The Montessori method is a child-centered alternative educational method for children, based on theories of child development originated by an Italian educator Maria Montessori (1870-1952) in the late 19th and early 20th centuries. It is applied primarily in preschool and elementary school settings. Some Montessori middle and high schools also exist.
The Montessori method is characterized by an emphasis on self-directed activity on the part of the child and clinical observation on the part of the teacher (often called a director, directress, or guide). It focuses on the importance of adapting the child's learning environment to his or her developmental level, and of the role of physical activity in absorbing abstract concepts and practical skills. It is also characterized by the use of autodidactic (self-correcting) equipment for introduction and learning of various concepts.
Dr. Maria Montessori developed what came to be called the Montessori Method as an outgrowth of her post-graduate research into the intellectual development of children. Building on the work, she developed an environment for the scientific study of children with physical and mental disabilities. After successes in treating these children, she began to study the application of her techniques to the education of children without intellectual or developmental disabilities.
The Montessori method teaches reading via phonics and whole language. It discourages traditional measurements of achievement (grades, tests). Feedback and qualitative analysis of a child's performance does exist but is usually provided in the form of a list of skills, activities and critical points, and sometimes a narrative of the child's achievements, strengths and weaknesses, with emphasis on the improvement of those weaknesses.
Montessori is a hands-on approach to learning. It encourages children to develop their observation skills by doing many types of activities. These activities include use of the five senses, kinetic movement, spatial refinement, small/large motor skill coordination, and concrete knowledge that leads to later abstraction.
Children are introduced to equipment that is designed especially for the lesson at hand, learn the ability of breaking tasks into simpler components, isolating difficult parts, learning about cleanliness, self direction and responsibility.
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