIC 3150 Telephone (03) 9800 1277 Fax (03) 9800 1277 E-mail: [email protected] www.montessori.asn.au

Other questions?

14.

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NSW Montessori Association (NSWMA) PO Box 3131 North Turramurra NSW 2074 Telephone (02) 9884 9022 Fax: (02) 9884 9040 or (02) 9410 1330 E-mail: [email protected] www.Montessori.netaus.net.au ACT Canberra Montessori Society PO Box 554 Woden ACT 2606 Telephone (02) 6285 3494 South Australia The Montessori Association of South Australia (MEASA) PO Box 749 Torrens Park. SA 5062 Telephone (08) 8271 2370 Fax (08) 8358 1020 The Australian Centre for Montessori Studies 17/67 Conyngham Street Glenside SA 5065 Telephone (08) 8358 1066 or (08) 8338 4098 Fax (08) 83581020 Northern Territory The Essington School Darwin PO Box 42321 Casuarina NT 0811 E-mail: [email protected].

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Western Australia The Montessori Society of Western Australia Inc. (MSWA) 22 Bedfords Street Nedlands WA 6009 Telephone (08) 0389 7003 [email protected] www.montessoriwa.org.au Australian Montessori Society 18 Montessori Place Kingsley WA 6026 Telephone (08) 9409 1682 Queensland Montessori Association (QMA) P.O. Box 1176 Milton Qld 4064 Telephone (07) 3717090 E-mail: [email protected] (enquiries emailed to this address will be forwarded) Tasmania No state branch The following website offers information about Montessori, links to other useful sites, as well as a listing of Montessori schools in Australia: http://home.mira.net/~montesso/

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In New Zealand: Montessori Association of New Zealand Inc. (MANZ) PO Box 2781 Wellington Telephone/fax 0064 4 5282586 This website contains a list of Montessori schools in New Zea-land, as well as other information: http://www.montessori.org.nz

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“Syllabus and curriculum change with time, change with Departments of Education, change with fashion and phobia, change with governments, and so schools have changed through the ages, and children have had to suffer those changes. But the child in essence, the object of education, has not changed.”

- Margaret Stevenson

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- Montessori Play & Learn, Lesley Britton The Text Publishing Company ISBN 1-86372-015-4

- The Essential Montessori, Elizabeth Hainstock

Plume ISBN 0-452-27796-5

- Montessori – A Modern Approach, Paula Polk Lillard

Schocken Books, New York ISBN 0-8052-0920-4

- A Parents’ Guide to the Montessori Classroom, Aline D. Wolf, Parent Child Press

ISBN 0-939195-15-1 - Building Your Child’s Vocabulary At Home, Lillian DeVault Kroenke,

and other articles concerning all aspects of Montessori http://www.montessori.org/library

- The Joyful Child, Michael Olaf’s Essential Montessori

for Birth to Three, Montessori Books and Equipment, http://home.mira.net/~montesso/bkindex.htm

Recommended Reading list

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- Essential Montessori, Michael Olaf’s Essential Montes-sori Montessori Books and Equipment, Carlton, Victoria

- Becoming Better Parents, Maurice Balson

ACER ISBN 0-86431-152-4

- Teaching Montessori in the Home – The Pre-school

Years, Elizabeth Hainstock - The Montessori Method, Maria Montessori - The Absorbent Mind, Maria Montessori - Maria Montessori: A Biography, Rita Kramer

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“It is not a case of a minimum growing into a maximum. The child has a different motive than the adult – the child’s work is to carry on his development in its entirety – there is no abbreviation. No one can take over his task and mature for him.”

- Maria Montessori

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- Margaret Yonemura, Shared Visions and Common Roots: Montessori, Pratt, and Steiner, The Educational Forum, Vol. 54, No. 1, Fall 1989

- Dee Joy Coulter, Montessori & Steiner: A Pattern of Reverse Symmetries, Living Education, July/August 1996 - Sylvia Morgan, Steiner Education, FROM NOW! Publica-

tions, 1997 - The Montessori Times, Caulfield Montessori School

Newsletter, March 1993 - Paula Polk Lillard, Montessori: A Modern Approach,

Schocken Books 1988 - Elizabeth G. Hainstock, The Essential Montessori, Penguin Books 1997 - Gilbert Childs, Steiner Education in Theory and Practice,

Floris Books 1991 - Aline D. Wolf, A Parent’s Guide to the Montessori

Classroom, Parent Child Press 1995

References

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- Susan Mayclin Stephenson, Child of the World, Michael Olaf’s Essential Montessori 1999-2000

- Lillian DeVault Kroenke, Building your Child’s Vocabulary

at Home, http://www.montessori.org/library/buildingvocabulary.html - Steiner Waldorf Schools Fellowship (UK and EIRE) http://www.cix.co.uk/~waldorf/new/index.htm - Dan O’Donnell, Montessori Education in Australia and

New Zealand, Fast Books 1996 - John Chattin-McNichols, The Montessori Controversy,

Delmar Publishers 1992

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