Is Montessori for all children?

The Montessori system has been used successfully with children between ages two and a half and eighteen from all socioeconomic levels, representing those in regular classes as well as gifted, emotionally disturbed, and physically handicapped. Because of its individual approach, it is uniquely suited to public education, where children of many backgrounds are grouped together. It is also appropriate for classes in which the student teacher ratio is high because children learn at an early age to work independently.

Is the child free to do what he/she chooses in the classroom?

The child is free to move about the classroom at will, to talk to other children, to work with any equipment whose purpose he/she understands, or to ask the teacher to introduce new material to him/her. He/she is not free to disturb other children at work or to abuse the equipment that is so important to his/her development.

What does the teacher do?

The teacher works with individual children, introduces materials, and gives guidance where needed. One of her primary tasks is careful observation of each child in order to determine his/her needs and to gain the knowledge she needs in preparing the environment to aid his/her growth. Her method of teaching is indirect in that she neither imposes upon the child as in direct teaching nor abandons him/her as a non-directive, permissive approach. Rather, she is constantly alert to the direction in which the child himself/herself has indicated he/she wishes to go and she actively seeks ways to help him/her to accomplish his/her goals.

What does Montessori do for the child?

The goal of Montessori for children is several: It encourages self-discipline, self-knowledge, and independence, as well as enthusiasm for learning, an organized approach to problem solving and academic skills.

What happens when children go from a Montessori class to a traditional class?

Most children appear to adjust readily to new classroom situations. In all likelihood this is because they have developed self-discipline and independence in the Montessori environment.

QUESTIONS PARENTS ASK ABOUT MONTESSORI KINDERGARTEN

Every year parents of children in their second year of Montessori begin to ask questions about continuing their child in the school for the kindergarten year.  Published research on some of the questions is limited; however, the experience of schools and parents throughout the country, as reported in surveys and anecdotal accounts, shows the following are the most frequently asked questions and their answers:

Why is it so important for my child to experience the kindergarten year at a Montessori school?

In the Montessori environment, the children are presented with endless opportunities to develop all of their senses and motor skills with the aid of self-correcting materials in a prepared setting.  During the third year a child can not only work with these materials in more depth, thus gaining more insights from them, but, using this base, can move into the academic areas.

Next, having learned from older children, shared with peers and helped younger children, the students now have the opportunity to assume leadership within the classroom.

And, once the child has established critical learning habits -- concentration, self-discipline, a sense of order, persistence in completing a task, creative self-expression and a love for learning, (invaluable preparations for life) -- these behaviors are reinforced in a supportive, exciting environment. All preparations for later academic work and for social and emotional development, which have been so carefully nurtured in the three and four-year-old child, are reinforced in the kindergarten year.
As one parent said, "everything my child had learned up to then seemed to fall into place, and he was ready to meet other challenges once he had this foundation."

Won't it be easier for my child to make the adjustment to public or private school at the kindergarten level rather than at some later date?

The goals of a Montessori classroom seem to be more closely related to those of a traditional first grade class than those of a traditional kindergarten.  In most traditional kindergartens, the primary emphasis is on developing social skills with some preliminary work in cognitive readiness.

In a Montessori environment, the emphasis is on individual growth, which allows for cognitive development based on a firm foundation of sensory and motor skill training, and which makes the transition into academic work so much easier for the child.

This transition occurs naturally during the third year in a Montessori environment and it occurs without stress, pressure, or praise.  At this point, a child who is ready will begin reading and working with math materials, in addition to other activities.  Few conventional kindergartens are geared to do this or have children who have been prepared for such work, and so it is not introduced until first grade.

One father's reason for preferring to stay with a Montessori education was:
"We considered the school years ahead.  Children usually do their best if they have good learning habits, a sound basis in numbers and math, and the ability to read.  We realized that our child had an excellent two year start in this Montessori school.  Transferring now to Kindergarten, the child will go no farther, whereas staying in Montessori ensures reaping the benefits of all past work under the enthusiastic guidance of teachers who share the child's joy of learning."

Will a child have enough experience in working in groups in a Montessori school to later become a successful group member in a traditional school?

A visit to a Montessori school classroom will show that considerable socializing and grouping takes place naturally in the environment and that the children behave in a socially responsible and orderly manner.

The Montessori approach eliminates many of the discipline problems found in more conventional environments.  There are a few well-chosen ground rules which are consistently reinforced.  The children learn to help one another and to care for one another, as well as taking care of their environment.  Children are free to talk and move around, are treated with respect, and are not controlled by fear or punishment.

The ambiance of the Montessori classroom provides the opportunity for more meaningful talking and social interactions than a more traditional environment.  Thus, the young child is well prepared from the Montessori experience to act as a cooperative and skilled group member.