Wimbledon Park Montessori School

The Montessori Philosophy

The Montessori method of education was developed by Maria Montessori in Italy at the turn of the 19th Century.  Now, some 100 years after she founded her first school, her methods are widely regarded as being some of the most effective forms of education, and have been adopted into the mainstream system.

Maria Montessori began her work by observing how children learned.  She soon realised that, given the correct environment and stimulation, children are able to develop quite remarkable behaviour, and achieve what appears to be the incredible.  She noticed that children below the age of six are more responsive to these educational methods, than at any other time in their lives.  Given specific equipment and methods, a child can learn almost anything.

Through these observations, Maria Montessori developed her Philosophy of Education.  This was based on the concepts of allowing children to develop at their own pace, and to experience events, rather than being told of them.  This idea of learning through experience has been adopted through the whole of the educational system, as is also seen in all aspects of industry.

A Montessori classroom, wherever it may be, will have certain consistent qualities. Children are encouraged to choose the activity with which they wish to work, and are allowed to complete it within their own time.  Attractive pieces of equipment can be taken from child-height shelves, and completed with or without the guidance of the teacher.  Maria Montessori found that given the opportunity to choose for themselves, children are attracted to activities that will best serve their needs.  Children are naturally inquisitive, and will thus be drawn to new experiences, rather than repeating those which have previously been mastered.  Allowing children to work at their own pace, without interruptions, aids the development of concentration and independence.

Specific equipment has been developed to assist the child's learning.  Much of it contains a factor known as a "control of error".  This ensures that an exercise can only be completed, if done so correctly.  This allows the child to complete the exercise with minimal assistance from the Directress (the correct term for a Montessori teacher, as the child is "led" rather than "told"), and thus the skills of problem solving and reasoning begin to take shape.

A further element of the Montessori classroom is the presence of equipment that serves a purpose, and that is also found within everyday activities.  Children will use real crockery and cutlery in the classroom.  Activities such as polishing are practiced using actual polish and real mirrors where practicable.  This use of "real" items develops the child's sense of worth.  If an accident or breakage occurs, the child is encouraged to clear up (obviously where safe), but is not blamed for the mishap.  Accidents are not intentional, and thus children should not be blamed for them, but educated about the ways to correct them, and thus learn from their mistakes.

The Montessori classroom provides an environment that aids development and independence within a system of educational targets.  Children are treated as people rather than pupils, and guided rather than taught. 

The Montessori method fills the gap between the strict, old-fashioned teaching methods of rote learning, and the more modern thinking that allows children to merely do exactly what they want without, necessarily, a particular purpose.  It encourages learning through experience and independence, but with a gentle guiding hand which exploits the natural desire of children to explore, discover, learn and develop.

Montessori Material