Thoughts on the Montessori Method of teaching?

Question

I have a 2 year old. Pros and cons from people who know about this would be appreciated.

Answer 1

Pros would be if your child is a little bit about average for her level when it comes to problem solving, math, etc.

The cons is that their day is completely structured and doesn't totally allow for spontaneous fun that you would get in a regular preschool.

their games are all about learning, which is in no way a bad thing, but it doesn't always allow for them to use their own imagination, which at that age is the best part about being a child.

I think that you need to do your own research, go to a montessori school near you and have a tour. Then, go to a regular preschool and have a tour. Ask TONS of questions and get your own "feel" about which is better for your 2 year old.

Answer 2

I am also considering Montessori Preschool for my almost 2 year old. I visited the school, and did some research as well. I like it because the kids are allowed to work at their own pace and choose their own activities. They are not "graded" and ranked. There is structure, but not like a regular school. My nephew is in a regular preschool and they do things together. For example, the whole class learns about the letter A for the week. At Montessori, if one child already knows the letter A, they move on to another activity. The only downside for me, is the expense. It costs much more than my monthly rent.

Answer 3

I used to work as a teacher's aid in a Montessori pre-school for three years.  It was a wonderful experience.  The kids have an opportunity to learn while playing.  The classroom was sectioned off for different activities by low rolling shelves.  The shelves contained toys and games that were designed to teach things like geography and math and colors and numbers and each child had the opportunity to choose what they wanted to do and when they wanted to do it and who they wanted to play with.  That way they had a chance to develop their individuality, their creativity and to learn social skills.  

The teachers and aids in the classroom would keep track of what area each child played in and would try to direct them to a different area if they were spending too much time on the same thing.  This was to expose the child to a variety of experiences.  We did things like put on plays for the parents for different holidays.  Every day included, play time, story time, sharing time, nap time.  We had a painting area and a kitchen area where the kids learned to serve each other cookies and juice.  There was an area devoted to teaching children how to snap and button and zip and tie.  We had an aquarium and plants in the room and they were invited to learn about the care and feeding of both.  

There were 3 and 4 year olds who stayed only for half the day and the 5 year olds stayed all day.  The older kids had lunch and nap time and and once a week they learned things like how to clean and help around the house.  These activities made them feel like they were grown up and in charge.  In the afternoon they would learn how to write and read.  The Montessori method is a very good program and it develops the whole child.  

My best advice would be to contact schools in your area that offer the Montessori style and ask if you can go in to observe a class.  In our school each classroom had an observation booth with a two way mirror where parents could observe the interaction and activity in the classroom without the child being aware they were there.  (Parents had fun watching kids looking at themselves in the mirror and making faces at themselves.)  This way the parents got a good view of how their child was developing.  It was sometimes eye opening for parents and also comforting for them to know they were doing the right thing for their child.  A good Monetssori school will welcome your questions and help you make the right choice for your child.

Answer 4

SPECIFIC ELEMENTS OF MONTESSORI PHILOSOPHY ON WHICH THE EDUCATIONAL METHOD IS BASED

Multi-aged Grouping, based on Periods of Development: Children are grouped in three or six-year spans and have the same teacher for this period

The 3-Hour Work Period: Aft every age, a minimum of one 3-hour work period per day, uninterrupted by required attendance at group activities of any kind is required for the Montessori method of education to produce the results for which it is famous.

The Human Tendencies: The practical application of the Montessori method is based on human tendencies— to explore, move, share with a group, to be independent and make decisions, create order, develop self-control, abstract ideas from experience, use the creative imagination, work hard, repeat, concentrate, and perfect one's efforts.

The Process of Learning: There are three stages of learning:

(Stage 1) introduction to a concept by means of a lecture, lesson, something read in a book, etc.

(Stage 2) processing the information, developing an understanding of the concept through work, experimentation, creation.

(Stage 3) "knowing", to possessing an understanding of, demonstrated by the ability to pass a test with confidence, to teach another, or to express with ease.

Indirect Preparation: The steps of learning any concept are analyzed by the adult and are systematically offered to the child. A child is always learning something that is indirectly preparing him to learn something else, making education a joyful discovery instead of drudgery.

The Prepared Environment: The Prepared Environment: Since the child learns to glean information from many sources, instead of being handed it by the teacher, it is the role of the teacher to prepare and continue to adapt the environment, to link the child to it through well-thought-out lessons, and to facilitate the child's exploration and creativity.

Observation: Scientific observations of the child's development are constantly carried out and recorded by the teacher. These observations are made on the level of concentration of each child, the introduction to and mastery of each piece of material, the social development, physical health, etc. on.

Work Centers: The environment is arranged according to subject area, and children are always free to move around the room, and to continue to work on a piece of material with no time limit.

Teaching Method: There are no text books, and seldom will two or more children be studying the same thing at the same time. Children learn directly from the environment, and from other children—rather than from the teacher. The teacher is trained to teach one child at a time, with a few small groups and almost no lessons given to the whole class. She is facile in the basic lessons of math, language, the arts and sciences, and in guiding a child's research and exploration, capitalizing on interests and excitement about a subject. Large groups occur only in the beginning of a new class, or in the beginning of the school year, and are phased out as the children gain independence. The child is scientifically observed, observations recorded and studied by the teacher. Children learn from what they are studying individually, but also from the amazing variety of work that is going on around them during the day.

Class Size: The most successful 3-6 or 6-12 classes are of 30-35 children to one teacher, with one nonteaching assistant, this number reached gradually over 1-3 years. This provides the most variety of personalities, learning styles, and work being done at one time. This class size is possible because the children learn from each other and stay with the same teacher for three to six years. .

Basic Lessons: A well-trained Montessori teacher spends a lot of time during training practicing the many basic lessons with materials in all areas. She/he must pass difficult written and oral exams on these lessons in order to be certified. She is trained to recognize a child's readiness—according to age, ability, and interest—for a specific lesson, and is prepared to guide individual progress. Although the teacher plans lessons for each child for each day, she will bow to the interests of a child following a passion.

Areas of Study Linked: All subjects are interwoven; history, art, music, math, astronomy, biology, geology, physics, and chemistry are not isolated from each other and a child studies them in any order he chooses, moving through all in a unique way for each child. At any one time in a day all subjects—math, language, science, history, geography, art, music, etc.—are being studied, at all levels.

The Schedule: There is at least one 3-hour period of uninterrupted, work time each day, not broken up by required group lessons or lessons by specialists. Adults and children respect concentration and do not interrupt someone who is busy at a task. Groups form spontaneously but not on a predictable schedule. Specialists are available at times but no child is asked to interrupt a self-initiated project to attend these lessons.

Assessment: There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio and the teacher's observation and record keeping. The real test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning, concentration, and work.

Requirements for Age 3-6: There are no academic requirements for this age, but children are exposed to amazing amounts of knowledge and often learn to read, write and calculate beyond what is often thought usual for a child of this age.

Requirements for Ages 6-18: Requirements for ages 6-18: There are no curriculum requirements except those set by the state, or college entrance requirements, for specific grades and these take a minimum amount of time. Students of K-12+ age design 1-2 week contracts with the teacher to balance their work, and learn time management skills. The work of the 6-12 class includes subjects usually not introduced until high school.

Learning Styles: All intelligences and styles of learning—musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, natural, and the traditional linguistic and logical-mathematical—are nurtured and respected.

Character Education: Opportunities for the valorization of the personality is considered at least as important as academic education. Children are given the opportunity to take care of themselves, each other, and the environment—gardening, cooking, building, moving gracefully, speaking politely, doing social work in the community, etc.

The Results of learning in this way: In looking at the results one must be sure they are judging a class run by a fully trained teacher. Using Montessori without this training will not have the same results. When the environment meets all of the needs of children they become, without any manipulation by the adult, physically healthy, mentally and psychologically fulfilled, extremely well-educated, and brimming over with joy and kindness toward each other. Here is an early quote by Dr. Montessori:

Answer 5

I used to be totally against the Montessori method, but after my niece has been attending one for 5 years now, I have changed my mind.  

Usually the classes have more than one grade level in them, so the older kids can help the younger ones and the younger ones learn from the older ones.

You might take into consideration the behavior and attention span of your child before you make your decision...Montessori schools tend to be less structured than regular public schools, and the students are often allowed to "work at their own pace"--so like my niece who is an eager learner and a very well behaved child excels in the Montessori environment....my nephew on the other hand does better with the structured environment of a public school.

Basically, the important part is that you are willing to be involved with your child's schooling (pre-k or above)--it is a proven fact that children whose parents are involved at home as well in school do much better in school than those whose parents are not involved.  I'm guessing your child will be fine since you are already looking out for his/her best interest by looking into your options.

I also agree with the previous comment about checking out a Montessori school firsthand, it may give you a better perspective.

Good Luck!!

Answer 6

As a teacher of regular ed, I have never experienced Montessori school for my self.  However, I do get a lot of feedback about it - some good and some bad.  

A girlfriend takes her child to a Montessori school. It is a privately run daycare who follows the method of teaching.  The child is a well behaved Tomboy who is ver respectful.  i wouldn't say she is advanced, but she is higher than average.  Her mother works with her a lot and volunteers a lot with the school.  The student is very outgoing.  It seems to be working for her.  The other likes how the grouping is done.  Even though it seems "free-roam" they do have a method for the madness.  This child does not need a lot of structure.

Another person i know had her niece in the same exact school and pulled her out.  The niece was overlooked constantly and fell behind in the group work.  Because she was behind, the older students didn't really help her - they wanted to work with people who knew what was going on.  After the Aunt intervened (Auntie is a board certified teacher with about 15 years exp) they were able to regroup her.  That still did not work.  When they pulled her out and put her in regular public school, she was a year behind in reading.

Both stories aside - it depends on you and how you feel.  You know your child best.  Go visit the school.