The document provides an overview of the educational philosophy and methods of Maria Montessori. It discusses how she carefully observed children's development and designed an educational approach based on their sensitive periods of learning. Some key aspects of the Montessori method include using hands-on materials to facilitate self-directed learning, allowing freedom of movement, and preparing an environment to nurture the whole child's development. The approach aims to cultivate independence, intrinsic motivation, and respect for children's natural abilities and interests.

1. SEMINAR
EDU 01
KNOWLEDGE AND CURRICULUM:
PHYLOSOPHICAL AND SOCIOLOGICAL
PERSPECTIVES
ARYA V VIJAYAN
PHYSICAL SCIENCE
NO: 25

2. EDUCATIONAL THOUGHTS
OF
MARIA MONTESSORI

3.  Italian physician and anthropologist
 devoted her life to understanding how children develop socially,
intellectually, physically, and spiritually.
 At an early age, Montessori enrolled in classes at an all-boys
technical school,with hopes of becoming an engineer.
 She soon had a change of heart and began medical school at the
Sapienza University of Rome, becoming one of the first women to attend
medical school in Italy
 she graduated with honors in 1896.
 Her educational method is in use today in many public and private
schools globally.

4. full name Maria Tecla Artemisia Montessori
Born August 31, 1870
Chiaravalle, Marche, Italy
father Alessandro Montessori
mother Renilde Stoppani
Died May 6, 1952 (aged 81)
Noordwijk, South Holland, Netherlands
Resting place Noordwijk, Netherlands
Education University of Rome La Sapienza Medical
School
Occupation Physician
educator
Known for Founder of the Montessori method of
education

5. By carefully observing children all over the world, she discovered
universal patterns of development which are found in all children
regardless of their culture or the era in which they live.
Dr. Montessori was one of the first women to be granted a diploma
as a physician in Italy.
Following her interest in human development, she assisted at a clinic
for children with mental illnesses.
She later directed the Orthophrenic School in Rome for children
with physical, mental and emotional challenges.
During this time Dr. Montessori lectured throughout Europe concerning
the needs of children and their value to the future of our societies.
She stressed the need to change our attitudes about children and
their treatment.

6. In 1907, Dr. Montessori was given the responsibility of caring for a group
of children in the Rome’s San Lorenzo slum district.
She began to see the importance of a positive, nurturing environment
that changes with the developmental needs of the child.
As she observed the children and their response to the environment,
she saw them demonstrate capabilities and interests that exceeded
her expectations.
The set of materials used in the "Montessori" environment were
designed over a period of many years by Dr. Maria Montessori and her
associates, creating a concrete, physical representation of the
concepts and skills that children are naturally motivated to learn in
their normal course of development. Later this method, now known as
“Montessori method of education” is adopted by in many public and
private schools globally.

7. Dr. Montessori was nominated for the Nobel Peace Prize in 1949, 1950
and 1951
continued working, teaching and writing up to the time of her death
Montessori influenced Piaget, Freud, and Erickson, and many educators.
She is relevant to educational beliefs today because she introduced a
different way of thinking on how children learn best.

8. CORE MONTESSORI BELIEFS
 All children are born intelligent
 Children have an absorbent mind
 The first six years of life are crucial in a child’s development
 Education should focus on preparing the whole child
 Learning should be individually focused and self-paced
 The educator’s role is to guide and enrich each individual’s
learning process
 Motivation to learn should come from within
 Children learn best through exploration, problem solving, and
experience

9. HOW IS MONTESSORI EDUCATION DIFFERENT?
 Personalised Curriculum
 One-on-one lessons
 Flexibility in development
 Learning through hands-on experience
 All learning styles are addressed
 Children make choice and decisions
 Freedom of movement
 Montessori materials make abstract concepts concrete

10. PLANES OF DEVELOPMENT
Dr Montessori outlined four consecutive planes, or stages,
of development from birth to maturity, each plane spanning
approximately six-years. At each plane of development children
and young people display intellectual powers, social orientations
and creative potential unique to that stage

12. KEY ELEMENTS OF MONTESSORI EDUCATION
Prepared environment
M m
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13. Montossori educator

14. PRINCIPLES OF MONTESSORI EDUCATION
Respect for the Child
Much of the Montessori philosophy stems from a deep respect for
children. This involves respecting the uniqueness of every child,
their freedom to choose, to move, to correct their own mistakes,
and to work at their own pace. Montessori educators work and
interact with children from a place of genuine respect.

15. Doctor Maria Montessori’s research
Determined that the first six years
of life are the most crucial in a
child’s development. She termed
this stage the period of the
‘absorbent mind’ to describe the
child’s
sponge-like capacity to absorb
information from their environment.
During this time, children rapidly
develop an understanding of their
culture, and their world, and
construct the foundations of their
intelligence and personality.
Absorbent Mind

16. Sensitive Periods
Doctor Maria Montessori observed
that children pass through specific
stages in their development when
they are most capable of learning
specific knowledge areas and skills.
She termed these stages ‘sensitive
periods,’ which essentially describe
windows of opportunity for learning.
Characteristics of sensitive periods include:
intense focus, repetition, commitment to a task, and greatly
extended periods of concentration.

17. Educating the Whole Child
Montessori education is focused on nurturing each child’s potential
by providing learning experiences that support their intellectual,
physical, emotional and social development.
In addition to language and mathematics, the Montessori
Curriculum also covers practical life, sensorial, and culture.
All aspects of children’s development and learning are intertwined
and viewed as equally important.

18. Individualised Learning
Montessori learning programs are personalised to each child based
on their unique stage of development, interests, and needs.
Lessons with the Montessori materials are presented one-on-one
based on each child’s academic progress. Educators track each
child’s progress and support them as they progress through the
curriculum.

19. Freedom of Movement and
Choice
Doctor Maria Montessori
observed that children learn best
when they are free to move, free
to choose their own work, and
follow
their interests. In a Montessori
classroom, children are free to
move around the prepared
environment, work where they
feel they will
learn best, and discover
learning outcomes through
hands-on experience.
Montessori learning is largely
active, individually paced,
often self-correcting, and
tailored to the needs and
interests of each
individual child.

20. Prepared Environment
The Montessori classroom is also known as the prepared environment.
This is a carefully prepared learning space where everything has a
purpose and a place. There is a distinct sense of order which assists
children in developing
logical thought processes.
The fundamental idea is
“order in environment and
mind.” Within this space,
children are free to follow
their interests, choose their
work, and progress at their
own pace.

21. Intrinsic Motivation
The Montessori approach takes the view that learning is it’s own
reward. In the Montessori classroom there’s aren’t any gold stars
to reward children’s learning. Instead, children derive a sense
of accomplishment from completing an activity and learning
to do it for themselves.

22. Independence
Montessori is an education for independence.
It provides children with the environment, materials,
and guidance to learn to do and think for themselves.
It views children as born
learners who are capable
and willing to teach
themselves when provided
with the right stimulus.
The ultimate goal of
Montessori education is
independence.

23. Auto-Education
One of the core principles of the Montessori Method is the
concept of auto-education. It’s based on the belief that children
are capable and willing to teach themselves if they are provided
with interesting learning stimulus.
Montessori materials were
developed to meet this need
and empower children with
the ability to direct their own
education. Montessori
educators provide the
prepared environment,
guidance, and the
encouragement for children
to educate themselves.

24. The Association Montessori Internationale (AMI) was established by
Maria Montessori in 1929 to protect the integrity of her work and to
support high standards for both teacher training and schools.
Today, AMI continues to uphold Maria Montessori’s vision while
collaborating with contemporary research in neuroscience and
child development.
Montessori Northwest is proud to be an official teacher training
center of AMI, training teachers to work with children from birth to
age twelve.
The Association Montessori Internationale (AMI)

25. SOME TECHNIQUES USED BY MONTESSORI
The first item of her learning package dealt with Form and Size of
objects. For this, Montessori introduced children to a multitude of
small and big objects, - beads, pebbles, tables, chairs, trees, birds etc.
She viewed sense training as an taught them to see, to observe,
to perceive; to important aim of her educational system. She hear
and to listen; to feel hot and cold, to distinguish colours and sounds.
All these she did when children's minds were ready to receive them.
Montessori introduced her children to length, breadth, thickness,
strength and other qualities of objects.
Sometimes she would tie a kerchief round the child's head covering
his eyes, and bring an object near him, asking him to touch and tell
the name of that object.

26. She then introduced objects that had same dimensions but different
weights, in order to give children basic concepts relating to density.
She gave training in health and hygiene.
She taught them to keep their body and their classrooms neat and
clean.
Montessori introduced her children to the letters of the alphabets in
a special way; and she had her own psychological reasons for it.
Despite the criticisms raised by contemporary psychologists,
she resorted to 'writing' first, and reading next.
She prepared letters of the alphabets by cutting them out of
sandpaper, and led the child's finger over the rough form of letters.
Thus, in addition to audio and visual sensations, she supplemented
touch sensation in the learning of the letters of the alphabet

27. MERITS OF MONTESSORI EDUCATION
 An emphasis on hands-on independent learning
 Enhanced social interaction.
 Independence is a mainstay.
 A cultivated love for learning.
 Inclusive of special needs.
DEMERITS
 It can be expensive.
 It's not accessible to everyone.
 Curriculum may be too loose for some.