Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I

Abstract

Maria Montessori developed a form of education in the first half of the last century that came to be called by her surname, and research indicates it often has positive outcomes. In the years since its development, tens of thousands of schools worldwide have called their programs Montessori, yet implementations vary widely, leading to confusion about what Montessori edu­cation is. Although there are varied opinions, here we use Dr. Montessori’s books and transcribed lectures to describe the conclusions of her work at her life’s end. We term this final conclusion authentic in the sense of “done in the traditional or original way,” (the primary definition of the adjective in Oxford English Dictionary, 2019). We do not claim that the original is superior to variants; this is an issue for empirical science. Our overarching goal is to provide researchers, policy makers, administrators, teachers, and parents with a benchmark from which to measure and evaluate variations from the education method Dr. Montessori bequeathed at the end of her life. In the ongoing search for alternative educational methods, the time-honored and burgeoning Mon­tessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, tem­poral, and social features. An appendix to Part II summarizes the features.
 In the ongoing search for alternative educational methods, the time-honored and burgeoning Montessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, temporal, and social features. An appendix to Part II summarizes the features.

Montessori Education at a Distance, Part 2

“…Foundations of the Montessori Method Lillard andMcHugh (2019a, 2019b) meticulously documented the foundation of Montessori education, stating that "in Montessori theory, the essential elements of education for human development comprise setting children free in a prepared environment with a specially trained teacher; these three features constitute a Montessori trinity" (p. 3; emphasis added). Three aspects making up the Montessori environment aspect of the triad are (a) physical environment, composed of classroom space and contents, including hands-on materials within which the Montessori curriculum for younger students is embedded and which enable children substantial freedom in their activities; (b) temporal environment, which ideally provides children with uninterrupted, 3-hour work periods daily; and (c) social environment, in which children create a classroom community where they interact and rely on their peers as much as, or more than, their teachers (Lillard & McHugh, 2019a). Attempting to replicate these aspects of the Montessori environment in a distance-learning format, presented an understandable challenge for teachers as well as families and caregivers during the rush to abide by stay-at-home orders in the spring of 2020.…”

“…Before the pandemic, the Montessori community was just beginning to imagine how digital tools might play a role in the approach, given the historical emphasis on hands-on and real-world activities (Lillard & McHugh, 2019a). Montessori educators tend to discourage the use of screens for the youngest children (under 6) and limit their use for elementary-aged children to research that supplements real-world materials as a way of extending learning beyond classroom resources (MacDonald, 2016).…”

Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public‐School System

“…Because Montessori pedagogy aims to promote self‐directed learning, children are allowed to freely choose their activities. Accordingly, the role of Montessori teachers is more to guide and support each child’s learning trajectory than to directly teach content (Lillard & McHugh, 2019b ).…”

Standardized Test Proficiency in Public Montessori Schools

“…Montessori education is a complex, deeply thought-out system developed in the early decades of the last century by an Italian physician and her collaborators, based on close observation of children and their responses to curated materials and an evolving set of environmental conditions (Lillard & McHugh, 2019a, 2019bMontessori, 2017). The children Montessori initially observed were atypically developing; the next group consisted of lower income students; and eventually Montessori worked with children of all social classes in Europe, America, and Asia, including 9 years in India during and after World War II.…”