Western Philosophers and their schools of Philosophy Maria Montessori system of Education

1. Dr.M.Deivam
Assistant Professor
Department of Education
The Gandhigram Rural Institute (Deemed to be University)
Gandhigram, Dindigul District, Tamil Nadu – 624 302
Maria Montessori

2. Maria
Montessori
(1870-1952)

3. Life sketch
 Dr.Maria Montessori was born in July, 1890 in
Itally.
 She got MD degree from University of Rome.
 She served at Psychiatric Clinic of University of
Rome.
 She was the incharge of feeble minded children at
Psychiatric Clinic.
 She observed that feeble minded condition of the
children was due to dullness of senses. Sense
training was given by help
 The observed on sense training encouraged her to

4. Cont.,
 Professor of anthropology: from 1900 to 1907,
University of Rome.
 He got opportunity to come in contact with children
(mentally deficient)
 Supervisor of Schools: In1907, Director of Roman
Association for good buildings to supervise some
schools (age 3 to 7 years)
 Inspector of Infant Schools: She was appointed as
Inspector of Infant schools by the Government of Italy
in 1922.
 She running away from Italy: Mussolini came to
power in Italy and he was a fascist dictator. He want to

5. Cont.,
 She opened a school called as children’s
House in 1907.
 She used her method of sense training
 She emphasized on physiological data
e.g. record regarding weight, height and
other bodily measurements.

6. Educational Principles
 Development from within : Suitable environment
should be provided so that the child may grow and
develop the potentialities that he has within him
 The doctrine of freedom or liberty:
 Principles of individual development
 Teacher as a director
 Principles of self-education or auto-education
 Principles of sense training
 Principles of motor efficiency or muscular training

7. Contributions of Montessori Method
 Scientific Approach to Education : Observation,
Experimentation and Scientific methods of teaching were
suggested
 Didactic Apparatus: Didactics is he art/science of
teaching.
 Didactic materials were used in a scientific way for:
- Motor training (Motor education)
- Sense training (Sense education)
- Teaching of writing
- Teaching of reading
- Teaching of arithmetic
- Teaching of responsibility patience, faith and mercy.

8. Cont.,
 Psychological Basis of Education: The principles of
child psychology were emphasized both for various
exercises as well as for the understanding the nature of
children (3-7 years)
 Individualised Instruction: Dr.Montessori emphasised on
teaching of the individual teacher (Individualised
instruction) she was of the opinion that every child is
unique personality. Class teaching is not good. Every child
needs to be observed and handled individual for proper

9. Teacher Education
 Montassori devoted sufficient time on the
teacher education on line with her methods
of teaching. Teacher education programmes
were also organised in India.
Dr.Montessori stayed in India from 1939
to 1951.

10. Discipline
Discipline comes by an indirect route,
by developing activity in spontaneous
work. Every individual is expected to
learn now to control himself by his
own efforts and through calm,
silent activity which is directed
towards no external aim.

11. Role of the Teacher
 Teacher is to play the role of a
director/directress
 Teacher as gardener
 Knowledge of each child (mind and
character of each individual, his
height, weight, other measurement)
 Doctor-cum-scientist-cum-
missionary
 Moral qualities

12. Main features
 Montessori school is called “The children’s House” while
Froble’s School is called “Children’s Garden”.
 Homely atmosphere is provided in the school which is
helpful in the development of the individuality of the
children.
 There are many rooms e.g.
- Study room
- Room for lunch
- Room for manual work
- Room for games and amusement
- Rest room

13. Cont.,
 Rooms are maintained by children
themselves e.g. following maintenance
activities are undertaken by children
themselves:
-- Cleaning the rooms
-- Dusting of the rooms
-- Laying of tables
-- Setting of the chairs
 There is no fixed time table

14. Cont.,
 Class is not the unit of teaching because group teaching is
not recommended by individual teaching is
emphasized. Development of the individuality for the child
is possible only through individual education
 Each child is free to choose his/her activities, according
his/her liking / inclinations/interests.
 A variety of exercises are provided for developing
various skills/abilities/habits. E.g
Practical (Routine Skills)
- Washing hands
-Washing of clothes, Sweeping of rooms. Dusting of
furniture

15. Cont.,
- Setting the tables and chairs
- Cleaning the nails
- Brushing the teeth
- Polishing the shoes
- Combing the hair
- Training in liberty (freedom) Performing ordinary
services
- Gymnastic
 Motor Training: Sense training is giving through the
use of didactic apparatus

16. Cont.,
Sense Training: Sense training is giving
through the use of didactic apparatus
 Training in writing, reading and arithmetic
(training in 3 Rs).

17. Merits of Montessori Method
 Reverence for small children: To madam montessori
“the child was god.” Her school was the temple and
duty of the temple was the essence of childhood.
 Scientific bases of the method: Madam montessori
was a scientist and she applied scientific principles
based on experience, observation.
 Individual teaching: her method is a reaction against
collective teaching.
 Freedom for children: In her method discipline is that
of self-control, and self-directed activity.

18. Cont.,
 Sense training: Children through sense
training. It is based upon the maxims
‘proceed from concrete to abstract’
 Unique method of reading and writing:
Reading is exercise to our mind, writing is a
muscular activity
 Learning through living: She has
provided practical exercises in her school
which enable children to learn good habits
of cleanliness and order.

19. Limitations
 Mechanical and artificial nature of didactic
apparatus. Too much importance has been given
to the didactic apparatus.
 More emphasis on biological aspects and less
on psychological. Keeping records of the height,
limbs of each individual child.
 Neglect of the training of imagination
 Lack of suitable teachers (Teacher should know
child psychology and laboratory procedure)
 It is fully mechanical oriented
 Very expensive to set up Montessori school

20. Thank you all