The Montessori educational method, which was developed in the early 20th century for use with children and preteens, has become popular and widespread since its emergence.
In this article we will describe the 8 fundamental principles of the Montessori method among which we can highlight the prepared environment and self-education.
Maria Montessori (1870-1952) was an Italian doctor and educator whose work, mainly focused on the philosophy of education and pedagogy, constitutes a precursor of constructivism and continues to have a strong influence today.
The educational method proposed by Montessori emphasizes the need to promote the natural development of students’ abilities through self-direction, exploration, discovery, practice, collaboration, play, deep concentration, imagination or communication.
This pedagogical philosophy clearly distances itself from traditional educational methods since is based on spontaneity and student choice rather than rigid systems and based on compliance with certain academic evaluation criteria. For Montessori, respect and promotion of the child’s independence is key.
In turn, Montessori’s proposal is considered a theoretical model of human development. In this sense, the principles of the following section must be framed in the core postulates of his theory: people we construct ourselves psychologically through interaction with the environment and we have an innate tendency towards personal development.
Although the Montessori method has been applied in different ways due to its popularity, it is possible to find at least 8 fundamental principles of this pedagogical style based on the work of Montessori herself and the most popular later developments.
1. Discovery learning
Montessori’s educational philosophy has a markedly constructivist character. It is understood that people in general We learn best through direct contact, practice and discovery than through direct instruction. However, certain subjects, especially from the age of 6, require specific master classes.
2. Preparation of the educational environment
In the Montessori method, a “prepared environment” is used; This means that we ensure that it is adapted to the needs of the students based on their age. In addition, it must encourage movement and the performance of activities, be clean and orderly, be aesthetically attractive and have natural elements such as plants inside and outside the classroom
3. Use of specific materials
One of the most important components of the Montessori prepared environment is the inclusion of certain materials that were developed by Montessori herself and her collaborators. It is preferable to use natural materials, such as wood, than more artificial ones.
4. Personal choice of the student
Although the prepared environment entails limitations in the range of activities that students can access, this is still greater than that of traditional education and during the majority of class time freedom is given to choose any material, game or educational content from among those available in the classroom.
Montessori spoke of “self-education” to refer to the active participation of students in their own learning. In this sense, the role of teachers is more related to preparation, supervision and help, as we will see later.
A very relevant aspect of the Montessori method is the fact that it is recommended that classrooms contain a large number of students and that they be of different ages, although They are divided by age groups because of the specificities of development in each period. Generally the separation is carried out in groups of 3 years (for example from 6 to 9).
This is because Montessori defended that there are sensitive periods in which children have a greater facility to acquire one or another type of skills and knowledge. Thus, in early childhood it is important to develop language or the senses, while abstract thinking is encouraged especially from the age of 6.
6. Collaborative learning and play
Since students are free to choose how they are educated, they will very often decide to collaborate with their peers. This allows peer tutoring is especially relevant in relation to play (which fulfills important functions in sociocultural development) and should be promoted by teachers.
7. Classes without interruptions
Another of the most characteristic features of the Montessori method is the presence of uninterrupted 3-hour classes. Since they rely mainly on self-direction on the part of the students, they should be much less bored than in traditional teaching; What is sought is to promote the achievement of a state of concentration that enhances learning.
8. Teacher as guide and supervisor
In the Montessori method The teacher guides the students’ learning, avoiding hindering their self-education process Thus, their roles are related to the preparation of the academic environment, the observation of children to promote individualized learning, the introduction of new educational materials or the provision of information.
