Maria Tecla Artemesia Montessori

(August 31, 1870 – May 6, 1952)

Maria Montessori was an Italian physician and educator, a noted humanitarian and devout Roman Catholic best known for the philosophy of education that bears her name, and her writing on scientific pedagogy.

Her educational method is in use today in public and private schools throughout the world.


Birth of Montessori Education

In 1906 Montessori was invited to oversee the care and education of a group of children of working parents in a new apartment building for low-income families in the San Lorenzo district in Rome.

At first, the classroom was equipped with a teacher’s table and blackboard, a stove, small chairs, armchairs, and group tables for the children, and a locked cabinet for the materials that Montessori had developed at the Maria Pic01Orthophrenic School. Activities for the children included personal care such as dressing and undressing, care of the environment such as dusting and sweeping, and caring for the garden.

Montessori observed behaviors in these young children which formed the foundation of her educational method. She noted episodes of deep attention and concentration, multiple repetitions of activity, and a sensitivity to order in the environment.

Based on her observations, Montessori implemented a number of practices that became hallmarks of her educational philosophy and method. The children in her programs continued to exhibit concentration, attention, and spontaneous self-discipline, and the classrooms began to attract the attention of prominent educators, journalists, and public figures.

As early as 1909, Montessori’s work began to attract the attention of international observers and visitors. Her work was widely published internationally, and spread rapidly. By the end of 1911, Montessori education had been officially adopted in public schools in Italy and Switzerland, and was planned for the United Kingdom.

By 1912, Montessori schools had opened in Paris and many other Western European cities, and were planned for Argentina, Australia, China, India, Japan, Korea, Mexico, Switzerland, Syria, the United States, and New Zealand. Public programs in London, Johannesburg, Rome, and Stockholm had adopted the method in their school systems.


Montessori Coming to India

An interest in Montessori had existed in India since 1913, when an Indian student attended the first international course in Rome, and students throughout the 1920s and 1930s had come back to India to start schools and promote Montessori education.

The Montessori Society of India was formed in 1926, and education content was translated into Gujarati and Hindi in 1927. By 1929, Indian poet Rabindranath Tagore had founded many “Tagore-Montessori” schools in India, and Indian interest in Montessori education was strongly represented at the International Congress in 1929.

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  1. No burden on students: Montessori education are motivated to learn on their own. This method helps raise the interest in the students which help them throughout their life. The knowledge about the different elements is gained using playful activities and practicing on the same.
  2. Focus on the overall growth of the child: The Montessori system helps the students in their overall development. This is done by focusing on the emotional, social and cognitive growth. This, in turn, helps them become better humans.
  3. Learn from surrounding and working on their own: This method is the most effective method of learning and works the best. The knowledge gained from this process stays for a longer time interval as compared to the normal methods of teachings. In order to make a learning surrounding for the students, it is necessary to create an environment that helps the students learn. Montessori system of education focuses on the activity based learning.
  4. Help children learn at their own pace: Different children have different methods of learning and are comfortable with their own pace. Forcing the students to learn faster hamper the growth of children. Keeping this in mind, different students are provided to learn at their own pace. This helps in removing any excess burden from the students.
  5. Different age group persons in same class: It is a common practice in most of the schools to place the persons of the different age group in different class. However, in the Montessori system of education, children of different age groups are placed in the same class. This helps the children to develop social skills and keep the interests of other people in mind while doing so. This also provides them the knowledge of teamwork.
  6. The child chooses to work on a particular project and time to be taken: Based on the interests of the child, he can choose any project that they want to work. They can also work on the project as long as they wish to. This adds a sense of responsibility on the child.

Everyday, parents search to find the ideal classroom environment for their children. Their goal is to educate children, to properly prepare them for adulthood by providing a solid school foundation. Parents entrust the teacher and school to deliver curriculum, help develop their character and prepare them to be productive citizens in a democratic society.

Today, there are so many different types of Preschools in whitefield Bangalore , which leave parents to wonder, which setting is the most ideal for their child? Two particular approaches that will be discussed are the Montessori approach and the traditional classroom setting as seen in public schools.cc

Montessori Advantage Conventional Advantage
Montessori Method provides a stimulating, active and engaging environment where a child’s interest is further strengthen Traditional education builds upon the education taught before thus giving students a strong foundation.
The Montessori Method taps into the child’s passion and strengthens his or her natural development. Through grading papers, discussion with the teacher or scores received on tests, students are provided with immediate feedback
The teacher acts as a “guide” and helps cultivate the child’s interest, enthusiasm, and love for education. Multimedia, internet and other forms of technology have become incorporated into the traditional classroom setting
The students work at their own pace, based upon their own interest, without emphasis on competition of others In inclusive settings, students meet a variety of students in the traditional model. This promotes awareness, understanding and empathy for students with special needs. Students learn how to intermix with students with special needs
Using manipulative, subjects are thought In a very concrete from then evolve to the abstract form

Both the advantages are evaluated and end of the day, it is upto the parents to decide with a combination of all pros and cons to finalize which is the ideal methodology for their childrens’ education.

The Samskrithi academy classroom are Children’s Home is thoughtfully arranged and geared towards the size, pace and interests of young children. Knowledge centers including areas for literacy, math, science, geography/world cultures, language arts and practical life. The environment is beautiful and inviting, designed to spark the children’s interest. Children are having freedom in an atmosphere prepared with visually likable materials. Natural colors and lighting will creates a surrounding environment that is peaceful and calm. The learning materials are arranged and displayed on low uncluttered shelves allowing for both comfort and order throughout the class. Separate areas for individual and group activities are found throughout the children’s home as well as space for quiet and rest in our peace areas.

  1. Maria Montessori designed specialized learning equipment made of beautiful and natural substance like wood metal and glass rather than plastic.
  2. These materials are self-correcting hands-on develop physical as well as intellectual process.
  3. Classrooms must have the full range of true Montessori materials to be used by children as they work in the classroom.
  4. A Montessori classroom is prepared environment containing lots of concrete learning materials for children to explore and learn.
  5. Manipulative are to be beautiful made of natural materials and explore one concept at a time.
  6. Materials are self-correcting( if possible) so that the child can see where the error is.
  7. Children are also taught responsibility with these materials to handle with care to put them away after using them.