Maria Montessori
Shedell L. Satcher
January 8, 2012
Introduction to Early Childhood Education
Jessica DeBiase

While working and studying to become an early childhood professional the name of Maria Montessori has came up often. Maria Montessori was a legendary icon she was advocate for education and peace. “She believed that learning was a total life experience for all children and that children of every land and culture developed in fundamentally the same way” (O’Connor,). My personal thoughts on education have been influenced by Maria’s concepts, beliefs, and theories about education. Maria Montessori was born on August 31, 1870 in Chiaravalle, Italy. At thirteen years old Maria began her college years at an all-boys technical school. It took a couple of years for Maria to decide on what she wanted to do with her life but by the time she graduated in 1890. Maria wanted to become a doctor and during this time women were not permitted into medical school. But she was confident and optimistic that change would occur and Maria became the first female in Italy to receive a medical degree. Maria worked in the areas of psychiatry, education, and anthropology. The Montessori Method is an innovative teaching approach for children that left a permanent mark on education curriculum throughout the world. Montessori defined four stages of development. She identified that within these stages of development it is intense at the beginning, consolidates and then tapers to the next stage. She talks about the re-birth of a child and describes it like passing through a kind of metamorphosis. The first and third stages are periods of intense creation, while the second and fourth stages are the calm periods of consolidation.

Maria Montessori believed that every child goes through a period of growth where they experience a substantial transformation; she calls this a re-birth. This happens as the child moves from one stage of development into another. Just by looking at the child one can see how their characteristics have changed. The child goes through a physical metamorphose and starts to look differently and behave differently. It may almost seem as though it is a different child. They also go through a psychological metamorphose in the way in which they learn changes. Dr Montessori uses the example of the butterfly “As it grows it retains for a period the same form and with it a whole group of characteristics, which remain constant for a definite epoch. Then comes a period of transition, brief and critical and out comes a butterfly” (Standing, 1984).
The four stages of development are 0-6 years, 6-12 years, 12-18years and 18-24 years. The first stage of development is – 0- 6yrs. It is the early childhood stage, where the individual creation of the person is taking place. This stage is characterized as the “Absorbent Mind” in which the mind of the child is like a sponge, absorbing everything that is in their environment. “There is in a child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life” (Montessori,1967).
From the ages 0-3 the mind of the child is unconscious. The child is constantly absorbing impressions from the environment without even knowing. For example; if one looks at babies they are constantly observing everything around them. They watch and listen to everything and have the ability to concentrate on one thing for a considerable length of time. By doing this they are consolidating large amounts of valuable information in their environment. In addition, during this period the intelligence of the child and other psychic abilities are being constructed. In fact their whole creation is being formed. According to Montessori this could only happen with an unconscious mind. “We adults are conscious that we have will and when we learn something we deliberately set about it. But there is no consciousness in the small child; no will” (Standing, 1984).
During this first sub-period the child starts to become more independent, as they become mobile and learn how to walk. The basic hand-eye co-ordination of the child is also being formed. They learn how to communicate with basic speech, allowing them to express their likes and dislikes. At this stage they are learning the basic tools of social interaction. In the second sub-period, 3-6yrs the child is taking in information from their environment consciously. Their mind shifts from an unconscious one to a conscious one. This happens as a result of movement. When the child begins to move, their absorbent mind has already taken in the world unconsciously.
The child goes through a re-birth at this stage. Their movement and co-ordination is more refined. They are able to fully communicate, as their speech is also more refined. Their mind is conscious, allowing them to achieve more order in the intellect (their thinking is more concrete) and their memory is better. They begin to utilize their will and it is the ego of the child that guides and directs him. As a result the child requires more physical independence at this stage. An example of this would be my three year old son telling me he can do it his self. The child wants to be free to work independently within a structured environment. They like to do real activities with a level of intelligent purpose. This is the reason they start Montessori school at 3 years of age. The Second stage of development is 6-12 years. As the child enters the second stage at 6 years, it goes through a metamorphosis. There are substantial changes in the physically, mentally, emotionally and socially. Physically the child changes in appearance. They lose baby fat and become thinner and longer, plus they start to acquire their permanent teeth. A shift occurs in their social abilities where they no longer require an enclosed environment, now they want to explore the outside world. Maria believed that the cognitive development in this period was powered by the imagination.
During the first sub-stage of 6- 9 years, the child passes from the sensory world to the abstract world, where the moral sense emerges and a love for group interaction emerges. Usually they start to join different groups and activities such as dance, football, ballet, etc. As the child moves from the first to the second sub-stage of this period their social interaction and moral code of conduct becomes more refined. Plus, the analysis/abstraction of thought is more consolidated.
The Third stage of development is12-18 years. The child becomes aware of the complexities of society. They will strive for independence and social growth; their focus is on community, relationships, and a larger, greater environment. They start asking themselves “Where do I fit in”. They can become very influenced by others and may even search for an ideal role model to follow. In the first sub-stage of this period the child goes through a huge physical metamorphose as they hit adolescence. The childhood period ends and they are now becoming young adults. Dr. Montessori felt that because of this rapid growth there is an increased need for sleep, due to hormonal changes.
The fourth stage is18yrs - 24years. This is a stage of Adulthood, in which the young person becomes a fully functional member of society. It is a period where the individual looks for self understanding. They are really seeking to know their place within the world. Dr. Montessori outlined an entire framework as a means of explaining the stages of child development. This was done in order for us to better understand the child/ adolescent and to help us become more aware of the huge transformations that take place in the child especially during a re-birth period/metamorphosis.
Based on Maria Montessori’s beliefs on how a child develops she was able to create a teaching method that would go with these beliefs. “Montessori education is a sensory-based pedagogy that is based on the belief that children learn at their own pace through manipulation of object” (Kallio, 2008). Maybe one of the most significant and worthwhile uses of this method is the system for teaching learning disabled students. This program is designed to help at-risk children using the same principles taught in the K–12 programs: independent growth, individual learning, sensory learning, and self-discovery.
The Montessori curriculum follows a chronological order based on Montessori’s five great lessons: the timeline of life, the story of language, the story of the universe, the story of numbers, and the timeline of civilization. Although some of her methods were criticized for being too disconnected, rigorous, and even harsh for the children, they did seem to facilitate a more genuine, natural experience. Maria could be heard saying, “I studied my children, and they taught me how to teach them.” A traditional view of a teacher is someone who dispenses knowledge: someone who lectures, tells feeds, disseminates and covers material. Teaching was a combination of information-dispensing, custodial child care and sorting out academically inclined students from others. Montessori believed that “it is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may be always ready to supply the desired help, but may never be the obstacle between the child and his experience” (Morrison). To implement a child-centered approach, the Montessori Method makes children the center of learning and encourages them to learn. Montessori teachers prepare the learning environment, respect each child, and introduce new learning materials. A teacher’s personal philosophy of education is a critical element in their approach to guiding children along the path of enlightenment. It is my desire as an educator to help students meet their fullest potential by providing them an environment that is safe, supports risk-taking, and encourages all. Students have the right to be treated with respect and dignity for their ideas, skills, and stages of development. When the voice of each student is heard, an environment evolves where students feel free to express themselves. A great teacher understands that the essence of education is a close relationship between a knowledgeable and caring adult with a secure and motivated child. I feel as educators we need to get to know each student as an individual in order to comprehend their social and cultural background, their unique needs, their learning style, and their interests and ideas. Educators need to counsel students as they grow and mature; helping them integrate their social, emotional, and intellectual growth. I will use methods that include integrated curriculum, active learning, individualized instruction, independence, appropriate assessment, and developmentally appropriate practices. Creative teaching materials are the heart of the process. Professionals need to adapt and adopt new practices that acknowledge both the art and science of learning.
My philosophy of education will be constantly evolving. I will constantly revise my viewpoint to reflect my new educational goals, ideals, and insights. I have to remember that I too am a lifelong learner. Nonetheless, the current philosophy of education I’ve established seems to go hand in hand with Dr. Montessori and her methods. We both feel that respect for the child is the cornerstone on which all our principles rest. Our education is ideally suited to meet the needs of the children. And I agree that we need to support the natural development of children in a well prepared environment. I will unquestionably integrate the Montessori Method into my classroom.
Education provides a foundation for a child to base the rest of his or her life on. All in all an educator means that you are someone who cares and wants to see children be successful in your class and in their educating.
Maria’s teaching strategies and her discoveries about the process of learning revolutionized the field of education in the United States and tremendously influenced children’s education around the world. Montessori felt that the crucial element was learning to be a good observer of children, learning to deduce and perceive what children need, both in general and as unique individuals, in order to develop to their fullest potential. She discovered a brilliant and well-designed solution to the challenge of meeting every child’s needs.

Works Cited
Kallio, 2008, The Montessori Method retrieved on 1/7/12 from http://www.lander.edu/library/files/The_Montessori_Method.pdf
Morrison, Early Childhood Education Today, 11th Edition. Pearson Learning Solutions
O’Connor, Mammolina; A story about Maria Montessori Carolrhoda Books
E.M Standing, 1984, Maria Montessori, Her life and works