Celebrating a hundred years of Montessori:

Should 'traditions' continue into the next century?

Shanthi WIJESINGHE

EDUCATION: Dr. Maria Montessori, the creator of what is called "The Montessori Method of Education," based a new dimension to children's education on her scientific observations of their behaviour nearly a hundred years ago.

As the first woman physician to graduate from the University of Rome, Montessori became involved with education as a doctor treating impoverished and maladjusted children - often - mentally and physically handicapped - or "challenged" as many would like it stressed.

The fact of the matter was, that Montessori as the first woman doctor in italy was a challenge to all her peers - men, who were of the firm belief that a place for a woman was the home, the hearth and a battalion of kids to please their eyes !

Sadly, there are many in who still believe this should be the case - at least in our region !

The home-like setting Dr. Montessori created was filled with developmentally appropriate materials providing learning experiences. The exercises she designed contributed to the growth of self-motivated, independent learners. The entire process was accepted when well-adjusted children emerged from within.

From then on, (early 1912) it was a process which took almost the whole world by storm and Hitler - being Hitler - swooped down on Madame encouraging her to open Montessori schools in Germany. He had a different agenda. When Montessori realised this she was persecuted.

On a visit to India during World War II she had been invited to visit Sri Lanka (Ceylon) as we were all part of a sovereign state. My mother (now in her 80s- oops, late 70s !) remembers Dr. Montessori when she visited Good Shepherd Convent, Kotahena.

At the time she didn't know 'who' she was but remembers a lady who was treated in the vein of royalty. Writs of conversation stuck to her long-term memory and later as I graduated she recalled the glory days and the visit of Mdm. Montessori with her son Mario. I am horrified to find Montessori teachers are not given her biography - let alone the method - as it should be!

Today, there are only a very few settings which can boast of quality. Some areas of work are not practical in today's context. Children cannot be made to sit through a process when they have so much access to the outside world.

They cannot be pressurized into sitting through the entire process of an exercise when in fact they have invented a far simpler and child-friendly methodology.

On the other hand, there are some exercises which help to raise the concentration levels. All children however, should not be subjected to rigidity and form. We must take the children into account - first.

When there is rigidity and pressure children tire easily. There are other ways in getting them to like the exercises without over-exposing them to "behaviour modification" via exercises.

Most Montessori establishments begin as home-grown ventures purely because of the cost factor. If done in a proper manner, these too can be beautifully and tastefully prepared.

Unfortunately, many such places have stayed the same for quarter of a century and parents have continued funding these now downtrodden establishments which still boast of Montessori quality!

I have been a proud owner of a small home-based facility and have recently graduated to include a Research School for practitioners seeking advanced quality in the profession. On both grounds, job satisfaction and the joy of working with children and adults remain a key focus-factor.

Montessori's dynamic theories included revolutionary concepts such as:

* Children are to be respected as different individuals.

* Children create themselves through purposeful activity.

* The most important years for learning are from birth to age six.(0-6)

* Children possess unusual sensitivity and mental powers for absorbing and learning from their environment, which includes people and learning tools.

The Montessori Business in Sri Lanka

We often wonder whether parents are aware that most Montessori Houses are simply business establishments and purely non-progressive?

If educators have been given an insight to a methodology of a 100 years ago do you believe that such an establishment is suitable for your child? One must remember that stagnant educational methods are the bane of our country and ECD above all should never be stagnant.

Unless the school has an open door policy we recommend you stay away from enrolling your child.

For student-teachers, we suggest you find out more about Montessori and the acceptability of a system that is fast dying around the world unless it is adapted to suit modern living and ever-changing lifestyles.

Most schools are grand in their setting, with well-displayed Montessori material that children aren't even allowed to touch, An underpaid, half-baked "Montessori teacher" is cutting her teeth on your money! The acceptable student-teacher ratio for small children is 1:10 and the student-lecturer ratio is 1:20.

How does it work?

Each group operates on the principle of freedom within limits. Each of these groups should ideally consist of children of mixed ages. Children learn to respect each other and the environment. If any educator tells you differently she is making excuses for herself.

Children are free to work at their own pace either alone or with others. The teacher is trained to observe the children to determine which new activities and materials she may introduce to an individual child or to a group.

The aim of this procedure is to encourage active, self-directed learning and to strike a balance of individual mastery with small group collaboration within the whole group community. There are a full range of activities for varied ages.

The three-year age span(3-5 year olds) in each class provides a family-like grouping where learning can take place naturally. More experienced children share what they have learned while reinforcing their own learning. This peer- group learning is intrinsic to Montessori whereby children are encouraged interaction and exchange of ideas.

What does it do for the child?

Non-biased observers worldwide have described Montessori-based learners as having developed self-discipline, self-knowledge, independence, enthusiasm for learning, organized approach to problem-solving, and academic skills.

After 25 years in the field I agree with them wholeheartedly. Children tend to be well-rounded individuals who understand their importance within their community and relate in positive ways to their natural surrounding.

Its matter of Philosophy!

So, we are really speaking about Montessori as not being biased towards any social strata. From wealthy communities to rural settings the practice of the philosophy is an all-time winner.

Poor quality teachers - Montessori or otherwise - complain they don't have access to material. However, I've worked with star-quality educators from Anuradhapura, Batticaloa, Pollonaruwa, Kalmunai and Muthur who relied on the philosophy alone.

From the battle zones they were able to pick on the positive qualities of children working on improving the mindset rather than sit in camps languishing and narrating the horrific details of their existence to the 'hallelujah choruses' descending on our country from time to time - especially when there is disaster.

The highlights of a Progressive Montessori classroom:

* Teachers are educated in the Montessori philosophy and methodology for the age level they are teaching, have the ability and dedication to put key concepts into practice.

* Teachers are taught variations of exercises with the material.

* A partnership is established with the family. The family is considered an integral part of the child's total development.

* A multi-aged, multi-grade heterogeneous grouping of students. A diverse set of Montessori materials, activities and experiences, which are designed to foster physical, intellectual, creative and social independence.

* Children are encouraged to experiment with material.

* A schedule that allows uninterrupted time to problem-solve, to see connections in knowledge and to create new ideas.

* A classroom atmosphere that encourages social interaction for cooperative learning, peer teaching and emotional development.

Any educator worth her salt should know that Montessori is progressive. Looking out of the box is the first step to reach this goal. The fact that one has learned a methodology eons ago is definitely no indicator. Not giving ear to the development of children is the worst crime.

(The writer is Exec. President - Association of Montessori Directresses Director- "Seekers" Research College for ECD Practitioners)