The document summarizes key aspects of Montessori education philosophy and methodology. It discusses that Montessori views all children as having an absorbent mind and sensitive periods for learning. The prepared environment is structured to allow freedom of movement, choice, and exploration using child-sized materials. The role of the Montessori teacher is to guide children's activities through careful presentation of materials and then stepping back to allow independent learning, while maintaining order and peace in the classroom.

1. MONTESSORI EDUCATION
BY: RATNA EKAWATI

2. MONTESSORI PHILOSOPHY
CHILD
ENVIRONMENT TEACHER

3. How does a young child learn?
- Montessori view -

4. 1.All children have Absorbent Mind.
Yang dimaksud dengan “Absorbent Mind” adalah kemampuan otak
anak dalam menyerap hal-hal yang mereka dengar, lihat dan
rasakan dari lingkungannya.
– Unconcious Mind
Masa dimana anak menyerap apa saja dari lingkungan tanpa
dipikirkan lagi, yaitu pada usia 0 – 3 tahun,
– Concious Mind
Masa dimana anak mulai menyadari apa yang mereka dengar, lihat,
dan rasakan dan mereka mulai mempertanyakan, yaitu pada usia 3
– 6 tahun.

5. 2. All children have sensitive periods.
• THERE ARE 6 SENSITIVE PERIODS
1. Sensitivity to order.
Usia 0 – 2 tahun.
2. Sensitivity to language.
Usia 0 – 6 tahun.
3.Sensitivity to walking and movement.
Usia 10 bulan – 2 tahun.
4 Sensitivity to the social aspects of life.
Usia 2 tahun
5. Sensitivity to small objects.
Usia 1 tahun
6. Sensitivity to learning through the senses.
Usia 0 – 5 tahun

6. 3. All children learn to play/work.
4. All children want to be independent.
5. All children pass through several stages
of development.
6. All children want to learn.

7. The Principles of the Montessori Prepared Environment
1. Freedom
• Freedom of movement
• Freedom to explore
• Freedom from interference from other children and adults.
• Freedom to interact socially.
• Freedom of choice.
2. Child-sized equipment.
• All within the child’s reach.
3. Real objects.
• The tasks the children undertake are real jobs.
4. Access to the garden.
5. Structure and order.
• There is ground rules.
• Everything is in order as it set up.
• Work cycle is guidance in completion of tasks.
6. Beauty.
• Means simple,
• pleasantly decorated,
• colorful but not over stimulating.
7. Cleanliness.
• The materials in the classroom should be easy, washable so the child can be trained in habits of cleanliness.
8. Calmness and Peace.
• The environment is clam and peaceful with children working and learning in joy.
9. Socialization.
• There is freedom of interaction.
• Co-operation is encouraged not competition.
• Vertical grouping.
10. Intellectual.
• 5 Areas of the curriculum: EPL, Sensorial, Language, Mathematics and Cultural.

8. The Montessori Teacher
• Montessori concept of the teacher different from the traditional view of
teaching. These differences and distinctions are summed up as follows:
1. The Montessori teacher is a directress of children’s activities.
2. The Montessori teacher observes the children’s behavior and then adapts
the environment to provide the needs of the children.
3. The Montessori teacher guides their activities by careful presentation of new
materials.
4. The Montessori teacher starts by being active but then gradually become
passive so the children themselves become active in their learning.
5. The Montessori teacher is always busy in the classroom although she may
not directly needed by any of the children.
6. The Montessori teacher always aims to keep the classroom peaceful and
calm.
7. The Montessori teacher must recognize that children are intrinsically
motivated to learn.
8. The teacher should intervene only when called upon by the child or when it
is clear that the child is not making progress.

9. The attributes of a Montessori
teacher includes the following:
• Knowledge of the subject.
• Knowledge of the child development.
• Experience of observation and technique in handling
children.
• Inspiration; this is means belief in her own work and
having many ideas for stimulating the child.
• Hope and faith in the child’s ability to develop and learn.
• Warmth, kindness and enthusiasm.
• Consistent behavior and, when it is necessary, firmness
in order to maintain classroom discipline.

10. 10 Ground Rules for the Directress in
the Prepared Environment
1. Maintain the ORDER created. Always be sure that everything is in the correct place
and that each piece of apparatus is complete.
2. Maintain BEAUTY AND SIMPLICITY. Do not over stimulate the children and crowd
walls with too many examples of children’s work.
3. Ensure that there is great RESPECT for all the members of the community. Caring
and kindness towards each other is of paramount important.
4. PROTECT the children’s concentration and do not permit interruption.
5. ACTIVATE the children by putting them in touch with the environment, showing them
how to do things and then allowing them to discover for themselves.
6. Be prepared at all times to SERVE the children and meet their needs.
7. OBSERVE the children carefully and bring in new activities to stimulate and stretch
their learning.
8. Do not allow violence in any form. Do not PUNISH unacceptable behavior and do not
offer prizes of REWARDS for good work. The children will derive satisfaction from
their own achievement.
9. The objects in the classroom, the furniture, the learning materials must always be
used for the PURPOSE FOR WHICH THEY WERE DESIGNED. For example, never
sit on the tables or use the Montessori apparatus as toys.
10. Do not encourage COMPETITION between children.