1). A Milwaukee Journal Sentinel article (Richards, 2006) covering the same research -- showing that 12-year-olds at Montessori schools were more creative and sophisticated in their essay-writing than 12-year-olds in other schools, which teachers will tell you is the goal in most classrooms
Proven Educational Excellence A study that scientifically tests the positive impact that Montessori has on students was published by Tunisia Riley for the AAAS (American Association for the Advancement of Science). This study claims to be the first to "scientifically test the impact on Montessori education, and the results show that Montessori schools can teach academic and social skills that are "equal or superior to those in certain other types of schools" (Riley, 2006, p
Achieving a Holistic & Successful Reading Program in Montessori Cathleen Soundy explains in the Early Childhood Education Journal that children in the three to six-year-old category learn the importance of reading through oral reading by the teacher, and they are introduced to letters by the sound of those letters rather than the names of those letters and prior to memorizing the alphabet. Why is that holistic? There is a well-thought-out developmental continuity designed into the reading program, and it incorporates "literacy events" through an interwoven series of everyday routines across the range of programmatic levels from infancy through kindergarten" (Soundy, 128)
Montessori eschewed traditional gender roles by entering a technical school at age thirteen, and subsequently went on to study medicine. Her interest in the sciences was discouraged by her father but encouraged by her mother, who was a "well educated, wealthy woman devoted to liberation and unity of Italy," (Flaherty)
In addition to using case studies and qualitative research, Montessori also relies on powerful rhetoric to persuade readers of the ineffectiveness of traditional educational methods. For example, in one section of The Montessori Method, the author refers to the "principle of slavery" that still informs the traditional school (Montessori)
The Montessori method can be described as a "more genuine, natural experience" than formal education provided (Flaherty). Another keynote of the Montessori method is the de-centering of the teacher (Smith)
At the time these children were considered un-teachable, yet under Montessori's guidance they reached a level of learning where they successfully passed school examinations along-side children who had no mental disabilities (Stephenson, 1998). Many ideas and values make up the Montessori model of teaching, but the main idea is that "the purpose of education is to fully develop human potentialities" (Dubble, 1998, p
In her work at The Children's House in Rome, Italy, she fostered great learning in children who otherwise would receive the most minor educations. In this process, she emphasized the importance of movement, spontaneity, choice, and responsibility, all things that children from the poor slums of Rome were not getting (DuCharme 1992)
Her methods led people, including educators, to take a good look at the processes by which nations all over the world educated their children. In some cases, such as the education of mentally disabled children, Maria Montessori was able to teach children who were considered "ineducable" (Stephenson, 1998, p
Even children with multiple and severe disabilities have received considerable benefits after being integrated into Montessori classrooms. The integrated environment seems to be a positive learning experience for both disabled and non-disabled students (Thompson, 1991)
However, some children grow up in more supportive environments than other children, in terms of the child's development of the language faculty. According to Maria Montessori: "The most important preparation of the environment for successful development of spoken and written language in the child is the language environment of the home" (Stephenson 2010)
In Montessori, work equates with "desire" to create something meaningful. But critics insisted that the emphasis for very young children should be on "the play spirit" which is "the purest, most spiritual activity of man at this stage" of childhood (Cossentino, 2006, p
Because most traditional schools are "narrowly focused on productivity" and test results -- and less interested in developing the whole child with a holistic worldview -- Cossentino believes future educational reform should be centered around the Montessori model (88). An educational research study conducted in Turkey -- involving 25 five and six-year-old Montessori students and 25 non-Montessori children of the same age in a control group -- reflected the fact that the Montessori Method makes what the authors called "…positive contributions to preschool children's readiness to primary school" (Kayili, et al
In truth, Soundy points out that only recently has the Montessori Method opened up the opportunity for imaginative play. Notwithstanding the fact that play is thought to be an "immediate and natural tool for generating and expressing ideas" it has not been "supported or encouraged sufficiently in Montessori settings" (Soundy, 2009, 381)
Finally, implications of the Montessori Methods and its practice on the current profession of education are detailed, and the impact of the theory and the life history of Maria Montessori on the perspectives of the author are also discussed. Background Biographical Sketch: Maria Montessori was a pioneer from a very early age, and both the fact that her pioneering behavior was encouraged and impact that this pioneering had on her outlook and perspectives were of tremendous influence in the shaping of her educational philosophy and methods (Kramer 1988)
This began a life-long exploration by Montessori of educational techniques and theories that could benefit all learners, and especially children, as the successes that Montessori had with disabled students seemed to clearly suggest to her that her experimental methods could bring "normal" children to even higher levels of achievement (Kramer 1988; IMI 2011). This truth, apparent to Maria Montessori from the beginning, has been proven true time and time again for the past century; beginning with a school in Rome, then the Italian publication of her theories, and finally with publication in English and other languages as well as with the general exporting of her ideas, the Montessori philosophy of education and approach to teaching is now in schools worldwide (Montessori 1912; Kramer 1988; IMI 2011)
This began a life-long exploration by Montessori of educational techniques and theories that could benefit all learners, and especially children, as the successes that Montessori had with disabled students seemed to clearly suggest to her that her experimental methods could bring "normal" children to even higher levels of achievement (Kramer 1988; IMI 2011). This truth, apparent to Maria Montessori from the beginning, has been proven true time and time again for the past century; beginning with a school in Rome, then the Italian publication of her theories, and finally with publication in English and other languages as well as with the general exporting of her ideas, the Montessori philosophy of education and approach to teaching is now in schools worldwide (Montessori 1912; Kramer 1988; IMI 2011)